PreprintArticleVersion 1Preserved in Portico This version is not peer-reviewed
The Significance of Constructive, Reductive, and Detection Conceptual Analysis Methods for the Postgraduate Philosophy Scholar at the Global Centre for Academic Research (G-CAR) in the 21st Century
Version 1
: Received: 7 May 2019 / Approved: 8 May 2019 / Online: 8 May 2019 (09:46:23 CEST)
How to cite:
Lebese, M.S. The Significance of Constructive, Reductive, and Detection Conceptual Analysis Methods for the Postgraduate Philosophy Scholar at the Global Centre for Academic Research (G-CAR) in the 21st Century. Preprints2019, 2019050087. https://doi.org/10.20944/preprints201905.0087.v1
Lebese, M.S. The Significance of Constructive, Reductive, and Detection Conceptual Analysis Methods for the Postgraduate Philosophy Scholar at the Global Centre for Academic Research (G-CAR) in the 21st Century. Preprints 2019, 2019050087. https://doi.org/10.20944/preprints201905.0087.v1
Lebese, M.S. The Significance of Constructive, Reductive, and Detection Conceptual Analysis Methods for the Postgraduate Philosophy Scholar at the Global Centre for Academic Research (G-CAR) in the 21st Century. Preprints2019, 2019050087. https://doi.org/10.20944/preprints201905.0087.v1
APA Style
Lebese, M.S. (2019). The Significance of Constructive, Reductive, and Detection Conceptual Analysis Methods for the Postgraduate Philosophy Scholar at the Global Centre for Academic Research (G-CAR) in the 21<sup>st</sup> Century. Preprints. https://doi.org/10.20944/preprints201905.0087.v1
Chicago/Turabian Style
Lebese, M.S. 2019 "The Significance of Constructive, Reductive, and Detection Conceptual Analysis Methods for the Postgraduate Philosophy Scholar at the Global Centre for Academic Research (G-CAR) in the 21<sup>st</sup> Century" Preprints. https://doi.org/10.20944/preprints201905.0087.v1
Abstract
This article articulates the significance of conceptual analysis (CA) methods for the postgraduate philosophy scholar at the G-CAR institution. In order to clarify the significance, first the concepts were defined, their context examined and the problems posed by the concepts looked at. The activity of scholars who are bent on researching for concepts meaning, was highlighted and the methods scholars use in determining meaning were carefully examined. Three major methods discussed by philosophers, namely, constructive, reductive and detective were explained as well as their significance in helping philosophy scholars do qualitative research in meaning determination. Meaning was found to be a discovery of the observer’s relationship to the objective reality as depicted by concepts. The common factor in these three methods was the dominant role both the observer and the human subjects played in determining meaning – a constructive engagement. It was clarified too, that the ability to explicate concepts’ meaning is the tool kit or skill sets that all scholars need to navigate the semantic jungle in the 21st Century.
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
(Click to see Publons profile: )
Commenter's Conflict of Interests:
The article is written as a guide to the students at Global Centre for Academic Research (G-CAR). Professor Lebese is my colleague.
Comment:
This article unpacks the Conceptual Analysis in a manner easy to understand. It further creates an interest to "dig" more into this method and align it to other practices of data analysis. Thanks Prof for this excellent piece of work.
Commenter:
Commenter's Conflict of Interests: The article is written as a guide to the students at Global Centre for Academic Research (G-CAR). Professor Lebese is my colleague.