Christopher R. Matthews

@drcrmatthews.bsky.social

▪︎ Reading, writing & thinking about the moral foundation of scholarship ▪︎ Author of Doing Good Social Science: http://bit.ly/3EgFA2z ▪︎ More about my work: immersiveresearch.co.uk ▪︎ DM for speaking/workshop requests

In my experience moral leadership in contemporary academia is largely absence or symbolic. And the senior scholars that do provide it often have to sit outside of formal power structures. It seems easier to clamber the greasy academic pole if you're a malliable coward rather than a principled leader

"Social science methods are not as they should be." In this paper I expand my critique of the 'epistemological fictions' that offen sit at the core of thinking & writing in disciplines such as psychology, criminology, sociology and interpretative science more broadly. Please do share 🙏

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Research, like most things, rarely goes as planned. That doesnt mean its messy. In fact, if your research is 'a mess,' i think youre either being descriptively lazy or admiting to doing poor science. There are much better terms than messy. More here 👇

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Research, like most things, rarely goes as planned. That doesnt mean its messy. In fact, if your research is 'a mess,' i think youre either being descriptively lazy or admiting to doing poor science. There are much better terms than messy. More here 👇

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Ive been away teaching medics abouts doing research. Its been a great few days. My main take away is the false separation they see between their practice and their research projects. Hopefully we've corrected that somewhat, it seems we've inspired some different ways forward.

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Steve Borgatti and I invite contributions to a special issue on "Social Network Theory" at the journal Social Networks. Send us a wide range of approaches and manuscripts, anything really, on the theoretical interpretation, systematization, integration, and reflection of empirical network research!

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Formal teaching qualifications should focus on the science of pedagogy. But not to the detriment of the social theory, politics, theology, humanities and art of pedagogy. Accepting these statements requires a radical shift in how PGCHEs & university pedagogy is structured and managed.

Embedded in these four books (in combo with a background of decent social theory) is a powerful reworking of academia and society more broadly. How will we get people to engage with such ideas when they are so quick to farm out their deliberations to unthinking artificial 'intelligence'?

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