Following on from my last blog about the usefulness of big R research literacy to systems thinking in practice (and vice versa), this post is about the trustworthiness of ‘knowledge’ produced by research, whether that is the findings or particular recommendations (conclusions) arising from them.
I’ve written before about critiques of knowledge being viewed as a product or ‘thing’ and alternatives offered by different authors. However, for the sake of this blog, I am not sure how far I will get without treating knowledge as if it is the more formal propositional, explicit knowledge that is presented in written form or in presentations. So bear with me!
How my systems literacy helps me think about trustworthiness
an explanation does not exist in and of itself – it is a part of a social dynamic between an explainer, an explanation (the form of an explanation) and a listener or reader.
Ison (2017, p.9)
This quote from Ison (2017) is accompanied by a cartoon where one person is saying “This happens because….” and a second person is thinking “I accept this because….” I think that this is a great way of thinking about the trustworthiness of knowledge – any explanation a practitioner (including practitioners of research) make is evaluated by the listener or reader in order to consider whether it is trustworthy or not. Continue reading