I was recently tasked with reading and writing about chapter 20 of a book called "All Possible Worlds," by Martin. It was pretty interesting as far as academic reading goes. But it really did drive home some rather harrowing realizations about my chosen field.
Here's what I wrote:
When I first chose to become a geography graduate student, I shamefully admit that I had only a rudimentary idea as to how geographic research was conducted. I believed that a problem or interrelation of variables was postulated by hypotheses and afterwards tested by a collection of data and subsequent analysis. In a way, my rough “crayon drawing” of scientific inquiry was somewhat correct. But it was not until I completed my reading of Chapter 20 of All Possible Worlds that I truly understood the scope that is geographic research.
Geography as an academic discipline is as enormous as the planet that it studies. Its cardinal traditions are stippled together by countless sub-fields. These sub-fields are governed by the previous work of scholars through methods ranging from abstract theories and philosophies to hardened empirical mathematics. During my whole undergraduate career, I never realized how my chosen field blended all the hard and soft sciences into one distinct focus of study.
Unable to resist the temptation, I sought to match my undergraduate works my with the scholarly traditions and methods that best fit my study foci. As expected, much of my senior essays depicted me as Political Geographer and Area Studies Traditionalist who performed his analysis through the use of socio-political theory and a little empirical examination. This is of course, a generous categorization as my study processes were never as detailed as those described in the text. Nonetheless, I was somewhat proud to see that the methods I had utilized for an “A” class grade were those utilized to build scholarly knowledge. As such, it appears that I am on the right track.
I was also grateful to draw some pearls of wisdom from this reading as well. The section regarding the use of dichotomies and abstractions made me realize that not everything that I have read for geography may be true. The fact that the reading itself encourages students to question the age-old precepts of geographic thought really shed light on how scientific thought progresses. As an accent to the point, Haggett’s statement on how progress is marked “by the sound of plummeting hypotheses” drove this notion into my mind like an intellectual spike.
The other counsels and cautions that I gleaned from this reading stemmed from the “CONCEPTUAL STRUCTURE OF GEOGRAPHY” section starting on page 516. Percepts and Concepts, Patterns and Processes, Descriptions and Explanations; the meanings of these words were finally made clear to me along with the careful steps leading to the creation, measurement and implementation of geographic research. So vast were the concepts, methodologies and theories of geography that my initial sentiment at the completion of this reading was one of overwhelmed bewilderment.
