Types Of Quantitative Research for Students and Researchers

JUNE 9, 2014 BY APRIL KLAZEMA

Quantitative research is a type of empirical

investigation. That means the research focuses on verifiable observation as opposed to
theory or logic. Most often this type of research is expressed in numbers. A researcher
will represent and manipulate certain observations that they are studying. They will
attempt to explain what it is they are seeing and what affect it has on the subject. They
will also determine and what the changes may reflect. The overall goal is to convey
numerically what is being seen in the research and to arrive at specific and observable
conclusions.

If you’re going to be conducting quantitative research, you might want to check out
Udemy’s course on writing an effective research paper. There you will find information
to help you understand how to conduct your own research, as well as how to interpret
the research of others and arrange it into a cohesive paper.

There are four basic types of quantitative research: survey, correlational, causal-
comparative, and experimental. But we must first understand how quantitative research
works.

How Quantitative Research Works

To better understand this style of research we need to break down its major tenets.
There are three: observing and explaining something that happens, collecting
information, and analyzing the information. The combination of these three parts is at
work when presenting clear and well-researched findings.

Observing and explaining occurrences is the first step. The search for this explanation
can be presented in the form of a question. It can also be expressed as a hypothesis. In
the case of a hypothesis the search for an explanation is made as a statement to be
proved of disproved – depending on the goals of your research.

The collection of information in quantitative research is what sets it apart from other
types. Quantitative research is focused specifically on numerical information, also
known as ‘data.’ Because the research requires its conductor to use mathematical
analysis to investigate what is being observed, the information collected must be in
numbers.

The last step of the research revolves around using mathematics to analyze the ‘data’
collected. This is done with statistics. When most people think about quantitative
research they think specifically about statistics. You might want to check out Udemy’s
Introductory Statistics course. It can help you to better understand how to crunch
numbers for better quantitative research practices.

Now, let’s go over the four types of quantitative research:

Survey Research

Survey research uses interviews, questionnaires, and sampling polls to get a sense of
behavior with intense precision. It allows researchers to judge behavior and then
present the findings in an accurate way. This is usually expressed in a percentage.
Survey research can be conducted around one group specifically or used to compare
several groups. When conducting survey research it is important that the people
questioned are sampled at random. This allows for more accurate findings across a
greater spectrum of respondents.

It is very important when conducting survey research that you work with statisticians
and field service agents who are reputable. Since there is a high level of personal
interaction in survey scenarios as well as a greater chance for unexpected circumstances
to occur, it is possible for the data to be affected. This can heavily influence the outcome
of the survey.

There are several ways to conduct survey research. They can be done in person, over the
phone, or through mail or email. In the last instance they can be self-administered.
When conducted on a single group survey research is its own category. However survey
research can be applied to the other types of research listed below.

You’ve probably taken part in several survey research projects, since they are extremely
common. Have you ever received a receipt from a store or restaurant where you’re asked
to call a number at the bottom to participate in a survey and be entered to win? Have
you ever been asked to “stay on the line” to answer a few questions after an experience
with a customer service rep? Have you ever been asked to give your thoughts after
visiting a website? These are all examples of survey research.

Correlational Research

Correlational research tests for the relationships between two variables. Performing
correlational research is done to establish what the affect of one on the other might be
and how that affects the relationship. Correlational research is conducted in order to
explain a noticed occurrence. In correlational research the survey is conducted on a
minimum of two groups. In most correlational research there is a level of manipulation
involved with the specific variables being researched. Once the information is compiled
it is then analyzed mathematically to draw conclusions about the affect that one has on
the other.

Remember, correlation does not always mean causation. For example, just because two
data points sync doesn’t mean that there is a direct cause and effect relationship.
Typically, you should not make assumptions from correlational research alone.

Causal-Comparative Research

Causal-comparative research looks to uncover a cause and effect relationship. This

research is not conducted between the two groups on each other. Rather than look solely
for a statistical relationship between two variables it tries to identify, specifically, how
the different groups are affected by the same circumstance. Causal-comparative
research involves ‘comparison.’ In causal-comparative research the study of two or more
groups is done without focusing on their relationship. As always the use of statistical
analysis is engaged to synthesize the data in a clear method for presentation.

Experimental Research

Though questions may be posed in the other forms of research, experimental research is
guided specifically by a hypothesis. Sometimes experimental research can have several
hypotheses. A hypothesis is a statement to be proven or disproved. Once that statement
is made experiments are begun to find out whether the statement is true or not. This
type of research is the bedrock of most sciences, in particular the natural sciences. If
natural sciences, such as biology, are something you are interested in you should check
out Udemy’s course on writing an A+ Biology Paper. It will help you use the types of
quantitative research to great effect.

Quantitative research can be exciting and highly informative. It can be used to help
explain all sorts of phenomena. The best quantitative research gathers precise empirical
data and can be applied to gain a better understanding of several fields of study. Now
that you’ve compiled your research, it’s time to start writing. There is no better way to
get started then with Udemy’s course on how to write a great research paper. The world
of information is waiting for you. What will you find?
Strengths and limitations
Quantitative method
Quantitive data are pieces of information that can be counted and which are usually
gathered by surveys from large numbers of respondents randomly selected for
inclusion. Secondary data such as census data, government statistics, health system
metrics, etc. are often included in quantitative research. Quantitative data is analysed
using statistical methods. Quantitative approaches are best used to answer what, when
and who questions and are not well suited to how and why questions.

Strengths Limitations

Findings can be generalised if selection Related secondary data is sometimes not

process is well-designed and sample is available or accessing available data is
representative of study population difficult/impossible

Difficult to understand context of a

Relatively easy to analyse
phenomenon

Data can be very consistent, precise and Data may not be robust enough to explain
reliable complex issues

Qualitative method
Qualitative data are usually gathered by observation, interviews or focus groups, but
may also be gathered from written documents and through case studies. In qualitative
research there is less emphasis on counting numbers of people who think or behave in
certain ways and more emphasis on explaining why people think and behave in certain
ways. Participants in qualitative studies often involve smaller numbers of tools include
and utilizes open-ended questionnaires interview guides. This type of research is best
used to answer how and why questions and is not well suited to generalisable what,
when and who questions.

Strengths Limitations

Complement and refine quantitative Findings usually cannot be generalised to the

data study population or community
Provide more detailed information to More difficult to analyse; don’t fit neatly in
explain complex issues standard categories

Multiple methods for gathering data

Data collection is usually time consuming
on sensitive subjects

Data collection is usually cost efficient

Organizing Your Social Sciences Research Paper: Quantitative Methods

This guide provides advice on how to develop and organize a research paper in the

social and behavioral sciences.

 Purpose of Guide

 Types of Research DesignsToggle Dropdown

 1. Choosing a Research ProblemToggle Dropdown

 2. Preparing to WriteToggle Dropdown

 3. The AbstractToggle Dropdown

 4. The IntroductionToggle Dropdown

 5. The Literature ReviewToggle Dropdown

 6. The MethodologyToggle Dropdown

 7. The ResultsToggle Dropdown

 8. The DiscussionToggle Dropdown

 9. The ConclusionToggle Dropdown

 10. Proofreading Your PaperToggle Dropdown

 11. Citing SourcesToggle Dropdown

 Annotated Bibliography

 Giving an Oral PresentationToggle Dropdown

 Grading Someone Else's Paper

 How to Manage Group ProjectsToggle Dropdown

 Writing a Book ReviewToggle Dropdown

 Writing a Case Study

 Writing a Field ReportToggle Dropdown

 Writing a Policy Memo

  Writing a Research Proposal

 AcknowledgementsToggle Dropdown
Definition

Quantitative methods emphasize objective measurements and the statistical,

mathematical, or numerical analysis of data collected through polls,

questionnaires, and surveys, or by manipulating pre-existing statistical data

using computational techniques. Quantitative research focuses on gathering

numerical data and generalizing it across groups of people or to explain a

particular phenomenon.

Babbie, Earl R. The Practice of Social Research. 12th ed. Belmont, CA: Wadsworth

Cengage, 2010; Muijs, Daniel. Doing Quantitative Research in Education with SPSS.

2nd edition. London: SAGE Publications, 2010.

Characteristics of Quantitative Research

Your goal in conducting quantitative research study is to determine the

relationship between one thing [an independent variable] and another [a

dependent or outcome variable] within a population. Quantitative research

designs are eitherdescriptive [subjects usually measured once]

or experimental [subjects measured before and after a treatment]. A

descriptive study establishes only associations between variables; an

experimental study establishes causality.

Quantitative research deals in numbers, logic, and an objective stance.

Quantitative research focuses on numeric and unchanging data and detailed,

convergent reasoning rather than divergent reasoning [i.e., the generation

of a variety of ideas about a research problem in a spontaneous, free-flowing

manner].

Its main characteristics are:

 The data is usually gathered using structured research instruments.

 The results are based on larger sample sizes that are representative of

the population.

 The research study can usually be replicated or repeated, given its

high reliability.

 Researcher has a clearly defined research question to which objective

answers are sought.

 All aspects of the study are carefully designed before data is collected.

 Data are in the form of numbers and statistics, often arranged in

tables, charts, figures, or other non-textual forms.

 Project can be used to generalize concepts more widely, predict future

results, or investigate causal relationships.

 Researcher uses tools, such as questionnaires or computer software,

to collect numerical data.

The overarching aim of a quantitative research study is to classify features,

count them, and construct statistical models in an attempt to explain what is

observed.
Things to keep in mind when reporting the results of a study using

quantitative methods:

1. Explain the data collected and their statistical treatment as well as all

relevant results in relation to the research problem you are

investigating. Interpretation of results is not appropriate in this

section.

2. Report unanticipated events that occurred during your data collection.

Explain how the actual analysis differs from the planned analysis.

Explain your handling of missing data and why any missing data does

not undermine the validity of your analysis.

3. Explain the techniques you used to "clean" your data set.

4. Choose a minimally sufficient statistical procedure; provide a rationale

for its use and a reference for it. Specify any computer programs used.

5. Describe the assumptions for each procedure and the steps you took

to ensure that they were not violated.

6. When using inferential statistics, provide the descriptive statistics,

confidence intervals, and sample sizes for each variable as well as the

value of the test statistic, its direction, the degrees of freedom, and

the significance level [report the actual p value].

7. Avoid inferring causality, particularly in nonrandomized designs or

without further experimentation.

8. Use tables to provide exact values; use figures to convey global

effects. Keep figures small in size; include graphic representations of

confidence intervals whenever possible.

 9. Always tell the reader what to look for in tables and figures.

NOTE: When using pre-existing statistical data gathered and made available

by anyone other than yourself [e.g., government agency], you still must

report on the methods that were used to gather the data and describe any

missing data that exists and, if there is any, provide a clear explanation why

the missing data does not undermine the validity of your final analysis.

Babbie, Earl R. The Practice of Social Research. 12th ed. Belmont, CA: Wadsworth

Cengage, 2010; Brians, Craig Leonard et al. Empirical Political Analysis: Quantitative

and Qualitative Research Methods. 8th ed. Boston, MA: Longman, 2011; McNabb,

David E. Research Methods in Public Administration and Nonprofit Management:

Quantitative and Qualitative Approaches. 2nd ed. Armonk, NY: M.E. Sharpe,

2008; Quantitative Research Methods. Writing@CSU. Colorado State University; Singh,

Kultar. Quantitative Social Research Methods. Los Angeles, CA: Sage, 2007.
Basic Research Design for Quantitative Studies

Before designing a quantitative research study, you must decide whether it

will be descriptive or experimental because this will dictate how you gather,

analyze, and interpret the results. A descriptive study is governed by the

following rules: subjects are generally measured once; the intention is to

only establish associations between variables; and, the study may include a

sample population of hundreds or thousands of subjects to ensure that a

valid estimate of a generalized relationship between variables has been

obtained. An experimental design includes subjects measured before and

after a particular treatment, the sample population may be very small and

purposefully chosen, and it is intended to establish causality between

variables.

Introduction

The introduction to a quantitative study is usually written in the present

tense and from the third person point of view. It covers the following

information:

 Identifies the research problem -- as with any academic study, you

must state clearly and concisely the research problem being

investigated.

 Reviews the literature -- review scholarship on the topic, synthesizing

key themes and, if necessary, noting studies that have used similar

methods of inquiry and analysis. Note where key gaps exist and how

your study helps to fill these gaps or clarifies existing knowledge.

 Describes the theoretical framework -- provide an outline of the theory

or hypothesis underpinning your study. If necessary, define unfamiliar

or complex terms, concepts, or ideas and provide the appropriate

background information to place the research problem in proper

context [e.g., historical, cultural, economic, etc.].

Methodology

The methods section of a quantitative study should describe how each

objective of your study will be achieved. Be sure to provide enough detail to

enable the reader can make an informed assessment of the methods being

used to obtain results associated with the research problem. The methods

section should be presented in the past tense.

 Study population and sampling -- where did the data come from; how

robust is it; note where gaps exist or what was excluded. Note the

procedures used for their selection;

 Data collection – describe the tools and methods used to collect

information and identify the variables being measured; describe the

methods used to obtain the data; and, note if the data was pre-

existing [i.e., government data] or you gathered it yourself. If you

gathered it yourself, describe what type of instrument you used and

why. Note that no data set is perfect--describe any limitations in

methods of gathering data.

 Data analysis -- describe the procedures for processing and analyzing

the data. If appropriate, describe the specific instruments of analysis

used to study each research objective, including mathematical

techniques and the type of computer software used to manipulate the

data.
Results

The finding of your study should be written objectively and in a succinct and

precise format. In quantitative studies, it is common to use graphs, tables,

charts, and other non-textual elements to help the reader understand the

data. Make sure that non-textual elements do not stand in isolation from the

text but are being used to supplement the overall description of the results

and to help clarify key points being made. Further information about how to

effectively present data using charts and graphs can be found here.

 Statistical analysis -- how did you analyze the data? What were the

key findings from the data? The findings should be present in a logical,

sequential order. Describe but do not interpret these trends or

negative results; save that for the discussion section. The results

should be presented in the past tense.

Discussion

Discussions should be analytic, logical, and comprehensive. The discussion

should meld together your findings in relation to those identified in the

literature review, and placed within the context of the theoretical framework

underpinning the study. The discussion should be presented in the present

tense.

 Interpretation of results -- reiterate the research problem being

investigated and compare and contrast the findings with the research
 questions underlying the study. Did they affirm predicted outcomes or

did the data refute it?

 Description of trends, comparison of groups, or relationships among

variables -- describe any trends that emerged from your analysis and

explain all unanticipated and statistical insignificant findings.

 Discussion of implications – what is the meaning of your results?

Highlight key findings based on the overall results and note findings

that you believe are important. How have the results helped fill gaps in

understanding the research problem?

 Limitations -- describe any limitations or unavoidable bias in your

study and, if necessary, note why these limitations did not inhibit

effective interpretation of the results.

Conclusion

End your study by to summarizing the topic and provide a final comment

and assessment of the study.

 Summary of findings – synthesize the answers to your research

questions. Do not report any statistical data here; just provide a

narrative summary of the key findings and describe what was learned

that you did not know before conducting the study.

 Recommendations – if appropriate to the aim of the assignment, tie

key findings with policy recommendations or actions to be taken in

practice.
  Future research – note the need for future research linked to your

study’s limitations or to any remaining gaps in the literature that were

not addressed in your study.

Black, Thomas R. Doing Quantitative Research in the Social Sciences: An Integrated

Approach to Research Design, Measurement and Statistics. London: Sage, 1999;

Gay,L. R. and Peter Airasain. Educational Research: Competencies for Analysis and

Applications. 7th edition. Upper Saddle River, NJ: Merril Prentice Hall, 2003; Hector,

Anestine. An Overview of Quantitative Research in Composition and TESOL.

Department of English, Indiana University of Pennsylvania; Hopkins, Will G.

“Quantitative Research Design.” Sportscience 4, 1 (2000); "A Strategy for Writing Up

Research Results. The Structure, Format, Content, and Style of a Journal-Style

Scientific Paper." Department of Biology. Bates College; Nenty, H. Johnson. "Writing a

Quantitative Research Thesis." International Journal of Educational Science 1 (2009):

19-32; Ouyang, Ronghua (John). Basic Inquiry of Quantitative Research. Kennesaw

State University.
Strengths of Using Quantitative Methods

Quantitative researchers try to recognize and isolate specific variables

contained within the study framework, seek correlation, relationships and

causality, and attempt to control the environment in which the data is

collected to avoid the risk of variables, other than the one being studied,

accounting for the relationships identified.

Among the specific strengths of using quantitative methods to study social

science research problems:

 Allows for a broader study, involving a greater number of subjects,

and enhancing the generalization of the results;

 Allows for greater objectivity and accuracy of results. Generally,

quantitative methods are designed to provide summaries of data that

support generalizations about the phenomenon under study. In order

to accomplish this, quantitative research usually involves few variables

and many cases, and employs prescribed procedures to ensure validity

and reliability;

 Applying well establshed standards means that the research can be

replicated, and then analyzed and compared with similar studies;

 You can summarize vast sources of information and make comparisons

across categories and over time; and,

 Personal bias can be avoided by keeping a 'distance' from participating

subjects and using accepted computational techniques.

Babbie, Earl R. The Practice of Social Research. 12th ed. Belmont, CA: Wadsworth

Cengage, 2010; Brians, Craig Leonard et al. Empirical Political Analysis: Quantitative

and Qualitative Research Methods. 8th ed. Boston, MA: Longman, 2011; McNabb,

David E. Research Methods in Public Administration and Nonprofit Management:

Quantitative and Qualitative Approaches. 2nd ed. Armonk, NY: M.E. Sharpe, 2008;

Singh, Kultar. Quantitative Social Research Methods. Los Angeles, CA: Sage, 2007.
Limitations of Using Quantiative Methods

Quantitative methods presume to have an objective approach to studying

research problems, where data is controlled and measured, to address the

accumulation of facts, and to determine the causes of behavior. As a

consequence, the results of quantitative research may be statistically

significant but are often humanly insignificant.

Some specific limitations associated with using quantitative methods to

study research problems in the social sciences include:

 Quantitative data is more efficient and able to test hypotheses, but

may miss contextual detail;

 Uses a static and rigid approach and so employs an inflexible process

of discovery;

 The development of standard questions by researchers can lead to

"structural bias" and false representation, where the data actually

reflects the view of the researcher instead of the participating subject;

 Results provide less detail on behavior, attitudes, and motivation;

 Researcher may collect a much narrower and sometimes superficial

dataset;

 Results are limited as they provide numerical descriptions rather than

detailed narrative and generally provide less elaborate accounts of

human perception;

 The research is often carried out in an unnatural, artificial environment

so that a level of control can be applied to the exercise. This level of

 control might not normally be in place in the real world thus yielding

"laboratory results" as opposed to "real world results"; and,

 Preset answers will not necessarily reflect how people really feel about

a subject and, in some cases, might just be the closest match to the

preconceived hypothesis.
What Is an Independent Variable in Quantitative Research?
By Kenneth W. Michael Wills; Updated April 25, 2017

The foundations of quantitative research are variables and there are three main types:
dependent, independent and controlled. The researcher will manipulate an independent
variable in an effort to understand its effect on the dependent or controlled variable. In
other cases when manipulation is not an option, the independent variable is presumed
to have an effect on the dependent variable and is called a “status variable” but often
treated as an independent variable. However, to draw precise conclusions about the
effects of an independent variable, the scientist must use a controlled variable for
consistency.

Definition

An independent variable is a variable in research that causes a change -- or is

presumed will cause a change -- to other variables in the research conducted. Scientists
can control the independent variable to monitor those changes or he can presume a
change and look for evidence of those changes to the other variables.

How it Works

Let’s say a researcher wants to study the growth of coffee beans. The dependent
variables of such study include the number of coffee beans used, the weight of the
plants, height of the plant, the size of the leaves and time it takes for the plant to
mature.

The independent variables will impact the results of the dependent variable. Those
variables may include the amount of water present, the use of fertilizer, the amount of
fertilizer used, and temperature; the amount of exposure to sunlight will also affect the
dependent variables.

Controlled Variable Importance

If a scientist wants to monitor how two different types of fertilizer (independent

variables) effect the growth of the coffee beans, he will need to control all other
variables. First he must use the same kind of coffee beans and the same amount of
fertilizer to grow both sets of plants. He will need to make to make sure both sets are
exposed to the exactly the same amount of water, sunlight and temperatures. These are
all controlled variables for the research.

Status Variable

In some situations a researcher cannot manipulate an independent variable, although it

may have an effect on the dependent variable. As a technical term scientists may refer
to this independent variable as a status variable, but still treat it as an independent
variable to further research and record results.

For example, if a social scientist is attempting a quantitative study on cigarette smoking

and lung cancer, he cannot manipulate ethnicity of gender of individual subjects;
although he suspects both independent variables may affect the body’s reaction to
cigarette smoking. These are labeled as status variables and the scientist may look for
consistent effects in both gender and ethnicity, while comparing those results to other
ethnicities and the opposite gender, to ascertain the impact of the independent variable.
Research
is a careful, detailed and systematic study of a specific problem, concern, or issue
to establishfacts This is best accomplished by turning the issue into a question,
with the intent of the research toanswer the question.When is a research
practical?Practical research means actual doing or using of something rather than
theories and ideas. It

involves inquiry methods and immersion activities in order to achieve the correct
information.

The Scientific Method

1.

Ask a question- state the problem2.

Research- collect sources3.

Hypothesis- an educated guess

(If I will…it will…)
4.

Experiment- design and perform to test hypothesis and variables5.

Data/Analysis- record observations, analyze the data, prepare a graph or table6.

Conclusion- accept or reject hypothesis, communicate results

Questions that Delimits Research
1.

What is the meaning of life?2.

What is the origin of God?3.

Is the universe finite or infinite?4.

When did time begin?5.

Why is the future unknowable?6.

Why do we fear the unknowable?7.

Why are there exceptions to every rule?
Types of Research
1.

Qualitative- used to gain an understanding of underlying reasons, opinions, and

motivations.Used in social science and natural sciences2.

Quantitative- deals in numbers, logic, and an objective stance. Quantitative

research focuseson numeric and unchanging data and detailed, convergent
reasoning rather than divergentreasoning. Used in psychology, marketing and
political science
Characteristics of Quantitative Research
1.

Objective- impartial, unbiased and neutral2.

Clearly defined questions (What, Which, how much)3.

Structured research instruments (surveys, questionnaires, software)4.

Numerical data and statistical treatment (unbiased results)5.

Large sample size (represents a population)6.

Replication (high reliability

—
stable and consistent)7.

Future outcomes (new concepts and further studies)

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Kinds of Quantitative Research

1.

Causal-comparative
research attempts to determine the cause or consequences of differencesthat
already exist between or among groups of individuals.a.

Female and male employees and their job satisfactionb.

Gender causes on differences in abilities2.

Correlational
research determines the extent of a relationship between two or more
variablesusing statistical data.a.

Relationship between intelligence and friendlinessb.

Student’s hours of study and their stress level

3.

Descriptive
research provides systematic information about a phenomenon.a.

The attitudes of scientists regarding global warmingb.

Impacts of Qatari diplomatic crisis on OFWs4.

Evaluation
research provide a means to judge actions and activities in terms of values,
criteriaand standardsa.

Performance of newly-hired SH teachers in MMC for S.Y. 2017-2018b.

Water quality assessment of Boac River5.

Experimental
research uses the scientific method to establish the cause-effect
relationshipamong a group of variablesa.
Levels of heavy metal bioaccumulation of Nypa fruticans from Boac Riverb.

Solar purification for water potability6.

A
survey
is a brief interview or discussion with individuals about a specific topica.

Acceptance of Boakenos to Boac cityhoodb.

Approval rate for Duterte Cabinet members

Strengths
1.

Fast speed data collection (sampling methods)2.

Findings can be generalized (if sample is from a population)3.

Easy to analyze data (use of statistical data)4.

Consistent and reliable data (use of research manipulations

—
experiment, surveys etc)5.

Can be anonymous (for sensitive topic)

Weaknesses
1.

Requires a large number of respondents2.

Costly and expensive3.

Secondary data may be unavailable4.

Many info are difficult to answer (sensitive topic)5.

More structured research instruments

Importance of Quantitative Research Across Fields

1.

Business- estimates consumer attitudes and behavior, market sizing, and marketing
tactics2.

Political science- measures political behavior and attitudes of citizens and

politicians3.

Psychology- measures human attributes/beahvior and analyzes psychological

processes4.

Medicine- measures clinical and methodologic standards in medicinal prescription

andcomposition and laboratory experimentations5.

Economics- evaluates economic behavior and designs economic policies and

techniques6.

Demographics- discover patterns, associations, correlations, and other features of

a population7.

Education- discover solutions to issues in educational research, assessment, and

programevaluation and curriculum implementation
Quantitative Research Variables
Variables refer to factors or conditions that can change during the course of an
experiment.1.

Discrete- variable that can only take on a certain number of values. In short, these
are variablesthat are countable where the range of specified values is complete.a.

Classroom attendanceb.

Grade level of studentsc.

Number of cars in a parking lotd.

Baby’s age in months

2.

Continuous- a variable that has an infinite number of possible values. In

short, these arevariables that are obtained by measuring.a.
Person’s weight/age/height
b.

Travel time from Boac to Gasanc.

Price of commoditiesd.

Family income3.

Independent variable is a variable in research that causes a change esp. on other

variables. Itcan be controlled to monitor such changes.4.

Dependent variables result from the independent variables. It the variable being
tested andmonitored.A. The effect of temperature on plant
pigmentationIV= temperature DV= plant pigmentation or colorB. Effects of
fertilizer on plant
growthIV= brand/amount of fertilizer DV= height/weight/no. of leaves of plantsC.
Brightness of light has any effect on a moth being attracted to the
lightIV= brightness of light DV=reaction of mothD. Time spent studying and its
effects the test scores of studentsIV= time spent studying DV=test scoresE.
relationship between disposable income and location amongst young
adultsIV=location DV=disposable incomeF. Salary and job satisfaction among Gasan
residentsIV=salary DV=job satisfaction

Research Topic
An area of focus that falls within the perimeter of a niche area or research
environment, which directlyrelates to a particular discipline (field
of study).Example:
Effects of climate change
Research Problem
A research problem is a definite or clear expression [statement] about:

an area of concern

a condition to be improved upon

a difficulty to be eliminated, or

a troubling question that exists in scholarly literature, in theory, or within existing

practice thatpoints to a need for meaningful understanding and deliberate
investigation.Pertains to a particular problem within the research environment,
which will form the primary focus ofa research study (a real-life problem which can
be mitigated and/or solved)Example:
How do the Philippines respond to the effects of Climate Change?
Remenyi, Williams, Money and Swartz (2009:46) intonate that the research
problem should be a clear,unambiguous statement (perception) that is relevant to
the research title, research topic, the identifiedniche area and respected
discipline alike.
CHARACTERISTICS OF RESEARCH PROBLEM

the variables in the problem must be clear

it should be limited in scope and should bespecific,

It must have a goal

it should be free from ethical constraints

good research problem must beresearchable

SOURCES OF RESEARCH PROBLEMS / TOPICS

Contemporary issues

theory deductions

funding agencies
past researches and literature review

casual observation

related and relevant literature

personal interest and experience

replication of previous studies

clarification of contradictory researchresults

archive data

interdisciplinary perspectives
Research Title
A specialised area of focus that falls both within the boundaries of a research
(delineation) and theperimeter of a niche area, which directly relates to a
particular discipline. The title summarizes the mainidea or ideas of your study
(USC, 2017)Example:
The Case of Climate Change in the Philippines: Responses and Measures to its Effects
According to Watkins (2008:23) a research title should have the following
characteristics:1.

Short, descriptive and to the point2.

Identify the main variables of the research3.

Allude to the area of study4.

Attract the attention and interest of the reader5.

Make academic sense

Background of the Research

It identifies and describes the history and nature of a well-defined research

problem withreference to the existing literature.

It indicates the root of the problem being studied, appropriate context of the
problem in relationto theory, research, and/or practice, its scope, and the extent
to which previous studies havesuccessfully investigated the problem, noting, in
particular, where gaps exist that your studyattempts to address.
Statement of the Problem

reflected to the research title

The problem must not be answerable by yes or no

must be arranged in the flow of the study

Introduces the reader to the importance of the topic being studied

Places the topic into a particular context that defines the parameters of what is to
beinvestigated

Provides the framework for reporting the results

Indicates what is probably necessary to conduct the study

Explain how the findings will present the information.

Research Questions
Good research questions possess four essential characteristics as stated by
Fraenkel and Wallen (2007,p.29). They are as follows:
The question is feasible (i.e. it can be investigated without an undue of time,
energy, or money)

The question is clear (i.e. most people would agree as to what the key words in the
questionmean).

The question is significant (i.e. it is worth investigating because it will contribute

importantknowledge about the human condition).

The question is ethical (i.e. it will not involve physical or psychological harm or
damage to humanbeings or to the natural or social environment of which they are
part.
Significance of the Study

The significance of the study will mainly focus on the question “Wh
o will benefit from the
study?”

This states the contribution of your study and the usefulness of your study in the
society.
Scope and Delimitations of the Study
Parameters that prevent researchers from pursuing further studies due to time
and budgetaryconstraintsA.

Scope- the coverage, range and period of the studyB.

Delimitations- weaknesses of the study beyond the control of the researcher

Definition of Terms
Terms used either operationally or technically in a research studyA.

Operational- definition based on how a word/s are used in the research studyB.

Technical- definition based on how a word/s are used in a particular field or

specialization
Philosophy (from Greek φιλοσοφία, philosophia, literally "love of wisdom")[1][2][3][4] is the study of
general and fundamental questions[5][6][7] about existence, knowledge, values, reason, mind,
and language. Such questions are often posed as problems[8][9] to be studied or resolved. The term
was probably coined by Pythagoras (c. 570 – 495 BCE). Philosophical
methods include questioning, critical discussion,rational argument, and systematic
presentation.[10][11] Classic philosophical questions include: Is it possible to know anything and to
prove it?[12][13][14] What is most real? Philosophers also pose more practical and concrete questions
such as: Is there a best way to live? Is it better to be just or unjust (if one can get away with it)?[15] Do
humans have free will?[16]

Historically, "philosophy" encompassed any body of knowledge.[17] From the time of Ancient Greek
philosopher Aristotle to the 19th century, "natural philosophy" encompassed astronomy, medicine,
andphysics.[18] For example, Newton's 1687 Mathematical Principles of Natural Philosophy later
became classified as a book of physics. In the 19th century, the growth of modern research
universities led academic philosophy and other disciplines to professionalize and specialize.[19][20] In
the modern era, some investigations that were traditionally part of philosophy became separate
academic disciplines, includingpsychology, sociology, linguistics, and economics.

Other investigations closely related to art, science, politics, or other pursuits remained part of
philosophy. For example, is beauty objective or subjective?[21][22] Are there many scientific methods or
just one?[23]Is political utopia a hopeful dream or hopeless fantasy?[24][25][26] Major sub-fields of
academic philosophy include metaphysics ("concerned with the fundamental nature of reality and
being"),[27] epistemology(about the "nature and grounds of knowledge [and]...its limits and
validity"[28]), ethics, aesthetics, political philosophy, logic and philosophy of science.

Branches of Philosophy
Main branches of philosophy
Traditionally, there are five main branches of philosophy. They are:

 Metaphysics, which deals with the fundamental questions of reality.

 Epistemology, which deals with our concept of knowledge, how we learn and
what we can know.
 Logic, which studies the rules of valid reasoning and argumentation
  Ethics, or moral philosophy, which is concerned with human values and how
individuals should act.
 Aesthetics or esthetics, which deals with the notion of beauty and the philosophy
of art.

Other areas of philosophy

These five major branches of philosophy do not, however, exist in isolation. There are
many other topics in philosophy which deal with one or more of these branches. For
example:

 Philosophy of eductation
 Philosophy of language
 Philosophy of mind
 Philosophy of religion
 Philosophy of science
 Political philosophy

Need custom writing help with philosophy papers? Contact professional philosophy essay writing
service here.

Other divisions
There also exist other divisions in philosophy that focus on different philosophical
traditions or schools, rather than the branches of philosophical study. For example,
there is a general divide between western philosophy, which puts its origins in ancient
Greece, and eastern philosophy.

Contemporary western philosophy can further be divided into two main areas or
branches: Analytic philosophy focuses on understanding and applying the logical,
linguistic and scientific areas of philosophy, while so-called contintental philosophy has
a greater value on subjective experience. This division is somewhat difficult to maintain,
but is nevertheless still used in talk about philosophy.

Meanwhile, “eastern philosophy” can be divided into the philosophies of specific areas,
such as Arab philosophy, Asian philosophy, Indian philosophy, Hindu philosophy,
Chinese philosophy and so on. These areas have some overlap, of course. Some eastern
traditions are rooted more firmly in religious ideas.

Divisions in philosophy focused on area are often confused or misnomers. There are
prominent analytic philosophers who lived in continental Europe. There are
philosophers in Asia who are working on branches of so-called “western philosophy”.
The labels tend to reference early origins of traditions, rather than the current
geography of the philosophical landscape.
he Branches of Philosophy[edit]
Western philosophy can be divided into six branches that have assumed various importance over
time. Traditionally metaphysics sets the questions for philosophy. Epistemology asks how do we
know? Ethics and politics have to do with action and quality of life. Aesthetics or value theory has to
do with beauty, balance, and harmony. Logic has to do with the relations of things. Epistemology
sometimes replaces metaphysics these days, because it has fewer religious overtones. Among
Eastern European and continental philosophers, philosophy tends to be the study of politics. Logic is
critical for analytic philosophers, who are deeply suspicious of ethics, politics, and metaphysics.

Understanding philosophy in the 6th century B.C. involves taking into account different priorities than
those of the 19th century a.d. However, these divisions remain helpful for identifying what's at stake.
Metaphysics, which studies the nature of existence, is closely related to Epistemology, the study of
knowledge and how we know what we do about the world around us. Ethics, the study of how
individuals should act, depends on Epistemology, because we need knowledge to make good
choices. Politics studies human interaction. Aesthetics studies the value of things. Logic is about the
symbolic representation of language and thought processes. Once the domain of Aristotle, the
foundation of the exact sciences must now take into account relativity, uncertainty and
incompleteness. 5/17

Epistemology[edit]
The theory of knowledge, from the Greek words episteme (knowledge) and logos
(word/speech/study), is the branch of philosophy that deals with the nature, origin, scope and
(possibility/study) of knowledge. Dealing with nature, is one of the branches of philosophy. But
before anything is done, the meaning of philosophy should be understood. A philosopher of religion
must be objective. Anyone who is ready to study philosophy should be able to attack and defend. It
is not attacking other religions and defending his own. l

Metaphysics[edit]
Metaphysics however (derived from the Greek words " meta & physika ") - meaning 'after physics'. It
was the way students referred to a specific book in the works of Aristotle, and it was a book on First
Philosophy. (The assumption that the word means "beyond physics" is misleading) Metaphysics is
the branch of philosophy concerned with the study of "first principles" and "being" (ontology). In other
words, Metaphysics is the study of the most general aspects of reality, pertaining to subjects such as
substance, identity, the nature of the mind, and free will. In other words it is a study of nature and the
nature of the world in which humans live.
Logic[edit]
Logic (from Classical Greek λόγος (logos), originally meaning the word, or what is spoken, but
coming to mean thought or reason is most often said to be the study of arguments. Logic is the study
of correct reasoning. However the subject is grounded, the task of the logician is the same: to
advance an account of valid and fallacious inference to allow one to distinguish.

Ethics[edit]
Ethics is a general term for what is often described as the "science (study) of morality". In
philosophy, ethical behaviour is that which is "good" or "right". The Western tradition of ethics is
sometimes called moral philosophy.

Aesthetics[edit]
Aesthetics is a branch of philosophy that explores the creation and appreciation of beauty through
critical analysis and reflection.

Other Branches[edit]
Philosophy of Education: Fairly self-explanatory. A minor branch, mainly concerned with what is
the correct way to educate a person. Classic works include Plato's Republic, Locke's Thoughts
Concerning Education, and Rousseau's Emile.

Philosophy of History: Fairly minor branch (not as minor as education), although highly important
to Hegel and those who followed him, most notably Marx. It is the philosophical study of history,
particularly concerned with the question whether history (i.e. the universe and/or humankind) is
progressing towards a specific end? Hegel argued that it was, as did Marx. Classic works include
Vico's New Science, and Hegel and Marx's works.

Philosophy of Language: Ancient branch of philosophy which gained prominence in the last
century under Wittgenstein. Basically concerned with how our languages affect our thought.
Wittgenstein famously asserted that the limits of our languages mark the limits of our thought.
Classic works include Plato's Cratylus, Locke's Essay, and Wittgenstein's Tractatus Logico-
Philosophicus.

Philosophy of Law: Also called Jurisprudence. Study of law attempting to discern what the best
laws might be, how laws came into being in the first place, attempting to delimit human laws from
natural laws, whether we should always obey the law, and so on. Law isn't often directly dealt with
by philosophers, but much of political philosophy obviously has a bearing on it.

Philosophy of Mathematics: Concerned with issues such as, the nature of the axioms and symbols
(numbers, triangle, operands) of mathematics that we use to understand the world, do perfect
mathematical forms exist in the real world, and so on. Principia Mathematica is almost certainly the
most important work in this field.
 Philosophy of Mind: Study of the mind, attempting to ascertain exactly what the mind is, how it
interacts with our body, do other minds exist, how does it work, and so on. Probably the most
popular branch of philosophy right now, it has expanded to include issues of AI. Classic works
include Plato's Republic and Wittgenstein's Philosophical Investigations, although every major
philosopher has had some opinion at least on what the mind is and how it works.

Philosophy of Politics: Closely related to ethics, this is a study of government and nations,
particularly how they came about, what makes good governments, what obligations citizens have
towards their government, and so on. Classic works include Plato's Republic, Hobbes' Leviathan,
Locke's Two Treatises, and J.S. Mill's On Liberty.

Philosophy of Religion: Theology is concerned with the study of God, recommending the best
religious practises, how our religion should shape our life, and so on. Philosophy of religion is
concerned with much the same issues, but where Theology uses religious works, like the Bible, as
its authority, philosophy likes to use reason as the ultimate authority.

Philosophy of Science: It is the Study of science concerned with whether scientific knowledge can
be said to be certain, how we obtain it, can science really explain everything, does causation really
exist, can every event in the universe be described in terms of physics and so on. Also popular in
recent times, classic works include Hume's Treatise on Human Nature, Kripke's Naming and
Necessity, Kuhn's Structure of Scientific Revolutions.

Divisions of Philosophy
Abstract: Philosophy, philosophical inquiry, and the main branches of philosophy
are characterized.

I.What is Philosophy?

A. The derivation of the word "philosophy" from the Greek is suggested by the following words
and word-fragments.
 philo—love of, affinity for, liking of
 philander—to engage in love affairs frivolously
 philanthropy—love of mankind in general
 philately—postage stamps hobby
 phile—(as in "anglophile") one having a love for
 philology—having a liking for words
 sophos—wisdom
 sophist—lit. one who loves knowledge
 sophomore—wise and moros—foolish; i.e. one who thinks he knows many things
 sophisticated—one who is knowledgeable
B. A suggested definition for our beginning study is as follows.
Philosophy is the systematic inquiry into the principles and presuppositions of any field of
study.

1. From a psychological point of view, philosophy is an attitude, an approach, or a calling to

answer or to ask, or even to comment upon certain peculiar problems (i.e., specifically the
kinds of problems usually relegated to the main branches discussed below in Section II).

2. There is, perhaps, no one single sense of the word "philosophy." Eventually many writers
abandon the attempt to define philosophy and, instead, turn to the kinds of things
philosophers do.

3. What is involved in the study of philosophy involves is described by the London Times in
an article dealing with the 20th World Congress of Philosophy: "The great virtue of
philosophy is that it teaches not what to think, but how to think. It is the study of
meaning, of the principles underlying conduct, thought and knowledge. The skills it hones
are the ability to analyse, to question orthodoxies and to express things clearly. However
arcane some philosophical texts may be … the ability to formulate questions and follow
arguments is the essence of education."

II. The Main Branches of Philosophy are divided as to the nature of the questions asked
in each area. The integrity of these divisions cannot be rigidly maintained, for one area
overlaps into the others.

. Axiology: the study of value; the investigation of its nature, criteria, and metaphysical status.
More often than not, the term "value theory" is used instead of "axiology" in contemporary
discussions even though the term “theory of value” is used with respect to the value or price
of goods and services in economics.

0. Some significant questions in axiology include the following:

a. Nature of value: is value a fulfillment of desire, a pleasure, a preference, a behavioral

disposition, or simply a human interest of some kind?

b. Criteria of value: de gustibus non (est) disputandum(i.e., (“there's no accounting for

tastes”) or do objective standards apply?

c. Status of value: how are values related to (scientific) facts? What ultimate worth, if
any, do human values have?

1. Axiology is usually divided into two main parts.

.a. Ethics: the study of values in human behavior or the study of moral problems: e.g.,
(1) the rightness and wrongness of actions, (2) the kinds of things which are good or
desirable, and (3) whether actions are blameworthy or praiseworthy.

i. Consider this example analyzed by J. O. Urmson in his well-known essay, "Saints and
Heroes":

"We may imagine a squad of soldiers to be practicing the throwing of live hand
grenades; a grenade slips from the hand of one of them and rolls on the ground near
the squad; one of them sacrifices his life by throwing himself on the grenade and
protecting his comrades with his own body. It is quite unreasonable to suppose that
such a man must be impelled by the sort of emotion that he might be impelled by if his
best friend were in the squad."
 ii. Did the soldier who threw himself on the grenade do the right thing? If he did not
cover the grenade, several soldiers might be injured or be killed. His action probably
saved lives; certainly an action which saves lives is a morally correct action. One
might even be inclined to conclude that saving lives is a duty. But if this were so,
wouldn't each of the soldiers have the moral obligation or duty to save his
comrades? Would we thereby expect each of the soldiers to vie for the opportunity
to cover the grenade?

a.b. Æsthetics: the study of value in the arts or the inquiry into feelings, judgments,
or standards of beauty and related concepts. Philosophy of art is concerned with
judgments of sense, taste, and emotion.

.i. E.g., Is art an intellectual or representational activity? What would the realistic
representations in pop art represent? Does art represent sensible objects or ideal
objects?

i.ii. Is artistic value objective? Is it merely coincidental that many forms in architecture
and painting seem to illustrate mathematical principles? Are there standards of
taste?

ii.iii. Is there a clear distinction between art and reality?

A. Epistemology: the study of knowledge. In particular, epistemology is the study of

the nature, scope, and limits of human knowledge.

0. Epistemology investigates the origin, structure, methods, and integrity of knowledge.

1. Consider the degree of truth of the statement, "The earth is round." Does its truth
depend upon the context in which the statement is uttered? For example, this statement
can be successively more accurately translated as …
 "The earth is spherical"
 "The earth is an oblate spheroid" (i.e., flattened at the poles).
 But what about the Himalayas and the Marianas Trench? Even if we surveyed exactly the
shape of the earth, our process of surveying would alter the surface by the footprints left and
the impressions of the survey stakes and instruments. Hence, the exact shape of the earth
cannot be known. Every rain shower changes the shape.
 (Note here as well the implications for skepticism and relativism: simply because we cannot
exactly describe the exact shape of the earth, the conclusion does not logically follow that the
earth does not have a shape.)

2. Furthermore, consider two well-known problems in epistemology:

.a. Russell's Five-Minute-World Hypothesis: Suppose the earth were created five minutes
ago, complete with memory images, history books, records, etc., how could we ever
know of it? As Russell wrote in The Analysis of Mind, "There is no logical impossibility
in the hypothesis that the world sprang into being five minutes ago, exactly as it then
was, with a population that "remembered" a wholly unreal past. There is no logically
necessary connection between events at different times; therefore nothing that is
happening now or will happen in the future can disprove the hypothesis that the world
began five minutes ago." For example, an omnipotent God could create the world with
all the memories, historical records, and so forth five minutes ago. Any evidence to the
contrary would be evidence created by God five minutes ago. (Q.v., the Omphalos
hypothesis.)
 a.b. Suppose everything in the universe (including all spatial relations)
were to expand uniformly a thousand times larger. How could we ever know it? A
moment's thought reveals that the mass of objects increases by the cube whereas the
distance among them increases linearly. Hence, if such an expansion were possible,
changes in the measurement of gravity and the speed of light would be evident, if,
indeed, life would be possible.

b.c.Russell's Five-Minute-World Hypothesis is a philosophical problem; the impossibility of

the objects in the universe expanding is a scientific problem since the latter problem
can, in fact, be answered by principles of elementary physics.

B. Ontology or Metaphysics: the study of what is really real. Metaphysics deals with the
so-called first principles of the natural order and "the ultimate generalizations available
to the human intellect." Specifically, ontology seeks to indentify and establish the
relationships between the categories, if any, of the types of existent things.

0. What kinds of things exist? Do only particular things exist or do general things also exist?
How is existence possible? Questions as to identity and change of objects—are you the
same person you were as a baby? as of yesterday? as of a moment ago?

1. How do ideas exist if they have no size, shape, or color? (My idea of the Empire State
Building is quite as "small" or as "large" as my idea of a book. I.e., an idea is not
extended in space.) What is space? What is time?

2. E.g., Consider the truths of mathematics: in what manner do geometric figures exist? Are
points, lines, or planes real or not? Of what are they made?

3. What is spirit? or soul? or matter? space? Are they made up of the same sort of "stuff"?

4. When, if ever, are events necessary? Under what conditions are they possible?

III. Further characteristics of philosophy and examples of philosophical problems are

discussed in the next tutorial.
Further Reading:

 Edward Craig on What is Philosophy? This interview on Philosophy Biteswith David Craig, editor
of The Routledge Encyclopedia, by David Edmonds and Nigel Warburton explains the nature of
philosophy. Craig believes the definition of philosophy has been too narrow in the past; he thinks
it's better to think of philosophy in terms of the vast range of different kinds of problems which
are not answered by specific disciplines. Good philosophy can be done by anyone and either
involves reasoning or the explanations of reasoning. Good philosophy is not just a question of
personal preference in everyday thinking since everyday thoughts do not have the level of self-
awareness of reasoning processes.
 The Nature of Philosophical Inquiry. A chapter from Reading for Philosophical Inquiry, an online
e-text on this site, summarizing the main divisions of philosophy as well as illustrating some
introductory philosophical problems.
 Omphalos (theology). Wikipedia entry for several variations of the Omphalos hypothesis—the
philosophical problem of accounting for present state of the universe by purported evidence
drawn from the past.
 Philosophy. Useful encyclopedia entry from the authoritative 1911Encyclopedia
Britannica outlining the branches of philosophy.
 Philosophy—General Introduction. Ralph Barton Perry's accessible introduction to philosophy and
a discussion of philosophy's relation to art, science, ethics, and religion are discussed in a lecture
on the Harvard Classics.
 What is Philosophy Anyway? Summary article from M. Russo and G. Fair's Molloy College site
discussing the definition and main branches of philosophy.

“Philosophy … has no other subject matter than the nature of the real world, as
that world lies around us in everyday life, and lies open to observers on every
side. But if this is so, it may be asked what function can remain for philosophy
when every portion of the field is already lotted out and enclosed by specialists?
Philosophy claims to be the science of the whole; but, if we get the knowledge
of the parts from the different sciences, what is there left for philosophy to tell
us? To this it is sufficient to answer generally that the synthesis of the parts is
something more than that detailed knowledge of the parts in separation which
is gained by the man of science. It is with the ultimate synthesis that philosophy
concerns itself; it has to show that the subject-matter which we are all dealing
with in detail really is a whole, consisting of articulated members.”
“Philosophy,” Encyclopedia Britannica(Cambridge: Cambridge University Press,
1911) Vol. 21.

What is Philosophy, and Why Should I Study It?

“Philosophy” comes from Greek words meaning “love of wisdom.” Philosophy uses the
tools of logic and reason to analyze the ways in which humans experience the world. It
teaches critical thinking, close reading, clear writing, and logical analysis; it uses these
to understand the language we use to describe the world, and our place within
it. Different areas of philosophy are distinguished by the questions they ask. Do our
senses accurately describe reality? What makes wrong actions wrong? How should
we live? These are philosophical questions, and philosophy teaches the ways in which
we might begin to answer them.

Students who learn philosophy get a great many benefits from doing so. The tools
taught by philosophy are of great use in further education, and in employment. Despite
the seemingly abstract nature of the questions philosophers ask, the tools philosophy
teaches tend to be highly sought-after by employers. Philosophy students learn how to
write clearly, and to read closely, with a critical eye; they are taught to spot bad
reasoning, and how to avoid it in their writing and in their work. It is therefore not
surprising that philosophy students have historically scored more highly on tests like the
LSAT and GRE, on average, than almost any other discipline. Many of our students
combine studying philosophy with studying other disciplines.

The most important reason to study philosophy is that it is of enormous and enduring
interest. All of us have to answer, for ourselves, the questions asked by
philosophers. In this department, students can learn how to ask the questions well, and
how we might begin to develop responses. Philosophy is important, but it is also
enormously enjoyable, and our faculty contains many award-winning teachers who
make the process of learning about philosophy fun. Our faculty are committed to a
participatory style of teaching, in which students are provided with the tools and the
opportunity to develop and express their own philosophical views.

Critical Thinking

“It was in philosophy where I learned rigorous critical thinking, a skill that is invaluable when creating art.”
- Donald Daedalus, BA ‘05, Visual Artist

“Philosophy taught me to think critically and was the perfect major for law school, giving me an excellent
start to law school and my career.”
- Rod Nelson, BA ‘75, Lawyer

Tools for Assessing Ethical Issues

“The courses I took for my minor in philosophy ... have provided a valuable framework for my career work in
the field of global health and have given me a strong foundation for developing a structured, logical argument
in various contexts.”
- Aubrey Batchelor, Minor ‘09, Global Health Worker

“Bioethics is an everyday part of medicine, and my philosophy degree has helped me to work through real-
world patient issues and dilemmas.”
- Teresa Lee, BA ‘08 Medical Student
“The ability to apply an ethical framework to questions that have developed in my career, in taking care of
patients ... has been a gift and something that I highly value.”
- Natalie Nunes, BA ‘91, Family Physician Analytic Reasoning

“... philosophy provided me with the analytical tools necessary to understand a variety of unconventional
problems characteristic of the security environment of the last decade.”
- Chris Grubb, BA ‘98, US Marine

“Philosophy provides intellectual resources, critical and creative thinking capacity that are indispensable for
success in contemporary international security environment “
- Richard Paz, BA ‘87, US Military Officer

Understanding Others’ Perspectives

“... philosophy grounds us in an intellectual tradition larger than our own personal opinions. ... *making+ it is
easier to be respectful of and accommodating to individual differences in clients (and colleagues)...”
- Diane Fructher Strother, BA ‘00, Clinical Psychologist

“... comprehensive exposure to numerous alternative world/ethical views has helped me with my daily
interaction with all different types of people of ethnic, cultural, and political orientation backgrounds.”
- David Prestin, BA ‘07, Engineer

Evaluating Information

“Analyzing information and using it to form logical conclusions is a huge part of philosophy and was thus
vital to my success in this position.”
- Kevin Duchmann, BA ‘07, Inventory Control Analyst

Writing Skills

“My philosophy degree has been incredibly important in developing my analytical and writing skills.”
- Teresa Lee, BA ‘08, Medical Student
The Most Important Reason to Study
Philosophy…

… is that it will transform you. By turning

your mind to the consideration of the most basic questions concerning reality, human existence, and
God, you open yourself to a world of possibilities for understanding the world and our place in it. By
exercising your mind in the disciplines of critical and logical thought, you gain the ability to imagine,
debate, and clarify the nature of the good life. Philosophy encourages and empowers you to discover
what really is true and good, and to distinguish it from what merely appears so. As Plato explained
long ago, this is liberating.
How we learn to think about ourselves and the world have the power to transform the way we
process our experiences, and consequently the way we will choose to live. The study of Philosophy
provides one with the intellectual tools necessary to evaluate different possible life-choices so that
one will be better prepared to find a meaningful direction for one’s life.

“When I let go of what I am, I become what I might be.”

– Lao Tzu
Plato likens the philosopher to the navigator on a ship. To the uninitiated observer, the navigator
appears to do nothing but stare upwards at the sky, doing none of the work necessary to make the
ship move. In fact, without the navigator the ship will have no consistent direction. Just so, he
thought, in determining the direction of one’s life, philosophy can provide indispensable guidance.
 By majoring in Philosophy, you will be
embarking on a lifelong quest to understand and live the good life for human beings. More than this,
however, many philosophers have claimed that philosophical activity is itself part of the good life.
“An intellectual man in complete solitude has excellent entertainment in his own thoughts and
fancies, while no amount of diversity or social pleasure, theatres, excursions and amusements,
can ward off boredom from a dullard.”
— Arthur Schopenhauer
In other words, Philosophy not only can serve as a tool for other ends, but can also be a highly
pleasurable and meaningful activity in its own right.
 “The heart alone is not enough; without the discipline of man’s mind the answer cannot be
understood. For some, that is how the answer is most plainly heard. They are the
philosophers.” – Abraham Kaplan
Ask yourself this crucial question: If money was not a concern, how would you live your life? This is
the absolutely crucial question that philosopher Alan Watts invites you to consider in this
provocative video:

What If Money Was No Object?

The primary reason most of our majors identify as responsible for their decision to major in
Philosophy is the intrinsic interest, challenge, and enjoyment of the subject itself. Philosophy speaks
to something fundamental in their approach to life. If you love ideas and value wisdom, Philosophy
should have a prominent place in your life as well. Why not lay a solid foundation now for
a lifetime of philosophical exploration and discovery? If you major in Philosophy, you can!
Here’s something else to ponder: If the aim of education is to gain money and power, where can
we turn for help in knowing what to do with that money and power?
Still worried that majoring in Philosophy now won’t help you to achieve financial security? Don’t be.
Check out the pages on What You Can Do with a Major in Philosophy andPhilosophy and a
Satisfying Career. There you’ll learn that you can pursue a life of seeking wisdom and be able to eat
something other than Ramen every day (not that you still couldn’t do that, if you wanted to…).