Abstract
In this paper I provide a brief history of the emerging science of conceptual systems, explain some methodologies, their sources of data, and the understandings that they have generated. I also provide suggestions for extending the science-based research in a variety of directions. Essentially, I am opening a conversation that asks how this line of research might be extended to gain new insights—and eventually develop more useful and generally accepted methods for creating and evaluating theory. This effort will support our ability to generate theory that is more effective in practical application as well as accelerating the development of theory to support advances in other sciences.
Similar content being viewed by others
References
Ambrose, D. (1996). Unifying theories of creativity: Metaphorical thought and the unification process. New Ideas in Psychology, 14(3), 257–267.
Axelrod, R. (1976). Structure of decision: The cognitive maps of political elites. Princeton: Princeton Universtiy Press.
Bolman, L. G., & Deal, T. E. (1991). Reframing organizations: Artistry, choice, and leadership. San Francisco: Jossey-Bass.
Burrell, G. (1997). Pandemonium: Towards a retro-organizational theory. Thousand Oaks, CA: Sage.
Calas, M. B., & Smircich, L. (1999). Past postmodernism? Reflections and tentative directions. The Academy of Management Review, 24(4), 649.
Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Thousand Oaks, CA: Sage.
Clegg, S. R., Cunha, J. V., & Cunha, M. P. (2002). Management paradoxes: A relational view. Human Relations, 55(5), 483–503.
Council, S. (2010). Defining science. 2010 from http://www.sciencecouncil.org/DefiningScience.php
Craik, K. (1943). The nature of explanation. New York: Cambridge University Press.
Curseu, P., Schalk, R., & Schruijer, S. (2010). The use of cognitive mapping in eliciting and evaluating group cognitions. Journal of Applied Social Psychology, 40(5), 1258–1291.
Dekkers, (2008). Adapting organizations: The instance of business process re-engineering. Systems Research and Behavioral Science, 25(1), 45–66.
Dent, E. B., & Umpleby, S. A. (1998). Underlying assumptions of several traditions in systems theory and cybernetics. In R. Trappl (Ed.), Cybernetic and systems ‘98 (pp. 513–518). Vienna: Austrian Society for Cybernetic Studies.
Dubin, R. (1978). Theory building (Revised ed.). New York: The Free Press.
Edwards, M. (2010). Organisational transformation for sustainability: An integral metatheory. New York: Routledge.
Eisenhardt, K. M., & Graebner, M. E. (2007). Theory building from cases: Opportunities and challenges. Academy of Management Journal, 50(1), 25–32.
Faust, D. (2005). Why Paul Meehl will revolutionize the philosophy of science and why it should matter to psychologists. Journal of Clinical Psychology, 61(10), 1355–1366.
Faust, D., & Meehl, P. E. (2002). Using meta-scientific studies to clarify or resolve questions in the philosophy and history of science. Philosophy of Science, 69(3), 185–196.
Fiske, D. W., & Shweder, R. A. (1986). Metatheory in social science: Pluralisms and subjectivities. Chicago: University of Chicago Press.
Flower, L., & Mellon, C. (1989). Cognition, context, and theory building. College Composition and Communication, 40(3), 282–311.
Friedman, D. (1997). Hidden order: The economics of everyday life. New York: Harper Business.
Gardner, E. S, Jr. (2004). Dimensional analysis of airline quality. Interfaces, 34(4), 272–279.
Gentner, D. (1983). Strcture-mapping: A theoretical framework for analogy. Cognitive Science, 7, 155–170.
Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. New Brunswick, NJ: Aldine Transaction.
Jacobson, N. (2001). Experiencing recovery: A dimensional analysis of recovery narratives. Psychiatric Rehabilitation Journal, 24(3), 248–256.
Jean-Pierre, V. M. H., & Edward, A. G. (2000). Metadisciplinarity, belles lettres, and Andre Malraux: A bibliometric exploration of knowledge formation. The Serials Librarian, 37(4), 51.
Johnson-Laird, P. (1980). Mental models in cognitive science. Cognitive Science, 4, 71–115.
Kaplan, A. (1964). The conduct of inquiry: Methodology for behavioral science. San Francisco: Chandler Publishing Company.
Kelly, G. A. (1955). The psychology of personal constructs. New York: Norton.
Knorr-Cetina, K. (1981). The manufacture of knowledge: An essay on the constructivist and contextual nature of science. Oxford: Pergamon Press.
Kostoff, R. N., del Rio, J. A., Humenik, J. A., Ramírez, A. M., & García, E. O. (2001). Citation mining: Integrating text mining and bibliometrics for research user profiling. Journal of the American Society for Information Science and Technology, 52(13), 1148–1156.
Kuhn, T. (1970). The structure of scientific revolutions (2nd ed.). Chicago: The University of Chicago Press.
Lakatos, I. (1970). Falsification and the methodology of scientific research. In I. Lakatos & A. Musgrave (Eds.), Criticism and the growth of knowledge (pp. 91–195). New York: Cambridge University Press.
Lane, D. A. (1992). Artificial worlds and economies. Working Paper for the Santa Fe Research Program. Santa Fe, New Mexico.
Ledoux, L. (2012). Philosophy: Today’s manager’s best friend? Philosophy of Management: Special Issue (Guest Editors: Stephen Sheard, Mark Dibben), 11(3), 11–26.
MacIntosh, R., & MacLean, D. (1999). Conditioned emergence: A dissipative structures approach to transformation. Strategic Management Journal, 20(4), 297–316.
McNamara, C., & Troncale, L. (2012). SPT II: How to find and map linkage propositions for a GTS from the natural sciences literature. Paper presented at the 56th Annual Conference of the International Society for the Systems Sciences (ISSS), San Jose, CA.
Meehl, P. E. (1992). Cliometric metatheory: The actuarial approach to empirical, history-based philosophy of science. Psychological Reports, 71(2), 339–467.
Meehl, P. E. (2002). Cliometric metatheory: II. Criteria scientists use in theory appraisal and why it is rational to do so. Psychological Reports, 91(2), 339–404.
Meehl, P. E. (2004). Cliometric metatheory III: Peircean consensus, verisimilitude and asymptotic method. The British Journal for the Philosophy of Science, 55(4), 615–643.
Müller, K. H. A., & Tos, N. (2012). New cognitive environments for survey research in the age of science 2. Društvena Istraživanja [Social Research: Journal for General Social Issues], 21(2), 315–339.
Oberschall, A. (2000). Oberschall reviews “Theory and Progress in Social Science” by James B. Rule. Social Forces, 78(3), 1188–1191.
Palmer, K. D. (2014). Setting off to Nowhere: Introduction: Search for a Deeper Theory of Everything. Working paper. https://www.academia.edu/5945873/Search_for_a_Deeper_Theory_of_Everything_Setting_Off_to_Nowhere. Accessed 13 Sept 2014.
Parnell, J. A. (2008). Assessing theory and practice in competitive strategy: Challenges and future directions. Journal of CENTRUM Cathedra, 1(12), 12–27.
Pearl, J. (2000). Causality: Models, reasoning, and inference. New York: Cambridge University Press.
Pieters, K. P. (2010). Patterns, models, complexity. Emergence: Complexity and Organization, 12(4), 57–77.
Raphael, T. D. (1982). Integrative complexity theory and forecasting international crises: Berlin 1946–1962. The Journal of Conflict Resolution, 26(3), 423–450.
Ritzer, G., & Smart, B. (Eds.) (2001). Introduction: Theorists, theories and theorizing. In Handbook of social theory (pp. 1–9), London: Sage.
Robertson, P. P. (2014). Why top executives derail: A performative-extended mind and a law of optimal emergence. Journal of Organisational Transformation and Social Change, 11(1), 25–49.
Senge, P., Kleiner, K., Roberts, S., Ross, R. B., & Smith, B. J. (1994). The fifth discipline fieldbook: Strategies and tools for building a learning organization. New York: Currency Doubleday.
Šešelja, D., & Straßer, C. (2014). Epistemic justification in the context of pursuit: A coherentist approach. Synthese, 191(13), 3111–3141.
Shackelford, C. (2014). Propositional analysis, policy creation, and complex environments in the United States’ 2009 Afghanistan–Pakistan Policy. Doctoral Dissertation, Walden, Minneapolis, MN.
Shaw, D. R., & Allen, T. F. H. (2012). A systematic consideration of observational design decisions in the theory construction process. Systems Research and Behavioral Science, 29(5), 484–498.
Shoemaker, P. J., Tankard, J. W, Jr, & Lasorsa, D. L. (2004). How to build social science theories. Thousand Oaks, California: SAGE.
Shotter, J. (1994). Conversational realities: From within persons to within relationships. Retrieved December 3, 2005 from http://pubpages.unh.edu/~jds/Adelaide94.htm.
Shotter, J., & Tsoukas, H. (2007, 7–9 June). Theory as therapy: Towards reflective theorizing in organizational studies. Paper presented at the Third Organizational Studies Summer Workshop: ‘Organization Studies as Applied Science: The Generation and Use of Academic Knowledge about Organizations’, Crete, Greece.
Smith, M. E. (2003). Changing an organisation’s culture: Correlates of success and failure. Leadership and Organization Development Journal, 24(5), 249–261.
Sosa, E. (2003). In search of coherentism. In E. Sosa (Ed.), Epistemic justification: Internalism vs. externalism, foundations vs. virtues (Vol. 7). Malden, MA: Blackwell.
Stacey, R. D. (1996). Complexity and creativity in organizations. San Francisco: Berrett-Koehler Publishers Inc.
Stinchcombe, A. L. (1987). Constructing social theories. Chicago: University of Chicago Press.
Suedfeld, P., Tetlock, P. E., & Streufert, S. (1992). Conceptual/integrative complexity. In C. P. Smith (Ed.), Handbook of thematic content analysis (pp. 393–400). New York: Cambridge University Press.
Sussman, S., & Sussman, A. (2001). Praxis in health behavior program development. In S. Sussman (Ed.), Handbook of program development for health behavior research and practice (pp. 79–97). Thousand Oaks, CA: Sage.
Thagard, P., & Stewart, T. C. (2011). The AHA! experience: Creativity through emergent binding in neural networks. Cognitive Science, 35(1), 1–33.
Turner, J. H. (1986). The structure of sociological theory (4th ed.). Chicago: The Dorsey Press.
Umpleby, S. (2010). From complexity to reflexivity: The next step in the systems sciences. Paper presented at the Cybernetics and Systems 2010, Vienna. http://www.gwu.edu/~umpleby/cybernetics_papers.html
Uzzi, B., & Spiro, J. (2005). Collaboration and creativity: The small world problem. American Journal of Sociology, 111(2), 447–504.
Van de Ven, A. H. (2007). Engaged scholarship: A guide for organizational and social research. New York: Oxford University Press.
Wallis, S. E. (2008). From reductive to robust: Seeking the core of complex adaptive systems theory. In A. Yang & Y. Shan (Eds.), Intelligent complex adaptive systems (pp. 1–25). Hershey, PA: IGI Publishing.
Wallis, S. E. (2009a). The complexity of complexity theory: An innovative analysis. Emergence: Complexity and Organization, 11(4), 26–38.
Wallis, S. E. (2009b). Seeking the robust core of social entrepreneurship theory. In J. A. Goldstein, J. K. Hazy, & J. Silberstang (Eds.), Social entrepreneurship and complexity. Litchfield Park, AZ: ISCE Publishing.
Wallis, S. E. (2010a). The structure of theory and the structure of scientific revolutions: What constitutes an advance in theory? In S. E. Wallis (Ed.), Cybernetics and systems theory in management: Views, tools, and advancements (pp. 151–174). Hershey, PA: IGI Global.
Wallis, S. E. (2010b, July 29–August 1). Techniques for the objective analysis and advancement of integral theory. Paper presented at the Integral Theory Conference 2010: Enacting an Integral Future, Pleasant Hill, CA.
Wallis, S. E. (2010c). Toward a science of metatheory. Integral Review, 6 (Special Issue: “Emerging Perspectives of Metatheory and Theory”).
Wallis, S. E. (2010d). Towards developing effective ethics for effective behavior. Social Responsibility Journal, 6(4), 536–550.
Wallis, S. E. (2010e). Towards the development of more robust policy models. Integral Review, 6(1), 153–160.
Wallis, S. E. (2011). Avoiding policy failure: A workable approach. Litchfield Park, AZ: Emergent Publications.
Wallis, S. E. (2012a, July 15–22). Existing and emerging methods for integrating theories within and between disciplines. Paper presented at the 56th annual meeting of the International Society for Systems Sciences (ISSS), San Jose, California.
Wallis, S. E. (2012b, July 22–27). Theories of psychology: Evolving towards greater effectiveness or wandering, lost in the jungle, without a guide? Paper presented at the 30th International Congress of Psychology: Psychology Serving Humanity, Cape Town, South Africa.
Wallis, S. E. (2013). How to choose between policy proposals: A simple tool based on systems thinking and complexity theory. Emergence: Complexity Organization, 15(3), 94–120.
Wallis, S. E. (2014a). A systems approach to understanding theory: Finding the core, identifying opportunities for improvement, and integrating fragmented fields. Systems Research and Behavioral Science Journal, 31(1), 23–31.
Wallis, S. E. (2014b). Abstraction and insight: Building better conceptual systems to support more effective social change. Foundations of Science, 19(4), 353–362. doi:10.1007/s10699-014-9359-x.
Wallis, S. E. (2014c). Existing and emerging methods for integrating theories within and between disciplines. Organisational Transformation and Social Change, 11(1), 3–24.
Wallis, S. E. (2014d). Structures of logic in policy and theory: Identifying sub-systemic bricks for investigating, building, and understanding conceptual systems. Foundations of Science. doi:10.1007/s10699-014-9360-4
Wallis, S. E. (Under submission). Are theories of conflict improving? Using propositional analysis to determine the structure of conflict theories over the course of a century (availible on request).
Weick, K. E. (1989). Theory construction as disciplined imagination. Academy of Management Review, 14(4), 516–531.
Wong, E. M., Ormiston, M. E., & Tetlock, P. E. (2011). The effects of top management team integrative complexity and decentralized decision making on corporate social performance. Academy of Management Journal, 54(6), 1207–1228.
Wright, B., & Wallis, S. E. (Under submission). A revolutionary method to advance entrepreneurship theories (availible on request).
Yolles, M. (2006). Knowledge cybernetics: A new metaphor for social collectives. Organizational Transformation and Social Change, 3(1), 19–49.
Zimmer, L. (2006). Qualitative meta-synthesis: A question of dialoguing with texts. Journal of Advanced Nursing, 53(3), 311–318. doi:10.1111/j.1365-2648.2006.03721.x.
Author information
Authors and Affiliations
Corresponding author
Glossary [Adapted (and extended) from Wallis (2011, pp. 99–124)]
- Aspect
-
See “Concept”
- Atomistic logic
-
A kind of logical structure found within a proposition that is reductionist such as “A is valid” or “A is true.” Or, more concretely, “Apples are important.” These would score very low in a study of Integrative Complexity
- Bibliometrics
-
Methods such as content analysis and citation analysis, typically used in library sciences, for the quantification of text from academic literature
- Branching logic
-
A logical structure found within causal propositions including three or more concepts where a change in one concept causes change in two or more other concepts. For example, a Branching proposition might say that changes in A will cause changes in B and C. For a more concrete example, “More teamwork will lead to more cohesion, and more results, and more frustration
- Case comparative study
-
Investigating and comparing two or more cases along multiple dimensions to draw insights and inferences. A useful start to building new theory (Eisenhardt and Graebner 2007)
- Causal relationship (causality)
-
Where two or more concepts are related so that a change in one causes a change in one or more others. A causal relationship is often expressed as a proposition, hypothesis, or a diagram. A causal relationship such as, “More A causes more B.” may also be used as a general term in place of other more specific terms. Instead of saying “more” other indicators might be “better” or “less” (for example). Similarly, instead of “causes” more specific indicators might include such terms as “creates,” or “engenders.” In any case, the description must be specific to be valid. It is not useful to state (for example) that “A and B are interrelated” or “More A may cause more B” because the nature of the relationship is not causally defined. Logical structures often describe causal relationships (e.g. Linear, Branching, Concatenated)
- Circular logic
-
A logic structure where one cause leads back to itself such as Changes in A cause changes in B cause changes in C cause changes in A. Circular logics may be seen as feedback loops which are held to be very useful in understanding systems. However, they can also be misleading if researchers rely on too few loops to adequately represent the system. Then they may appear as tautologies (e.g. more A causes more A)
- Cognitive science
-
Interdisciplinary investigation of the human, social, and artificial processes around perception, information, reasoning, and decision making
- Coherentist perspective
-
Coherence is focused on the relationships between beliefs. A statement is true/meaningful/useful based on its relationship with other statements (Šešelja and Straßer 2014; Sosa 2003). This is in contrast to a perspective of correspondence where a statement is held to be true based on its relationship to empirical data. The two perspectives are orthogonal and so most useful when used in combination
- Complexity
-
A measure representing the number of concepts within a conceptual system. This may also be understood as the diversity of ideas within a document. For an abstract example, consider a conceptual system containing the propositions: A is true; More B causes more C; More B causes more D. In such a model, there are four concepts (A, B, C, D). Therefore, the Complexity of the conceptual system is C = 4
- Concatenated logic
-
A logical structure found within a causal proposition including three or more concepts where changes in two or more concepts cause change in another concept. For an abstract example, a Concatenated proposition might state that changes in concept A and concept B will cause changes in concept C. In that example, C is the Concatenated concept, while A and B exist within a Concatenated relationship but are themselves not Concatenated. For a more concrete example, “More collaboration and more shared goals will result in more teamwork.” Here, “teamwork” is the Concatenated (and better understood) concept
- Concept
-
The part of conceptual system that represents a concept, idea, or notion. The concept may be as concrete as in “apple” or as abstract as in “truth.” Concepts may be simple as in “numbers” or complex as in “left handed monkeys with undiagnosed trauma.” A concept is typically detectable, that is to say empirically measurable, but that is not an absolute standard. Concepts are part of propositions
- Conceptual system
-
A set of interrelated concepts. Examples include theories, policy models, mental models, schemata, etc. Metaphorically, they serve as lenses to aid in understanding and effective engagement of the world (Wallis 2014b, d)
- Correspondence perspective
-
Commonly associated with “normal” science or “Science One” (Müller and Tos 2012; Umpleby 2010) and the use of Toulminian logics, correspondence is focused on the relationship between a statement and some empirically verifiable existence
- Dimensional analysis
-
The analysis of relationships by focusing on their dimensions and units of measure on a fundamental level (c.f. Gardner Jr 2004; Jacobson 2001)
- Grounded theory
-
An approach to theory development that is non-positivist, yet is solidly based on the use of data—although the data are generally qualitative. Data, often from interviews, are coded and categorized. Then, relationships are identified between the categories to identify a useful theory (Charmaz 2006; Glaser and Strauss 1967)
- Integral thinking
-
Understanding (or attempting to understand) the world from a transdiciplinary perspective where those many perspectives are interrelated
- Integrative complexity (IC)
-
“Integrative complexity is a measure of the intellectual style used by individuals or groups in processing information problem solving, and decision making. Complexity looks at the structure of one’s thoughts, while ignoring the contents. It is scorable from almost any verbal materials: books, articles, fiction, letters, speeches and speech transcripts, video and audio tapes, and interviews.” http://www2.psych.ubc.ca/~psuedfeld/index2.html
- Integrative propositional analysis (IPA)
-
Combined processes of qualitative and quantitative analysis involving rigorous hermeneutic deconstruction of propositions found in formal texts including the rigorous re-integration of propositions from those texts following a structured methodology. Also a process of meta-analysis for investigating conceptual systems to determine the Complexity of conceptual systems (diversity of concepts) and the Systemicity of the conceptual system (connectedness between concepts)
- Linear logic
-
A logical structure found within a proposition describing simple causal relationship between two concepts. Such as, “More A causes more B.” Both A and B exist in Linear relationship to one another. Here, A is the causal concept and B is the resultant concept). Linear structures can be of any length (e.g. More A causes more B which causes more C which causes more D… which causes more Z). For a more concrete example, “Having more shared goals leads to more teamwork which, in turn, leads to more productivity.” Within an explanation, this may also be phrased as, “A is true because of B and B is true because of C… because of Z”
- Logic model
-
A set of interrelated logic statements such as a theory or a Policy Model describing causal relationships between the elements of the model
- Mental model
-
A representation within one’s mind about how the world works. Useful for understanding and engaging the world and for making predictions
- Metapolicy
-
Generally, the study of policy—how the policy is created, applied, and evaluated. This may be rigorous as in the use of Integrative Propositional Analysis or fuzzier as in the use of historical narrative. May also be used to describe a policy on how to make policy
- Metatheory
-
Primarily the study of theory, including the development of overarching combinations of theory, as well as the development and application of theorems for analyses that reveal underlying assumptions about theory and theorizing
- Model
-
“A model is a simplified representation of a system at some particular point in time or space intended to promote understanding of the real system. As an abstraction of a system, it offers insight about one or more of the system’s aspects, such as its function, structure, properties, performance, behavior, or cost.” http://sebokwiki.org/wiki/Representing_Systems_with_Models
- Narrative analysis
-
Qualitative approach for understanding how people make sense of their world based on spoken or written accounts of their experiences and how those experiences are interpreted
- Parsimony
-
Generally, the understanding that a theory is better when it is smaller. Or, as small as possible while including ideas that are necessary or useful. Ockham’s Razor is a common example
- Policy model
-
A cognitive or conceptual structure (like a theory) representing how a community or organization understands the world, thus enabling them to take specific actions to achieve their goals. As a sense-making structure, the policy model does not (strictly speaking) include goals or actions. Those are part of the broader policy
- Proposition
-
“A proposition is a declarative sentence expressing a relationship among some terms.” (Van de Ven 2007, p. 117). For example, “More travel leads to more discovery.” (See Causal Relationship). Those terms are often understood to be “concepts”
- Reflexive dimensional analysis (RDA)
-
A process for creating a unified conceptual system from multiple conceptual systems through a process of categorization, abstraction, dimensionalization, and the identification of causal connections
- Robustness
-
An older term for “Systemicity”
- Schema
-
Most commonly used in computer science and logics in referring to a formula and/or set of data used to represent a system
- Scientometrics
-
Approaches of Bibliometrics applied to study the development of science within and between fields
- Social/behavioral sciences
-
The purposeful study and advancement of understanding in all fields of human interaction including (but not limited to) psychology, sociology, policy, ethics, business, management, human development, organizational development, economics, and social anthropology
- Systemicity
-
A ratio describing the interrelatedness between concepts of a conceptual system on a scale of zero to one. Systemicity is calculated by dividing the number of Concatenated concepts by the total number of concepts in a policy (see Integrative Propositional Analysis). Systemicity is a measure of how well integrated the propositions of a conceptual system are, the degree to which they are understood as existing in a systemic relationship, and the level of causality between the concepts. Systemicity is also related to the effectiveness of the conceptual system in practical application
- Systems thinking
-
Understanding that the world is made of systems, this interdisciplinary way of thinking explores how those systems effect one another. Systems thinkers strive to obtain a deeper understanding by looking at the connections of many things, rather than seeking to understand things in isolation
- Theory
-
An ordered set of assertions. Weick (1989, p. 517. Drawing on Southerland)
Rights and permissions
About this article
Cite this article
Wallis, S.E. The Science of Conceptual Systems: A Progress Report. Found Sci 21, 579–602 (2016). https://doi.org/10.1007/s10699-015-9425-z
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10699-015-9425-z