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The setting: the Ostrom Workshop.
The event: WOW5 (the Workshop on the Workshop) a few years ago
The fact: a grad student tries to destroy Lin Ostrom's framework saying "it's flawed, it fails to consider X, etc."
Me:
The event: WOW5 (the Workshop on the Workshop) a few years ago
The fact: a grad student tries to destroy Lin Ostrom's framework saying "it's flawed, it fails to consider X, etc."
Me:
Supervisors of students: DON'T DO THIS.
Faculty: DON'T DO THIS.
Teach your students the phrases:
- "I extend the logic of X", or
- "I build on Y's work to offer a new way of thinking"
- "I explore a different angle to Z's work"
You don't need to "destroy" anybody's work.
Faculty: DON'T DO THIS.
Teach your students the phrases:
- "I extend the logic of X", or
- "I build on Y's work to offer a new way of thinking"
- "I explore a different angle to Z's work"
You don't need to "destroy" anybody's work.
Instead of following exactly the same approach and destroying the graduate student's talk, in the calmest way possible I said: "this is really good work, I believe that the way you've read interpreted Ostrom might have missed X, Y and Z elements, and here are some readings".
I followed up with "I believe you're doing great work EXTENDING THE WORK OF THE OSTROMS, and I look forward to reading how you've built upon the framework they developed, helping us consider other areas where their work can be applied".
All with the best smile I could offer.
All with the best smile I could offer.
Knowledge accumulation is incremental.
Teach your students how to build on others' work, not "how to prove them wrong".
The biggest irony of them all? Lin and Vincent were all about crediting others' work and those who came before them, and lifting and raising their profile.
Teach your students how to build on others' work, not "how to prove them wrong".
The biggest irony of them all? Lin and Vincent were all about crediting others' work and those who came before them, and lifting and raising their profile.
I am preparing a talk on commons governance, and I just read an article that I was going to cite that says "the Ostroms were wrong" and I was reminded of what happened years ago.
(I am adamant about teaching my own students that they are building on and extending others' work)
(I am adamant about teaching my own students that they are building on and extending others' work)
