On Values: Integrating Research Integrity and Philosophy of Science

We build on recent attempts to foster a dialogue between Research Integrity (RI) and Philosophy of Science scholarship (Ambrosj, Dierickx & Desmond 2023, Resnik & Elliott 2018), in particular with insights from values in science and social epistemology. The work in both of these research areas shares a commitment to developing a system of values scientists should follow, but they employ different methods.

Scholars in research integrity, prompted by cases of misconduct, empirically investigate the prevalence and causes of misconduct across various disciplines and cultures with the aim of formulating effective preventive and regulatory measures. Their results are shaped into evidence-based educational materials or guidelines for promoting the Responsible Conduct of Research. However, research indicates the moderate effectiveness of educational materials, while a growing number of well-designed guidelines and policies is often seen as an additional burden for scientists or a checklist they must fulfill.

On the other hand, philosophers of science are increasingly moving away from the perception of science as an individual human activity that occurs in isolation from the influence of moral, political, and social values, driven solely by cognitive values (Value-free ideal: VFI). They perceive science as a societal activity guided by both cognitive and non-cognitive values (Value-laden ideal: VLI). To shape a VLI, they initiate a series of fruitful debates that analyze different values and the role they play in scientific practices. Although they do not agree on the appropriate value-laden model of science, we believe that insights from these debates would be beneficial in addressing the problems related to RI.

First, a conceptual analysis of key terminology such as responsibility or authorship could precisely define the terms and clarify their position in a broader context, leading to better understanding and applicability. Second, insights from the concept of the social structure of science could assist in creating a culture that promotes research integrity in the scientific community. Third, acknowledging the presence of non-cognitive values in the research process could dispel the implicit assumption of a dishonest scientist. Instead, it could highlight the importance of education and enhance the implementation of educational programs.