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%CONTEXTUAL ANALYSIS 790329
Traditional scientific analysis moves from a whole to
its parts in an effort to understand the whole.
Contextual analysis examines the whole in its context with
attention to purposes, intent, expectations, and high
level reciprocities in interaction whereby responses are
highly dependent upon each other. Scientific analysis
tends to exclude from consideration categories such as
"purpose", "intent", "expectation", and "interdependent
reciprocal responses". Electrons, protons, neutrons,
atoms, molecules, and even living cells have no purpose,
intent, or expectation. Their behaviors are to be
understood in terms of non-personal categories---laws
which describe the effect of "A" on "B" without regard for
the effect of "B" on "A". Newton's third law of motion
indicates very clearly that the effect of "A" on "B" and
the effect of "B" on "A" are virtually identical
(differing in a negative sign), rather than inter-
respondent. It is absurd to say that the purpose of
electron "A" depends upon how "A" perceives the purpose of
electron "B"; or that the behavior of electrons depends
upon their continually changing purposes. Elementary
particles have no purposes, intent, or expectations; and
their behaviors are unrelated to the fulfillment or
frustration of purposes, intents, or expectations.
Contextual analysis considers the whole as a context
within which the part may be understood. The meaning of a
person depends upon the social context that created the
person. Purpose, intent, and expectations are perceived
in sub-cultures as wholes---as well as in individual
members of cultures. Interrelationships depend upon
perceptions of purpose, intent, and expectations. In
contextual analysis attention flows from that which is to
be understood to its contexts, rather than to its internal
parts and structure. Purposes, intents, and expectations
are perceived as real and changing---and behavior
interacts with them. The parts are understood in terms of
the whole, just as much as the whole is understood in
terms of its parts; neither the whole nor the parts are
regarded as the ultimate foundation for understanding. A
balance is maintained between ways to understanding.
(c) 2005 by Paul A. Smith in
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