Abstract
Pedagogical visualizations are not neutral tools of communication: they shape what they seek to make understandable. On this premise, this article introduces the research tree as a pedagogical visualization of the relationship between central components of the theory of science, and examines how such representations can both support and shape the understanding of philosophical positioning in doctoral education.
The research tree depicts the scientific theoretical basis for research as a tree where the roots represent ethos and the value-based premises of research, the trunk expresses the underlying stances within the theory of science, and the branches symbolize methodology and concrete methods. The visualization makes visible how a researcher's values, philosophy-of-science perspectives and methodological approaches are mutually dependent, while the article discusses how the visualization also entails particular limitations and ways of structuring knowledge.
The article shows how the research tree can support researchers in developing a more reflected philosophical positioning, and how the illustration can be used as a tool for reflection in doctoral education. At the same time, it examines what premises and limitations are embedded in such a visualization, and how it may influence the understanding of philosophical positioning.