The metrics show that builders are more productive. They do not show whether the additional productivity is making the builders more capable or merely more exhausted. They do not show whether the productivity gains are flowing to the builders or being captured by the institutions that control the tools. They do not show whether the expansion of capability is producing genuine autonomy or a new and more comprehensive form of dependency. The data is precise. The interpretation is absent.
Mills's critique was that abstracted empiricism mistakes methodological sophistication for intellectual significance. The refinement of measurement techniques can proceed indefinitely without producing any accumulation of understanding, because understanding requires asking what the measurements are for — and the question of what they are for cannot be answered by further measurement.
Neil Selwyn, a scholar of education technology at Monash University, applied the framework directly to technology research in Learning, Media and Technology: the field was beholden to a combination of abstracted empiricism (the relentless measurement of adoption rates and learning outcomes without theoretical framework) and grand theory (the sweeping claims about transformation and disruption without empirical grounding). Selwyn's corrective was Mills's own: historically aware, politically focused, carefully crafted social analysis that connected the experience of the individual student or teacher to the institutional structures that determined what technologies were available.
The sociological imagination stands between grand theory and abstracted empiricism and insists on the connection both refuse to make. It takes the productivity data and asks: whose interests do these metrics serve, who bears the costs they do not measure, and what structural arrangements produce the specific distribution of gains and losses the data describes?
Mills named the tendency in The Sociological Imagination (1959), with Lazarsfeld as the specific target. The term has been widely adopted to describe methodology-fetishism in social research.
Its application to technology research was developed most explicitly by Selwyn (2023) and the critical educational technology literature, though the pattern recurs across disciplines.
Precision is not understanding. Methodological sophistication can proceed indefinitely without producing insight; rigorous measurement of the wrong questions produces rigorous findings that add up to nothing.
Productivity metrics as contemporary form. The AI discourse accumulates productivity data with genuine precision while systematically failing to ask what the metrics capture, what they omit, and what structural arrangements they reveal.
Theory is prerequisite, not afterthought. Meaningful measurement requires theoretical framework; data without theory is not empiricism but its abstraction.
The integration demand. The corrective is not rejection of empirical work but its integration with theoretical frameworks adequate to the questions the data provokes.