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- DescriptionHelen Longi seeks to break the current deadlock in the ongoing wars between philosophers of science and sociologists of science--academic battles founded on disagreement about the role of social forces in constructing scientific kwledge. While many philosophers of science downplay social forces, claiming that scientific kwledge is best considered as a product of cognitive processes, sociologists tend to argue that numerous ncognitive factors influence what scientists learn, how they package it, and how readily it is accepted. Underlying this disagreement, however, is a common assumption that social forces are a source of bias and irrationality. Longi challenges this assumption, arguing that social interaction actually assists us in securing firm, rationally based kwledge. This important insight allows her to develop a durable and vel account of scientific kwledge that integrates the social and cognitive. Longi begins with a detailed discussion of a wide range of contemporary thinkers who write on scientific kwledge, clarifying the philosophical points at issue. She then critically analyzes the dichotomous understanding of the rational and the social that characterizes both sides of the science studies stalemate and the social account that she sees as necessary for an epistemology of science that includes the full spectrum of cognitive processes. Throughout, her account is responsive both to the rmative uses of the term kwledge and to the social conditions in which scientific kwledge is produced. Building on ideas first advanced in her influential book Science as Social Kwledge, Longi brings her account into dialogue with current work in social epistemology and science studies and shows how her critical social approach can help solve a variety of stubborn problems. While the book focuses on epistemological concerns related to the sociality of inquiry, Longi also takes up its implications for scientific pluralism. The social approach, she concludes, best allows us to retain a meaningful concept of kwledge in the face of theoretical plurality and uncertainty.
- Author BiographyHelen E. Longino is Professor of Philosophy and Women's Studies at the University of Minnesota, where she is also a Member of the Minnesota Center for Philosophy of Science. She is the author of Science as Social Knowledge (Princeton).
- PrizesWinner of American Sociological Association Science, Knowledge & Technology Section Robert K. Merton Award 2002.
- Author(s)Helen E. Longino
- PublisherPrinceton University Press
- Date of Publication29/10/2001
- Place of PublicationNew Jersey
- Country of PublicationUnited States
- ImprintPrinceton University Press
- Content Note5 tables
- Weight342 g
- Width152 mm
- Height229 mm
- Spine13 mm
- Format DetailsTrade paperback (US)
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