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001			194249
003			IT-RoAPU
005			20221214232750.0
006			m|||||o||d||||||||
007			cr || ||||||||
008			190523s2018 nju fo d z eng d
020			_a9780691187013 _qPDF
024	7		_a10.1515/9780691187013 _2doi
035			_a(DE-B1597)9780691187013
035			_a(DE-B1597)501768
035			_a(OCoLC)1076413596
040			_aDE-B1597 _beng _cDE-B1597 _erda
050		4	_aBD175 _b.L665 2002
072		7	_aPHI004000 _2bisacsh
082	0	4	_a121 _221
084			_aonline - DeGruyter
100	1		_aLongino, Helen E. _eautore
245	1	4	_aThe Fate of Knowledge / _cHelen E. Longino.
264		1	_aPrinceton, NJ : _bPrinceton University Press, _c[2018]
264		4	_c©2002
300			_a1 online resource
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
505	0	0	_tFrontmatter -- _tContents -- _tPreface and Acknowledgments -- _tChapter One. Introduction: The Rational-Social Dichotomy -- _tChapter Two.Taking Social Studies of Science Seriously -- _tChapter Three. The Philosophers Respond -- _tChapter Four. Disassembling the Rational-Social Dichotomy -- _tChapter Five. Socializing Cognition -- _tChapter Six .Socializing Knowledge -- _tChapter Seven. Clarifications and Responses -- _tChapter Eight. Pluralism and Local Epistemologies -- _tChapter Nine. Conclusion -- _tReferences -- _tIndex
520			_aHelen Longino 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 knowledge. While many philosophers of science downplay social forces, claiming that scientific knowledge is best considered as a product of cognitive processes, sociologists tend to argue that numerous noncognitive 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. Longino challenges this assumption, arguing that social interaction actually assists us in securing firm, rationally based knowledge. This important insight allows her to develop a durable and novel account of scientific knowledge that integrates the social and cognitive. Longino begins with a detailed discussion of a wide range of contemporary thinkers who write on scientific knowledge, 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 normative uses of the term knowledge and to the social conditions in which scientific knowledge is produced. Building on ideas first advanced in her influential book Science as Social Knowledge, Longino 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, Longino also takes up its implications for scientific pluralism. The social approach, she concludes, best allows us to retain a meaningful concept of knowledge in the face of theoretical plurality and uncertainty.
538			_aMode of access: Internet via World Wide Web.
546			_aIn English.
588	0		_aDescription based on online resource; title from PDF title page (publisher's Web site, viewed 23. Mai 2019)
650		0	_aKnowledge, Sociology of.
650		7	_aPHILOSOPHY / Epistemology. _2bisacsh
850			_aIT-RoAPU
856	4	0	_uhttps://doi.org/10.1515/9780691187013?locatt=mode:legacy
856	4	2	_3Cover _uhttps://www.degruyter.com/cover/covers/9780691187013.jpg
942			_cEB
999			_c194249 _d194249