The Fate of Knowledge

By H. Longino. 2001

1,286 citations recorded by the source corpus.

Preface and Acknowledgments ix Chapter One: Introduction: The Rational-Social Dichotomy 1 Chapter Two: Taking Social Studies of Science Seriously 11 Chapter Three: The Philosophers Respond 42 Chapter Four: Disassembling the Rational-Social Dichotomy 77 Chapter Five: Socializing Cognition 97 Chapter Six: Socializing Knowledge 124 Chapter Seven: Clarifications and Responses 145 Chapter Eight: Pluralism and Local Epistemolgies 175 Chapter Nine: Conclusion 203 References 215 Index 227

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Citations in the corpus

Geographical political economy (2011, background): “When pressed, most economists and geographers are willing to acknowledge that their favored approaches amount to what Helen Longino calls local epistemologies: particular perspectives on the world, always vulnerable to criticism from others’ situated perspectives (Longino, 2002).”
The role of visual representations in scientific practices: from conceptual understanding and knowledge generation to ‘seeing’ how science works (2015, background): “The work that is followed by historians, philosophers, and sociologists of science (Latour 2011; Longino 2002; Nersessian 2008) revealed the scientific practices in which the scientists engage in and include among others theory development and specific ways of talking, modeling, and communicating…”
Tackling threats to informed decision-making in democratic societies: Promoting epistemic security in a technologically-advanced world (2020, methodology): “Following on the work of social epistemologist Helen Longino (2002), Douglas considers a well-functioning epistemic community to be one in which the following conditions hold: ● there are platforms and avenues for dissenting opinions and criticism to be voiced, ● criticism is taken seriously, ●…”
On the Goals of Epistemic Education: Promoting Apt Epistemic Performance (2018, background): “A further social aspect of apt epistemic performance is the joint development, negotiation, and application of epistemic norms and criteria (e.g., Cobb, Stephan, McClain, & Gravemeijer, 2001; Kelly, 2008; Longino, 2002; Ryu & Sandoval, 2012).”
Education for a “Post-Truth” World: New Directions for Research and Practice (2020, background): “Instances of gender and racial bias could also be explored to see how science has gone astray and how these problems were (in some cases) redressed through better critical practices (Longino, 2002).”
Expanding the Dimensions of Epistemic Cognition: Arguments From Philosophy and Psychology (2011, background): “The definition quoted by Muis et al. (2006) was written by Paul Moser, who authored the dictionary’s entry on epistemology.”
‘Grasp of Practice’ as a Reasoning Resource for Inquiry and Nature of Science Understanding (2008, background): “In this way, ‘nitty-gritty’ problems that arose naturally from the scientific effort to achieve conformity between data and ideas stimulated community challenges and reactions (Longino 2002) that ultimately stabilized into systematic solutions to these problems (Mayo 1996).”
‘Nothing includes everything’: towards engaged pluralism in Anglophone economic geography (2010, background): “Helen Longino (2002) has delineated normative conditions that she believes allow for difference and the production of knowledge while minimizing marginalization and its effects.”
Bias in peer review (2013, unknown): “…in the articulation of each other's background assumptions and the development of more refined critiques and responses—a process of transformative criticism that uses the diversity of individuals' content-based partiality to improve the objectivity of the community as a whole (Longino, 1990, 2002).”
Learners' Epistemic Criteria for Good Scientific Models. (2011, background): “Epistemic criteria play an important role in science; they are the standards scientists use to evaluate the validity and accuracy of scientific products such as models, arguments, and evidence (e.g., Kuhn, 1977; Laudan et al., 1986; Longino, 2002).”
A Dialogic Account of Sense-Making in Scientific Argumentation and Reasoning (2012, background): “From science studies the model draws the idea that scientific knowledge production is a communal endeavor and is a result of interactions among disciplinary peers (Longino, 2002 ; Pera, 1994 ).”
The mobility of older people - an introduction (2010, background): “10 Third, given the complex interdependence of old age and mobility, we advocate a pluralistic approach (Longino, 2002) to the academic study of mobility in later life, i.”