Can Science Be Objective? Longino's Science as Social Knowledge

  title={Can Science Be Objective? Longino's Science as Social Knowledge},
  author={Sharon Crasnow},
  pages={194 - 201}
In Science as Social Knowledge, Helen Longino offers a contextual analysis of evidential relevance. She claims that this “contextual empiricism” reconciles the objectivity of science with the claim that science is socially constructed. I argue that while her account does offer key insights into the role that values play in science, her claim that science is nonetheless objective is problematic. 

Framing the democratic interaction between scientists and civic groups.

Harry Collins and Robert Evans (2002) suggest that the so-called “third wave” in social studies of science should address the normative question of how far citizen participation in scientific debates

A Social Epistemological Inquiry into Biases in Journal Peer Review

In this paper, I examine journal peer review by focusing on factors that potentially hamper its sound functioning. I argue that scientific literature is not only skewed by the individual level biases

Restoring the Real: Rethinking Social Constructivist Theories of Science

This essay offers a critical exposition of some of the most influential sociological and feminist theories that purport to see the natural world, experimental evidence, scientific facts and

Science Without Literacy: A ship without a sail?

This article argues that reading, writing and argument are central to any conception of science as it is currently constituted. Moreover, it is through the texts of science, popular accounts or

The Virtues of Feminist Empiricism

Despite the emergence of new forms of feminist empiricism, there continues to be resistance to the idea that feminist political commitment can be integral to hypothesis testing in science when that

A militant rationality: epistemic values, scientific ethos, and methodological pluralism in epidemiology

can be considered as a search for a scientificethos. Its author, Nicolas Lechopier, is a professor at the Claude Bernard University ofLyon-1 (France), and formerly (2008–2009) a postdoctoral fellow

Transforming science curricula in higher education: Feminist contributions

  • B. Spanier
  • Education
    Science and engineering ethics
  • 2000
A sampling of feminist science studies is shared and the origins of this effort to create inclusive and less biased science curricula that serve all students and citizens are discussed.

Knowledge for a Common World? On the Place of Feminist Epistemology in Philosophy of Education

The paper discusses the place of feminist epistemology in philosophy of education. Against frequently raised criticisms, the paper argues that the issues raised by feminist standpoint theory lead

From Aperspectival Objectivity to Strong Objectivity: The Quest for Moral Objectivity

Sandra Harding is working on the reconstruction of scientific objectivity. Lorraine Daston argues that objectivity is a concept that has historically evolved. Her account of the development of

Subjectivity and Objectivity in Science: An Educational Approach

The subjectivity and objectivity of science are strongly associated to the nature of science, which is part of science education curricula worldwide. The issue under research is how an



Two Dogmas of Neo-Empiricism: The "Theory-Informity" of Observation and the Quine-Duhem Thesis

It is argued that neither the "theory-informity" of observations nor the Quine-Duhem thesis pose any in principle threat to the objectivity of theory evaluation. The employment of exploratory

Current status

"Current Status" will not appear as a regular part of the Journal, but rather as a sporadic feature of special interest. Manuscripts published in this special section will be prepared by individuals

Science as Social Knowledge

The current status of scientific realism

  • Scientific realism
  • 1984

have contributed to the development, evaluation, and acceptance of various scientific theories. The term "social constructivist" was taken from Richard

  • 1984