Steve Fuller argues that the methods used in the emerging discipline of science and technology studies (STS) are potential tools for breaking down communication barriers that exist between disciplines within the academy, and between the academy and society. He contends that STS scholars have empirically established the "constructed" character of academic knowledge, and he calls for all scholars to acknowledge the rhetorical component of knowledge production. In this context, knowledge becomes a political entity that governs people and their effects, rather than a thing or a property. Fuller advocates and demonstrates the infusion of moral and political consideration into questions that had previously been confined to epistemology and the philosophy of science. Fuller calls this position "social epistemology", and here he offers a positive agenda of research, teaching and political action to deal with the complex problems of academic knowledge today. His four case studies reveal the social epistemologist engaged in delicate interdisciplinary negotiations between philosophy and psychology, sociology and cognitive science, political science and economics, and humanistic and social scientific approaches to the study of science itself. He shows that these negotiations have major implications, not only for the structure and function of the university, but also for the conduct of academics in science policy forums. In addition, Fuller challenges those sceptical of his programme, including cultural relativists in general, and Stanley Fish in particular. Finally, he includes descriptions of both a course of study and a projected utopia, to invite readers to participate in "the end of knowledge".
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In this second edition of Steve Fuller's original work Philosophy, Rhetoric, and the End of Knowledge: A New Beginning for Science and Technology Studies, James Collier joins Fuller in developing an updated and accessible version of Fuller's classic volume. The new edition shifts focus slightly to balance the discussions of theory and practice, and the writing style is oriented to advanced students. It addresses the contemporary problems of knowledge to develop the basis for a more publicly accountable science. The resources of social epistemology are deployed to provide a positive agenda of research, teaching, and political action designed to bring out the best in both the ancient discipline of rhetoric and the emerging field of science and technology studies (STS). The authors reclaim and integrate STS and rhetoric to explore the problems of knowledge as a social process--problems of increasing public interest that extend beyond traditional disciplinary resources. In so doing, the differences among disciplines must be questioned (the exercise of STS) and the disciplinary boundaries must be renegotiated (the exercise of rhetoric).
This book innovatively integrates a sophisticated theoretical approach to the social processes of creating knowledge with a developing pedagogical apparatus. The thought questions at the end of each chapter, the postscript, and the appendix allow the reader to actively engage the text in order to discuss and apply its theoretical insights. Creating new standards for interdisciplinary scholarship and communication, the authors bring numerous disciplines into conversation in formulating a new kind of rhetoric geared toward greater democratic participation in the knowledge-making process.
This volume is intended for students and scholars in rhetoric of science, science studies, philosophy, and communication, and will be of interest in English, sociology, and knowledge management arenas as well.
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