SOCIOLOGY OF KNOWLEDGE, SCIENCE AND INTELLECTUALS

Autumn Term 2005-6

Lectures: Prof. Steve Fuller (s.w.fuller@warwick.ac.uk) M 1-2 (R 115)

Seminars: Nigel Christian (nigeldchristian@yahoo.co.uk) M 2-3, 4-5 (A005)

 

This module will consider the role of authoritative knowledge in society: How do people decide what to believe and, more crucially, what is worth having beliefs about? How do these decisions interact with other concerns about how people allocate time and resources? These questions, while always important, have taken on an added significance as more specialised forms of knowledge, or ‘expertise’, have come to influence public policymaking in areas of health, security, welfare and education. In the classical sociological tradition, these issues have been associated mainly with religion and political ideology. More recent work has focused on organized inquiry, or ‘science’, and the ideally knowledgeable citizen, or ‘intellectual’. Existing between these two forms of knowledge is the ‘expert’, who often occupies a quasi-political or quasi-juridical role. All of these forms of knowledge are offshoots of the history of philosophy, which in the past few years has been itself subject to a major systematic sociological treatment. We shall examine all of these matters from a comparative (i.e. historically informed, cross-cultural) perspective.

         

The first term of the module will be focused on science, since it is the most authoritative institution in contemporary society. However, because science interacts with so much of the rest of the society, we shall be quickly caught up in all the dynamics outlined above.

 

MODULE STRUCTURE: The module consists of weekly lectures and seminars. Students enrolled in this module can be assessed either entirely by final examination or half-assessed essay/half-examination. The examination will be based on the lectures and associated reading. Students are expected to develop their essay topics in seminars, with final approval of topics from the lecturer. Students can raise questions about the lectures and readings to either the lecturer or the seminar leader, but the seminar leader reserves the right to forward questions to the lecturer. There will also be an e-mail list, on which all students will be included. It will be used to transmit general information of class interest. Students may pose questions to the lecturer by his e-mail address, and if of sufficiently general interest (i.e. it bears centrally on the content of the module), the question and answer may be distributed to everyone on the list. The seminar leader will circulate weekly exercises by the e-mail list that will kick off the seminar discussions. Students will be responsible for regularly checking their e-mails for late-breaking news.

 

In particular, one matter will be pressing this term. There will be one week – probably in October – when the lecturer will be called as an expert witness in a trial in the United States. The week should be known shortly and will be announced on e-mail. Neither lecture nor seminars will be conducted that week. This explains the planning of just seven weeks of seminars, the topic of each week corresponding to a chapter of Steve Fuller, Science (Open University Press), available in the Sociology section of the University Bookshop (and also in library reserve). Seminars will occur on the week following the corresponding lecture. Thus, there are no seminars in Week One. The lecture and seminar topics are listed below. You will notice that the timing for weeks two and three have been left out because they are the ones most likely to be affected.

 

WEEK

LECTURE READING

SEMINAR TOPIC

1 (26 Sept)

Chap 1

None

2 (3 Oct)

Chap 2

How can science be a public good if very few people practice it or know much about it? (1)

3 (10 Oct)

Chap 3

Are the natural and social sciences fundamentally different? (2)

4 (17 Oct)

Chap 4

What can we learn about the sociological character of science by examining the use of words like ‘science’, ‘scientist’ and ‘scientific’? (3)

5 (24 Oct)

?

?

6 (31 Oct)

READING WEEK (NO CLASS)

7 (7 Nov)

Chap 5

Is it rational to have an unconditional faith in science? (4)

8 (14 Nov)

Chap 6

How does an understanding of the history of science contribute to an understanding of contemporary science? (5)

9 (21 Nov)

Chap 7

What can we learn about the nature of science from the study of non-Western cultures? (6)

10 (28 Nov)

Intro to Next Term

What can we say about the future of science? (7)

 

COMING ATTRACTIONS: In the Winter Term, we shall move to consider the institutionalization of philosophy and, more generally, that of the intellectual. Two relevant texts will be Steve Fuller, The Intellectual (Icon Books) and Randall Collins, The Sociology of Philosophies (Harvard University Press). These topics will be introduced in the last week of this term. An additional class will be held on Monday 26 April 2006 (Spring Term, Week 2) to make up for the lost week this term.

 

BIBLIOGRAPHY (These books may arise in the lecture and may be useful for your research. Students who have no background in the history of science will find the books by Marks and Mason especially useful. Both are out of print but they are in the library and were popular paperbacks in their day – hence perhaps available in used bookshops or via amazon on the web)

 

Adams, Hazard. (ed.) (1971). Critical Theory since Plato. New York: Harcourt Brace Jovanovich

Ahmad, Aijaz. (1992). In Theory: Classes, Nations, Literatures London: Verso

Ainslie, George. (1992). Picoeconmics. Cambridge UK: Cambridge University Press.

Al-Azmeh, Aziz. (1993). Islams and Modernities. London: Verso.

Arndt, H.W. (1978). Economic Development: The History of an Idea. Chicago: University of Chicago Press.

Barnett, Correlli. (1967). 'The education of military elites', in Laqueur & Mosse (1967), pp. 15-36.

Bartholomew, James (1989). The Formation of Science in Japan New Haven: Yale University Press.

Baudrillard, Jean (1983). Simulations. New York: Semiotexte.

Bazerman, Charles (1987). Shaping Written Knowledge. Madison: University of Wisconsin Press.

Beck, Ulrich (1992/1986). The Risk Society. London: Sage.

Bell, Daniel (1973), The Coming of Post-Industrial Society. New York: Harper & Row.

_________ (1982).  'The Return of the Sacred: The Argument about the Future of Religion,' in G. Almond, M. Chodorow, and R. Pearce (eds.), Progress and Its Discontents  Berkeley: University of California Press, pp. 501-523.

Ben-David, Joseph (1984/1971). The Scientist's Role in Society. 2nd edn. Chicago: University of Chicago Press.

_______________ and Collins, Randall (1966). 'Social factors in the origin of a new science: The case of psychology'; American Sociological Review 31: 451-465

Beniger, J. The Control Revolution. Cambridge MA: Harvard University Press.

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Bernal, Martin. (1987). Black Athena: The Afroasiatic Roots of Classical Civilization. New Brunswick NJ: Rutgers University Press.

Biagioli, Mario, ed. The Science Studies Reader (London: Routledge, 1999).

Bouzid, Ahmed. (1996). 'Science and Technology in the Discourse of Sayyid Qutb' Social Epistemology 10: 289-304.

Brooke, John Hedley. (1991). Science and Religion. Cambridge UK: Cambridge University Press.

Brown, Robert. (1984). The Nature of Social Laws. Cambridge UK: Cambridge University Press.

Brush, Stephen (1975). 'Should the History of Science Be Rated X?' Science 183: 1164-1183.

Butterfield, Herbert. (1955). Man on His Past: The Study of the History of Historical Scholarship. Cambridge UK: Cambridge University Press.

Campbell, Donald and Stanley, Julian. (1966). Experimental and Quasi-Experimental Designs for Research. Chicago: Rand McNally.

Ceccarelli, Leah (1995). 'A Rhetoric of Interdisciplinary Scientific Discourse: Textual Criticism of Dobzhansky's Genetics and the Origins of Species'. Social Epistemology 9: 91-112.

Chubin, Daryl and Hackett, Edward (1990). Peerless Science. Albany: SUNY Press.

Cohen, H. Floris. (1994). The Scientific Revolution: A Historiographical Inquiry. Chicago: University of Chicago Press.

Collier, James. (1997). Scientific and Technical Communication: Theory, Practice and Policy. Walnut Creek CA: Sage.

Collins, Harry. (1985). Changing Order. London: Sage.

__________. (1991). Artificial Experts. Cambridge MA: MIT Press.

__________ and Pinch, Trevor (1993). The Golem: What Everyone Should Know about Science. Cambridge UK: Cambridge University Press.

Collins, Randall (1998). The Sociology of Philosophies, Cambridge MA: Harvard University Press.

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Crowther, J. G. (1968). Science in Modern Society. New York: Schocken Books.

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Delanty, Gerard. (1997). Social Science. Milton Keynes UK: Open University Press.

De Mey, Marc  (1982). The Cognitive Paradigm. Dordrecht: Kluwer.

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Durant, John; Evans, Geoffrey; Thomas, Geoffrey (1989) 'The Public Understanding of Science'. Nature 340: 11-14.

Eisenstein, Elizabeth. (1979). The Printing Press as an Agent of Change, 2 vols. Cambridge UK: Cambridge University Press..

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Febvre, Lucien, and Martin, H.-J. (1971/1958). L'apparition du livre. Paris: Albin Michel.

Feyerabend, Paul. (1975). Against Method. London: New Left Books.

_____________. (1979). Science in a Free Society. London: New Left Books.

Frank, Andre Gunder (1995). 'The Modern World-System Revisited: Rereading Braudel and Wallerstein'. In Sanderson (1995), pp. 163-194.

Frank, Robert (1984). 'Are workers paid their marginal products?' American Economic Review  74: 541-579.

Fukuyama, Francis. (1992). The End of History and the Last Man. New York: Free Press.

Fuller, Steve. (1988). Social Epistemology. Bloomington: Indiana University Press.

__________  (1993a/1989). Philosophy of Science and Its Discontents. 2nd edn. New York: Guilford Press.

__________  (1993b). Philosophy, Rhetoric and the End of Knowledge: The Coming of Science & Technology Studies. Madison: University of Wisconsin Press.

__________ (1994a). 'The Sphere of Critical Thinking in the Post-Epistemic World'. Informal Logic (Winter), pp. 39-54.

__________ (1994b). 'Rethinking the University from a Social Constructivist Standpoint.' Science Studies 7 (1): 4-16.

__________ (1994c). 'The Constitutively Social Character of Expertise'. International Journal of Expert Systems 7: 51-64.

__________ (1994d). 'Towards a Philosophy of Science Accounting: A Critical Rendering of Instrumental Rationality'. Science in Context 7: 591-621.

__________ (1994e). 'Retrieving the Point of Realism-Instrumentalism Debate: Mach vs. Planck on Science Education Policy'.  In D. Hull et al. (eds.), PSA 1994, vol. 1 (East Lansing MI: Philosophy of Science Association), pp. 200-207.

__________ (1996a). 'Talking Metaphysical Turkey about Epistemological Chicken'. In P. Galison and D. Stump (eds.), The Disunity of Science (Palo Alto: Stanford University Press), pp. 170-186, 468-471.

__________ (1996b). 'Recent Work in Social Epistemology'. American Philosophical Quarterly 33: 149-166.

__________ (1996c). 'Social Epistemology and the Recovery of the Normative in the Post-Epistemic Era.' Journal of Mind and Behavior 17:93-98.

__________ (1997). 'Society's Shifting Human-Computer Interface: A Sociology of Knowledge for the Information Age'. In M. Henry (ed.) Computers for Social and Political Science Students. Oxford: Blackwell.

__________ (2000a). The Governance of Science. Milton Keynes: Open University Press.

__________ (2000b). Thomas Kuhn: A Philosophical History for Our Times. Chicago: University of Chicago Press.

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Gerschenkron, Alexander. (1962). Economic Backwardness in Historical Perspective. Cambridge MA: Harvard University Press.

Gilbert Nigel and Mulkay, Michael. (1984). Opening Pandora's Box. Cambridge UK: Cambridge University Press.

Gjertsen, Derek. (1989). Science and Philosophy: Past and Present. Harmondsworth UK: Penguin.

Gong, Gerritt. (1984) The Standard of 'Civilization' in International Society  Oxford: Oxford University Press.

Goodman, David and Russell, Collin (1991) The Rise of Scientific Europe, 1500-1800. Milton Keynes: Open University Press.

Goodson, Ivor. (1988). The Making of Curriculum. London: Falmer Press.

Gould, Stephen Jay. (1989). Wonderful Life. Harmondsworth UK: Penguin

Graff, Harvey (1987). The Legacies of Literacy. Bloomington: Indiana University Press.

Graham, Loren (1982). Between Science and Values. Columbia University Press.

Grant, Edward (1977) Physical Science in the Middle Ages Cambridge UK: Cambridge University Press

Gross, Alan and Keith, William (eds.) (1996) Rhetorical Hermeneutics: Invention and Interpretation in the Age of Science. Albany: State University of New York Press.

Hacking, Ian (ed.) (1982). Scientific Revolutions. Oxford: Oxford University Press.

Halsey, A. H. (1992). The Decline of Donnish Dominion, 2nd edn. Oxford: Clarendon Press.

Harding, Sandra. (1991). Whose Science? Whose Knowledge? Ithaca: Cornell University Press.

_____________. (ed.)  (1993). The Racial Economy of the Science. Bloomington: Indiana University Press.

Hedges, Larry. (1987). 'How Hard is Hard Science, How Soft is Soft Science?' American Psychologist 42: 443-455.

Hempel, Carl. (1965). Aspects of Scientific Explanation. New York: Harper & Row.

Hess, David (1993). Science in the New Age. Madison: University of Wisconsin Press.

_________ (1995). Science & Tecchnology in a Multicultural World. New York: Columbia University Press.

Hess, David (1997). Science Studies: An Advanced Introduction (New York University Press

Hollis, Martin and Lukes, Steven (eds.) (1982). Rationality and Relativism. Cambridge MA: MIT Press.

Holmes, Brian and McLean, Martin. (1990). The Curriculum: A Comparative Perspective. London: Routledge.

Hooker, Clifford. (1987). A Realistic Theory of Science Albany: State University of New York Press.

Horgan, John (1996). The End of Science. Reading MA: Addison & Wellesley

Huff, Toby. (1993). The Rise of Early Modern Science: Islam, China and the West. Cambridge UK: Cambridge University Press.

Hull, David. (1988). Science as a Process. Chicago: University of Chicago Press.

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Keddie, Nikki (1968). An Islamic Response to Imperialism: Political and Religious Writings of

Sayyid ad-Din 'al-Afghani'. Berkeley: University of California Press.

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Knorr-Cetina, Karin (1981). The Manufacture of Knowledge Oxford: Pergamon Press.

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____________. (1977). The Essential Tension. Chicago: University of Chicago Press.

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___________. (1972). Objective Knowledge. Oxford: Oxford University Press.

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_________________. (1978). 'Toward a Model for Science Indicators', in Y. Elkana et al. (eds.),

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_________________.  (1986/1963). Little Science, Big Science...and Beyond. 2nd edn. New York: Columbia University Press.

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