People's Science Movements and Science Wars?
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Engaging Science, Technology, and Society 4 (2018), 386-407 DOI:10.17351/ests2018.228 Challenging Power, Constructing Boundaries, and Confronting Anxieties: Michael Kattirtzi Talks with Andrew Stirling MICHAEL KATTIRTZI1 UNIVERSITY OF EDINBURGH ANDREW STIRLING2 UNIVERSITY OF SUSSEX Abstract In this interview, Andy Stirling talks to Michael Kattirtzi about what initially drew him to Science and Technology Studies, his account of the impact of the Science Wars on the field, and why it matters that STS researchers do not shy away from challenging incumbents. Through a series of thoughtful reflections on his encounters with STS researchers, Stirling arrives at the conclusion that we should not expect the field to reconcile tensions that are more deeply rooted in society. Nonetheless, he hopes that in the future STS researchers will be more open and admitting of a plurality of epistemic perspectives within the field and avoid overly constraining it––all the while as he continues to demonstrate the value of appreciating such epistemic pluralism to policy- makers and stakeholders. A reflection by Michael Kattirtzi follows the interview. Keywords interview; Andy Stirling; epistemic diversity; normative commitments; disciplines; reflexivity First Encounters MK Let’s start with your own involvement with Science and Technology Studies, and your own sort of background––I know you remember your time in Edinburgh fondly. AS It was a formative experience for me––one of the most galvanizing of my intellectual life. Actually also my personal life, because it was in the Science Studies Unit (SSU) that I met my partner, Topsy Jewell (who was studying science studies with zoology). But I only had a small exposure to the SSU compared to other people you’ll be interviewing, because I was just an undergraduate. -
GS Salon the Science Wars
GS Salon: After the Science Wars Will DeWitt (UW Genome Sciences), October 4, 2018 The standard account of science Keywords: enlightenment rationality, empiricism, objectivity Objective facts about the world exist, and as theories and experiments are refined science converges toward them. ● There’s always a place at the edge of our knowledge, where what’s beyond is unimaginable, and that edge, of course, moves. – Leon Lederman ●Quantum mechanics supplanted classical mechanics because it explains more (atomic) phenomena, but still agrees with it exactly in the “correspondence limit” of macroscopic experiments. ●The discovery of DNA clarified the molecular basis of heredity, and allowed quantitative methods to sharpen the study of evolution. Objectivity: inquiry into nature unadulterated by personal perspectives, conflicting interests, or societal position. Scientific facts are publically available/verifiable Falsification, hypothetico-deductive logic ● It doesn't matter how beautiful your theory is, it doesn't matter how smart you are. If it doesn't agree with experiment, it's wrong. – Feynman ●Example, Pasteur/Tyndall disproof of spontaneous generation: Hypothesis: micro-organisms are generated by the air. Implication: in sterilization/fermentation experiments with swan-neck flasks, it shouldn’t matter if the neck is oriented downward. Observation: cultures don't grow with neck oriented down. Conclusion: reject spontaneous generation. Classically problematic aspects of science Hume’s problem of induction: on what grounds is inductive inference -
Postmodernism and Its Problems with Science∗
Postmodernism and its problems with science∗ Jean Bricmont Institut de Physique Th´eorique Universit´e Catholique de Louvain 2, chemin du Cyclotron B-1348 Louvain-la-Neuve, BELGIQUE Internet: [email protected] Telephone: (32) (10) 473277 Fax: (32) (10) 472414 March 6, 2002 ∗Lecture given in Helsinki at the invitation of the Finnish Mathematical Society. 1 Introduction The readers of Lingua Franca, an American journal reporting and discussing events of the academic life, found a surprising article by NYU Physics Professor Alan Sokal that started as follows: For some years I've been troubled by an apparent decline in the standards of intellectual rigor in certain precincts of the American academic humanities. But I'm a mere physicist: if I find myself unable to make head or tail of jouissance and diff´erance, perhaps that just reflects my own inadequacy. So, to test the prevailing intellectual standards, I decided to try an (admit- tedly uncontrolled) experiment: Would the leading North American journal of cultural studies | whose editorial collective includes such luminaries as Fredric Jameson and Andrew Ross | publish an article consisting of utter nonsense if (a) it sounded good and (b) it flattered the editors' ideological preconceptions? The answer, unfortunately, is yes. Interested readers can find my article, \Transgressing the Boundaries: Towards a Transformative Hermeneutics of Quantum Gravity" (!), in the spring 1996 issue of Social Text. It appears in a special number of the magazine devoted to \The Science Wars"1. What's going on here? Could the editors really not have realized that my article was a parody? (Sokal, 1996b) I shall quote below some parts of the paper, so that the reader will be able to answer by himself or herself this last question. -
Development of Standardized Scientific Temper Tool
Journal of Scientific Temper Vol 4(3&4), July-Sep & Oct-Dec 2016, pp. 145-153 RESEARCH ARTICLE Development of Standardized Scientific Temper Tool ANITA SINGH Associate Professor, Department of Teacher Education, Bareilly College, Bareilly, Uttar Pradesh INDIA BHARTI DOGRA Assistant Professor, Department of Teacher Education, Bareilly College, Bareilly, Uttar Pradesh INDIA JASPAL SINGH Assistant Professor, Department of Environmental Sciences, Bareilly College, Bareilly, Uttar Pradesh INDIA ABSTRACT The prime aim of the present paper was to develop a standardized tool to measure scientific temper. For this purpose, the investigators organized three workshops with experts in the field of science and social sciences and the tool is developed in three phases. In the first phase, the term scientific temper had been operationally defined and four dimensions, i.e. spirit of enquiry, rational thinking, cause and effect relationship and scientific information were finalized to measure the scientific temper among people. This scientific temper tool was developed in the form of a questionnaire. The items related to above four dimensions were collected and shuffled well to prepare initial draft of the schedule. Thus the initial draft contained 70 items in it. The questionnaire was prepared in three parts, designated as FORM A, FORM B and FORM C. In the FORM A responses were recorded on Likert-scale while in FORM B questions were kept open-ended and the responses in FORM C, which constituted the core of Scientific Temper Questionnaire (STQ), were categorized into three options, from scientific to superstitious. It should be noted that all the three parts contianed identical indicators. In the second phase, the initial draft of STQ was administered on a sample of 120 students in order to determine the discriminative value and popularity value of each item for the purpose of item analysis. -
8. Scientism and Scientificity in the Rage for Accountability
PATTI LATHER 8. SCIENTISM AND SCIENTIFICITY IN THE RAGE FOR ACCOUNTABILITY This essay plunges into old and difficult questions regarding the scientificity of science as a set of protocols of calculation where the policy, economy and practice of science change historically. My effort is to find a way to shift the terms of the debate away from rather tired epistemological contests and toward something useful in the very political contest over scientific research in education that is our situation today. Here we face demands of governmental efforts to hold experimental design up as the “gold standard” for educational research (Lather, 2004a,b; Lather and Moss, 2005). This essay addresses the science possible after the questioning of the grounds of science by refusing to concede science to the scientism that is so much afoot in the “repositivization” at work in global neoliberalism. It proceeds via an archaeology of the term “scientism” as a way to clear the ground for a look at the less used but arguably more important term of scientificity. I conclude with some thoughts on the implications for qualitative research in education in a time that might be termed the “rage for accountability.” I use Foucault and his concept of counter-science to set the stage. THIS CLOUDY DISTRIBUTION: SCIENCES OF UNCERTAINTY In The Order of Things, Foucault (1970) advises that, rather than looking for a coherent definitional field, we attend to the overlapping, contradictory, and conflictual definitional forces that don’t oversimplify our pursuit of a counter- science. Rather than the “physics envy” that characterizes the parade of behaviorism, cognitivism, structuralism, and neopositivism, he posits a social science that takes values and power seriously.1 Against the objectivist strands with their failure to successfully study human activity in a way modeled after the assumedly cumulative, predictive, and stable natural or “exact” sciences, Foucault locates the human sciences in the interstices of the mathematizable and the philosophical. -
Scientific Temper
Developing Scientific Temper By Prof. P.L. Dhar Professor of Mechanical Engineering & Head, National Resource Centre for Value Education In Engineering Indian Institute of Technology, Delhi Developing Scientific Temper 1. Overview : In this unit we shall understand the essence of scientific method, the characteristics of scientific temper and the methods by which you can develop scientific temper among the students and teachers in schools. We shall also understand how scientific method can be extended to all aspects of everyday life including spiritual pursuits. 2. Objectives : After studying this module you should be able to : (i) Explain the essential features of the scientific method. (ii) Define the characteristics of scientific temper. (iii) Identify the strategies for developing scientific temper among students at various levels of school education. (iv) Apply the scientific method to all aspects of everyday life including spiritual pursuits. 3. Introduction: Inquisitiveness is a fundamental trait of human beings. From times immemorial man has tried to comprehend the world in which he finds himself. The knowledge gained through observation of natural occurrences like apparent movement of sun, moon and other ‘heavenly’ bodies, storms and lightning, eclipses and metreoites, growth and properties of plants, etc. was gradually systematized and classified, and the process of identifying casual relationships was initiated. The roots of modern science and scientific method can be traced to the early attempts to relate cause and effect: On full moon nights the waves in the sea were always higher than on moonless nights, eating certain plants always induced intoxication, stones thrown at a certain angle of inclination traversed the largest horizontal distance, etc. -
Scientific Temper and Education: a Framework for Discussion
COMMENTARY Scientific temper and education: a framework for discussion Natarajan Panchapakesan Scientific temper is the use of scientific methods in areas other than natural science, like sociologi- cal and ethical issues. Acquiring scientific temper is a change in human behaviour and hence not a part of natural science. It gets strengthened not by studying basic natural sciences, but by applying scientific methods to human behaviour. The curriculum of all students (including scientists) needs to include social science and humanities for strengthening their scientific temper. I have often wondered why a scientist in It is because scientific temper is a psy- that may exist even in my absence. It is India is most reluctant to talk or write chological attitude which is not influ- the world of physics and other natural something about general matters, espe- enced by doing routine science, but sciences. Emotion or feeling does not en- cially in the newspaper or media. So I requires change in one’s values and ter into the impersonal description of the was very happy to see the critical com- moral/ethical frameworks. In India, this outside world. Logic and scientific ments of Siddharthan1 (IMSc, Chennai) is still largely decided by family and so- method (repeatability, falsifiability) are about the article of Sarukkai2 (a philoso- ciety. This has been noted by many per- necessary. This world has a universal pher at NIAS, Bengaluru) on the ‘March sons, both scientists and non-scientists. time and history. It is accessible to every for Science’ held on 9 August 2017. I Most of them agree that values and wis- individual through his or her perceptions. -
The Drama of Bioterror: Paranoia and the Rhetoric of Defense
THE DRAMA OF BIOTERROR: PARANOIA AND THE RHETORIC OF DEFENSE By George Huston Gittinger BA, Tulane University, 2002 MA, University of Pittsburgh, 2011 MA, University of Pittsburgh, 2013 Submitted to the Graduate Faculty of The Dietrich School of Arts and Sciences in partial fulfillment of the requirements of the degree of Doctor of Philosophy in Communication University of Pittsburgh 2014 UNIVERSITY OF PITTSBURGH THE DIETRICH SCHOOL OF ARTS AND SCIENCES This dissertation was presented by George Huston Gittinger It was defended on November 15, 2014 Dr. Heather Douglas, Associate Professor, Department of Philosophy Dr. Olga Kuchinskaya, Assistant Professor, Department of Communication Dr. Gordon Mitchell, Associate Professor, Department of Communication Dr. John Poulakos, Associate Professor, Department of Communication Dissertation Director: Dr. John Lyne, Professor, Department of Communication ii Copyright © by George Huston Gittinger 2014 iii THE DRAMA OF BIOTERROR: PARANOIA AND THE RHETORIC OF DEFENSE George Huston Gittinger, Ph. D. University of Pittsburgh, 2014 This study provides an account of how a rhetoric of bioterrorism developed and investigates its consequences. Currently, two competing ways of talking about bioterror, the skeptical and the paranoid, have been obscured because biosecurity researchers infrequently consider how particular historical and imagined events come to be defined as examples of bioterrorism. These rhetorical styles and their associated attitudes responded to a recurring problem in the history of biothreats – that there is rarely enough evidence to give clear accounts of the presence and origin of particular threats. As a result, conjectures become part of a unified history of bioterror, washing out the actual complexity of describing these rare events. -
WHO HAS WON the SCIENCE WARS? Darko POLŠEK Faculty of Humanities and Social Sciences, Zagreb UDK: 001.9 Izvorni Znanstveni Rad Primljeno: 29
WHO HAS WON THE SCIENCE WARS? Darko POLŠEK Faculty of Humanities and Social Sciences, Zagreb UDK: 001.9 Izvorni znanstveni rad Primljeno: 29. 5. 2008. Bogdanov affair in astrophysics is strikingly similar to Sokal’s in "cultural studies". This paper discusses similarities between Sokal and Bogdanov affairs, especially the outrageous methods and behaviour of brothers Bogdanov, and concludes that the latter affair has shown that natural sciences and natural scientists are not beyond reproach, beyond criteria of cogency, validity and criticism, as was once suggested by Sokal’s affair. This has a broader morale: Since "high science" is understood by fewer scholars, such science is sometimes more prone to outrageous hypothesis which would not be tolerated in the more common ones. Therefore, there has to be at least a symmetry in critical approach to scientific claims: neither the type of science, nor the fame of scientists should provide a guarantee of proper conduct and scientific methodology. The paper discusses various meanings of symmetry in scientific approach to science, and discussing "trust" and "distrust" in science suggests a description of the s.c. "circle of credibility". Keywords: Bogdanov affair, Sokal affair, symmetry of criticism, circle of credibility Darko Polšek, Faculty of Humanities and Social Sciences, University of Zagreb, Department of Anthropology, I. Lučića 3, 10 000 Zagreb, Croatia. E-mail: dpolsek @ffzg.hr The goal of the paper 1 is to describe the state of the art in the social studies of science. By enlisting problems with scientific fraud of various kinds, it tries to answer the question about the importance of relativism as a standard commitment in the social studies of science (SSS), to assess the weight and long term consequences of the previous affairs in SSS, most noto - 1023 riously the Sokal's affair, and it tries to answer the question: DRU[. -
RSA14 Schedule Overview Marriott Rivercenter – San Antonio, TX May 22-26, 2014
RSA14 Schedule Overview Marriott Rivercenter – San Antonio, TX May 22-26, 2014 Thursday May 22 8:00-5:00 ARST Preconference 8:00-5:00 ASHR Symposium (Session 1) 8:00-5:00 RSA Career Retreat Friday May 23 8:00-11:00 RSA Board Meeting 8:00-11:00 ASHR Symposium (Session 2) 9:30-12:15 RSA Seminar in cooperation with ISHR (Session 1) (sponsored by Northwestern University) 9:30-10:45 Concurrent Session A 11:00-12:15 Concurrent Session B 12:45-2:00 Concurrent Session C 2:15-4:45 Undergraduate Research Workshops (sponsored by Brigham Young University) 2:15-3:30 Concurrent Session D 3:45-5:00 Concurrent Session E 5:15-6:30 Keynote Address (co-sponsored by University of Denver and Taylor & Francis) 6:30-8:30 Opening Reception (sponsored by Trinity University) Saturday May 24 8:00-9:15 Concurrent Session F 9:30-10:45 Concurrent Session G 11:00-2:00 Research Network (sponsored by Penn State University Press) 11:00-12:15 Concurrent Session H 12:45-2:00 Concurrent Session I 2:15-4:45 RSA Seminar in cooperation with ISHR (Session 2) (sponsored by Northwestern University) 2:15-3:30 Concurrent Session J 3:45-5:00 Concurrent Session K 5:15-6:30 In Conversation Panels 6:30-8:00 Reception (sponsored by University of Kentucky) Sunday May 25 8:00-9:15 Concurrent Session L 9:30-10:45 Concurrent Session M 11:00-12:15 Concurrent Session N 12:30-2:30 RSA Luncheon (sponsored by: The University of Texas, Austin - Department of Communication Studies & Moody College of Communication) 2:45-4:00 Concurrent Session O 4:15-6:15 RSA SuperSessions 6:30-8:30 RSA Graduate -
Fostering Scientific Temper in Indian Society: Role of Kssp & Conferences
International Journal of Humanities and Social Sciences (IJHSS) ISSN(P): 2319-393X; ISSN(E): 2319-3948 Vol. 3, Issue 5, Sep 2014, 95-100 © IASET FOSTERING SCIENTIFIC TEMPER IN INDIAN SOCIETY: ROLE OF KSSP & CONFERENCES HARIKRISHNAN M1 & GEETHA JANET VITUS 2 1Research Scholar, Department of Education, University of Kerala, Thycaud, Trivandrum, Kerala, India 2Assistant Professor, Department of Education, University of Kerala, Thycaud, Trivandrum, Kerala, India ABSTRACT Scientific temper is the spirit of science. Often the scientific perspective is stressed much leaving out the temper part which is the state of mind causing the scientific discoveries from the annals of mind. Scientific temper in India dates back to Vedic age. The scientific temper before the Nehruvian age is often referred as the inclination of scientific mind towards science. The conferences on scientific temper have elaborated on urgent need for improving scientific temper among common masses. Kerala SastraSahityaParishad is a People's Science Movement of Kerala with motto science for social revolution. To create scientist out of Indian society there must be a focus on underlying inquisitive nature of man which transcends beyond castes and creed. The paper focuses on scientific temper in India as Nehruji envisioned and also transact upon the role played by various conferences and KSSP in fostering scientific temper among Indians and also suggests some strategies for inculcating scientific temper at various levels of education. KEYWORDS: Scientific Temper, Palampur Declaration, KSSP INTRODUCTION Scientific temper is the spirit of science. Science is the intellectual and practical activity encompassing the systematic study of the structure and behaviour of the physical and natural world through observation and experiment. -
Science Wars 1St Edition Kindle
SCIENCE WARS 1ST EDITION PDF, EPUB, EBOOK Anthony Walsh | 9781351491860 | | | | | Science Wars 1st edition PDF Book Accessed 15 may Sort: Best Match. Fabulous First Editions from the s. Facebook Twitter. TomS HA. The losers are left in the dust. Why does this all mean? Judges Guild. If the initial print run - known as the 'first printing' or 'first impression'- sells out and the publisher decides to produce a subsequent printing with the same typeset, books from that second print run can be described as a first edition, second printing. They took place principally in the United States in the s in the academic and mainstream press. Social conditions and attitudes affect how strongly one attempts to resist falsification for the core of a program, but the program has an objective status based on its relative explanatory power. The authors insist that the "science critics" misunderstood the theoretical approaches they criticized, given their "caricature, misreading, and condescension, [rather] than argument". Action Films. The antidemocratic right often accuses the new science studies of relativism, but it is wrong about just what it is to which the new science studies "relativizes" sciences. History of football. For "educated classes" whose own status depends on the same appeals to objectivity, rationality, expertise, and progressiveness on which science's legitimacy depends, science discourses can be mobilized to encourage people to think in politically seductive ways about any and all social issues. This publisher chose not to include the year that it was printed. Any number can play. Good Times. Star Wars. Wild Card. Booksellers will often describe these later first editions as a 'first edition thus' or just 'first thus'.