The dichotomy between the conceptual and the empirical is part of common sense, yet its organizing force also extends to intellectual life more generally, including the disciplinary life of science and technology studies. This article problematizes this dichotomy as it operates in contemporary STS discussions, arguing instead that the conceptual and the empirical form unstable hybrids. Beginning with a discussion of the “discontents” with which the dominant theory methods packages in STS are viewed, it is suggested that STS has entered (...) a phase resembling Kuhnian normal science. Based on a discussion of the making of cognitive dissonance theory, it is then argued conceptual–empirical mixtures are unavoidable in actual research practice. This situation can be taken as an encouragement for more sustained exploration of conceptual–empirical relations and their inventive potentials. Invoking Deleuze and Guattari’s notion of “continuous variation,” the article concludes that STS as a discipline is well served by promoting an ethos of empirical and conceptual experimentation. (shrink)

This article addresses the need to problematize “cases” in science and technology studies work, as a middle-range theory issue. The focus is not on any one case study per se, but on why case studies exist and endure in STS. Case studies are part of a specific problematization in the field. We therefore explore relations between motivation for the use of cases, their constitution, and ways they can be invoked to make particular kinds of arguments in STS. We set out (...) to examine the case as an object that links together research practices, intellectual debates, and programmatic concerns in our own work. Based on our experiences and on this reflection on the links between cases and questions in STS, we propose a number of casemaking strategies that shift and enrich the deployment of ethnographic cases as an epistemic tool in STS. (shrink)

Social Construction of Technology (SCOT) formed a key component of the ‘new sociology of technology’, which emerged in mid-1980s and heralded the entry of social constructivist theory into the domain of technology from science. A large number of empirical case studies were generated using SCOT methodology in the following three decades, encompassing a wide range of technological artefacts or systems. This essay reviews the trajectory of SCOT as a distinct intellectual tradition in technology studies. First, an attempt is made to (...) appraise and classify the main strands of criticisms against SCOT that have come up over the years. Second, this essay discusses several new conceptual heuristics, which were successively incorporated by the original authors of SCOT, along with the concomitant broadening of analytical units and research questions. We conclude that, while SCOT demonstrated its resilience as a dynamic scholarly tradition and constantly adapted itself to address criticisms through the incorporation of new conceptual tools, the consequent methodological transition had profound implications for SCOT as a theory, somewhat undermining its original agenda and methodological distinctiveness in social studies of technology. (shrink)

Despite decades of development, Actor-Network Theory continues to be characterized by a good deal of ambiguities and internal tensions. This situation has led to a suggestion that instead of one ANT it may be meaningful to speak of ‘the ANT multiple’. Following this line of reasoning, this article aims to create a map of the variety of positions riding under the ANT banner. Based on an in-depth reading of ANT literature, seven different interpretations of ANT are identified and subjected to (...) critical analysis while accommodating for the concerns of ANT proponents about the way ANT has been previously criticized. The results of the analysis serve to increase the reflexivity of both sides of the debate about their underlying assumptions, and provide suggestions how ANT could be employed, developed and criticized more productively in the future. (shrink)

Despite decades of development, Actor-Network Theory continues to be characterized by a good deal of ambiguities and internal tensions. This situation has led to a suggestion that instead of one ANT it may be meaningful to speak of ‘the ANT multiple’. Following this line of reasoning, this article aims to create a map of the variety of positions riding under the ANT banner. Based on an in-depth reading of ANT literature, seven different interpretations of ANT are identified and subjected to (...) critical analysis; it also accommodates for the concerns of ANT proponents about the way ANT has been previously criticized. The results of the analysis serve to increase the reflexivity of both sides of the debate about their underlying assumptions, and provide suggestions how ANT could be employed, developed and criticized more productively in the future. (shrink)

Scholars in science and technology studies, as well as economics and innovation studies, utilize the trajectory metaphor in describing a technology’s maturation. Impetus and purpose may differ, but the trajectory serves as a shared tool for assessing social change either in society at large or within a market sector, a firm, or a discipline. In reverse, the lens of a technology trajectory can be a basis for assessing technology, estimating economic growth, and selecting among plausible product development pathways. Emerging technologies (...) pose a challenge in that the promissory claims that attracted investment may also challenge social safeguards, leading to necessary, but unforeseen hurdles to later technology acceptance. The experiences with biotechnology and nanotechnology demonstrate that knowledge gained in the intervening years was to have tempered exaggerations and addressed the criteria and the responsibilities of those who would later be deciding on product acceptability. In particular, the promissory claim for nanotechnology, unique phenomena, challenged regulatory practice, while claims for biotechnology products were often the fruition of themes found in the educational experience common to both the biotechnology researcher and the regulator. The social science and humanities literature mirrored these points as did the responses of civil society organizations. A prospective trajectory for artificial intelligence is developed using the example of driverless cars and then qualitatively compared to the retrospective trajectories for nanotechnology and biotechnology. Experience with automation, algorithm transparency, and computational modeling of biological mechanisms are identified as pertinent to responsible AI development. (shrink)

This article presents and illustrates an analytical framework designed to open-up the black-box of what and how people learn while trying to tackle sustainability problems and to investigate the potential of learning processes and outcomes to enable transitions. It consists of an analytical method: practical epistemology analysis, and two analytical models: transactional learning theory and the multi-level perspective on sustainability transitions. The framework is empirically illustrated with an analysis of what/how people learn through participating in workshops to develop scenarios for (...) creating a more sustainable urban food system. The article presents three different learning situations, reveals how diverse learning processes have varied potential to enable sustainability transitions and discusses how such studies can provide guidance for improving learning in the context sustainability transitions. (shrink)