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  1. Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective.Donna Harawy - 1988 - Feminist Studies 14 (3):575-599.
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  • Uses of Value Judgments in Feminist Social Science: A Case Study of Research on Divorce.Elizabeth Anderson - 2004 - Hypatia 19 (1):1-24.
    The underdetermination argument establishes that scientists may use political values to guide inquiry, without providing criteria for distinguishing legitimate from illegitimate guidance. This paper supplies such criteria. Analysis of the confused arguments against value-laden science reveals the fundamental criterion of illegitimate guidance: when value judgments operate to drive inquiry to a predetermined conclusion. A case study of feminist research on divorce reveals numerous legitimate ways that values can guide science without violating this standard.
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  • Uses of Value Judgments in Science: A General Argument, with Lessons From a Case Study of Feminist Research on Divorce.Elizabeth Anderson - 2004 - Hypatia 19 (1):1-24.
    : The underdetermination argument establishes that scientists may use political values to guide inquiry, without providing criteria for distinguishing legitimate from illegitimate guidance. This paper supplies such criteria. Analysis of the confused arguments against value-laden science reveals the fundamental criterion of illegitimate guidance: when value judgments operate to drive inquiry to a predetermined conclusion. A case study of feminist research on divorce reveals numerous legitimate ways that values can guide science without violating this standard.
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  • Standpoint Epistemology Without the 'Standpoint'.Marianne Janack - 1997 - Hypatia 12 (2):125-39.
    In this paper I argue that the distinction between epistemic privilege and epistemic authority is an important one for feminist epistemologists who are sympathetic to feminist standpoint theory. I argue that, while the first concept is elusive, the second is really the important one for a successful feminist standpoint project.
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  • Knowledge in a Social World.Alvin Ira Goldman - 1999 - Oxford, England: Oxford University Press.
    Knowledge in a Social World offers a philosophy for the information age. Alvin Goldman explores new frontiers by creating a thoroughgoing social epistemology, moving beyond the traditional focus on solitary knowers. Against the tides of postmodernism and social constructionism Goldman defends the integrity of truth and shows how to promote it by well-designed forms of social interaction. From science to education, from law to democracy, he shows why and how public institutions should seek knowledge-enhancing practices. The result is a bold, (...)
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  • Fear of Knowledge: Against Relativism and Constructivism.Paul Boghossian - 2006 - Oxford University Press.
    Relativist and constructivist conceptions of knowledge have become orthodoxy in vast stretches of the academic world in recent times. This book critically examines such views and argues that they are fundamentally flawed. The book focuses on three different ways of reading the claim that knowledge is socially constructed, one about facts and two about justification. All three are rejected. The intuitive, common sense view is that there is a way things are that is independent of human opinion, and that we (...)
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  • Epistemic Injustice: Power and the Ethics of Knowing.Miranda Fricker - 2007 - Oxford University Press.
    Fricker shows that virtue epistemology provides a general epistemological idiom in which these issues can be forcefully discussed.
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  • Science as Social Knowledge: Values and Objectivity in Scientific Inquiry.Helen E. Longino (ed.) - 1990 - Princeton University Press.
    This is an important book precisely because there is none other quite like it.
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  • Life in Schools an Introduction to Critical Pedagogy in the Foundations of Education.Peter Mclaren - 1989
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  • Testimony: A Philosophical Study.C. A. J. Coady - 1992 - Oxford, England: Oxford University Press.
    Our trust in the word of others is often dismissed as unworthy, because the illusory ideal of "autonomous knowledge" has prevailed in the debate about the nature of knowledge. Yet we are profoundly dependent on others for a vast amount of what any of us claim to know. Coady explores the nature of testimony in order to show how it might be justified as a source of knowledge, and uses the insights that he has developed to challenge certain widespread assumptions (...)
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  • Epistemic Injustice — Power and the Ethics of Knowing.Kristian Høyer Toft - 2008 - Ethical Theory and Moral Practice 11 (1):117-119.
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  • Who Knows: From Quine to a Feminist Empiricism.Lynn Hankinson Nelson - 1990 - Temple University Press.
    INTRODUCTION Reopening a Discussion The empiricist-derived epistemology that has directed most social and natural scientific inquiry for the last three ...
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  • Pathways to Knowledge: Private and Public.Alvin I. Goldman - 2002 - Oxford University Press.
    How can we know? How can we attain justified belief? These traditional questions in epistemology have inspired philosophers for centuries. Now, in this exceptional work, Alvin Goldman, distinguished scholar and leader in the fields of epistemology and mind, approaches such inquiries as legitimate methods or "pathways" to knowledge. He examines the notion of private and public knowledge, arguing for the epistemic legitimacy of private and introspective methods of gaining knowledge, yet acknowledging the equal importance of social and public mechanisms in (...)
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  • Pedagogy of the Oppressed.Paulo Freire - 1970 - Bloomsbury Academic.
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  • Whose Science? Whose Knowledge? Thinking From Women's Lives.Sandra Harding - 1991 - Cornell University.
    Sandra Harding here develops further the themes first addressed in her widely influential book, The Science Question in Feminism, and conducts a compelling analysis of feminist theories on the philosophical problem of how we know what we ...
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  • Feminist Social Epistemology.Heidi Grasswick - 2006 - Stanford Encyclopedia of Philosophy.
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  • Democracy, Public Policy, and Lay Assessments of Scientific Testimony.Elizabeth Anderson - 2011 - Episteme 8 (2):144-164.
    Responsible public policy making in a technological society must rely on complex scientific reasoning. Given that ordinary citizens cannot directly assess such reasoning, does this call the democratic legitimacy of technical public policies in question? It does not, provided citizens can make reliable second-order assessments of the consensus of trustworthy scientific experts. I develop criteria for lay assessment of scientific testimony and demonstrate, in the case of claims about anthropogenic global warming, that applying such criteria is easy for anyone of (...)
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  • Fear of Knowledge: Against Relativism and Constructivism.Peter McLaughlin - 2008 - Erkenntnis 69 (1):141-144.
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  • The Epistemology of Democracy.Elizabeth Anderson - 2006 - Episteme 3 (1-2):8-22.
    Th is paper investigates the epistemic powers of democratic institutions through an assessment of three epistemic models of democracy : the Condorcet Jury Th eorem, the Diversity Trumps Ability Th eorem, and Dewey's experimentalist model. Dewey's model is superior to the others in its ability to model the epistemic functions of three constitutive features of democracy : the epistemic diversity of participants, the interaction of voting with discussion, and feedback mechanisms such as periodic elections and protests. It views democracy as (...)
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  • ‘Radical’ Pedagogy Requires ‘Conservative’ Epistemology.Harvey Siegel - 1995 - Philosophy of Education 29 (1):33-46.
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  • The Epistemic Aims of Education.Emily Robertson - 2009 - In Harvey Siegel (ed.), The Oxford Handbook of Philosophy of Education. Oxford University Press. pp. 11--34.
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