Many feminist epistemologists have been inclined to embrace socialized epistemology. There are, however, many different theses that go by that name. Sandra Harding, Lynn Hankinson Nelson, and Elizabeth Potter hold various of these theses, but their reasons for holding those theses, while they do support less ambitious theses, do not support the theses they are offered to support.

Leading scholars explore how different forms of ignorance are produced and sustained, and the role they play in knowledge practices.

A major contribution to contemporary social theory. Not only does it provide a compelling critique of some of the main perspectives in 20th century philosophy and social science, but it also presents a systematic synthesis of the many themse which have preoccupied Habermas for thirty years. --Times Literary Supplement.

This essay attempts to distinguish and discuss the importance and limitations of different ways of being wrong. At first it is argued that strictly falsifiable knowledge is concerned with simple (instrumental) mistakes only, and thus is incapable of understanding more complex errors (and truths). In order to gain a deeper understanding of mistakes (and to understand a deeper kind of mistake), it is argued that communicative aspects have to be taken into account. This is done in the theory of communicative (...) action, which adds to our knowledge of errors the notion of communicative mistakes: mistakes as obstacles for sincere communication. However, to overcome this still purely negative judgement of errors, two processes are examined in which mistakes are best regarded as developmental steps, that is, steps not only meaningful in their own right (as containing some truth), but also as necessary preconditions for further progress. This would suggest that truth is born out of errors. But if so, one has to understand the wrongness of such errors; how is it that they are erroneous if they (somehow) contain the truth? At the end of this essay, a tentative answer to this question is given. (shrink)

Ancient ethical theories, based on the notions of virtue and happiness, have struck many as an attractive alternative to modern theories. But we cannot find out whether this is true until we understand ancient ethics--and to do this we need to examine the basic structure of ancient ethical theory, not just the details of one or two theories. In this book, Annas brings together the results of a wide-ranging study of ancient ethical philosophy and presents it in a way that (...) is easily accessible to anyone with an interest in ancient or modern ethics. She examines the fundamental notions of happiness and virtue, the role of nature in ethical justification and the relation between concern for self and concern for others. Her careful examination of the ancient debates and arguments shows that many widespread assumptions about ancient ethics are quite mistaken. Ancient ethical theories are not egoistic, and do not depend for their acceptance on metaphysical theories of a teleological kind. Most centrally, they are recognizably theories of morality, and the ancient disputes about the place of virtue in happiness can be seen as akin to modern disputes about the demands of morality. (shrink)

This book develops a systematic philosophical theory of social action and group phenomena, in the process presenting detailed analyses of such central social notions as 'we-attitude' (especially 'we-intention' and mutual belief, social norm, joint action, and - most important - group goal, group belief, and group action). Though this is a philosophical work, it presents a unified conceptual framework that may be useful to social scientists, especially social psychologists, as well as philosophers. The book puts forward and defends a number (...) of systematic philosophical theses, resulting in not only a theory of social action but, more broadly, a philosophical theory of society, or at least those aspects of society with which social psychology is supposed to deal (individuals in groups, groups, joint action, and the like). (shrink)

What is it for a group to believe something? A summative account assumes that for a group to believe that p most members of the group must believe that p. Accounts of this type are commonly proposed in interpretation of everyday ascriptions of beliefs to groups. I argue that a nonsummative account corresponds better to our unexamined understanding of such ascriptions. In particular I propose what I refer to as the joint acceptance model of group belief. I argue that group (...) beliefs according to the joint acceptance model are important phenomena whose aetiology and development require investigation. There is an analogous phenomenon of social or group preference, which social choice theory tends to ignore. (shrink)

Endorsing the idea of group knowledge seems to entail the possibility of group belief as well, because it is usually held that knowledge entails belief. It is here studied whether it would be possible to grant that groups can have knowledge without being committed to the controversial view that groups can have beliefs. The answer is positive on the assumption that knowledge can be based on acceptance as well as belief. The distinction between belief and acceptance can be seen as (...) a refinement of the ordinary language concept of belief, and it may be useful in understanding the nature of epistemic justification and classifying various types of epistemic subjects. (shrink)

We all pursue epistemic goals as individuals. But we also pursue collective epistemic goals. In the case of many groups to which we belong, we want each member of the group - and sometimes even the group itself - to have as many true beliefs as possible and as few false beliefs as possible. In this paper, I respond to the main objections to the very idea of such collective epistemic goals. Furthermore, I describe the various ways that our collective (...) epistemic goals can come into conflict with each other. And I argue that we must appeal to pragmatic considerations in order to resolve such conflicts. (shrink)

Until the late twentieth century social epistemology was a neglected subject. Alvin Goldman was one of the first epistemologists to recognize its importance, and, in a series of essays, he provided a conception of how social epistemology should be pursued and applied that conception to particular cases. Knowledge in a Social World develops the conception more systematically, and considers a broad range of social practices. The scope of Goldman’s discussion and the characteristic clarity with which he approaches the issues make (...) this book the first classic in the field. (shrink)

This is a comprehensive introduction to the history of Western Philosophy from the Pre-Socratics to Twentieth Century thought. In addition to all the key figures, the book covers figures whose contributions have so far been overlooked, such as Vico, Montesquieu, Durkheim and Weber. Along with in-depth discussion of the philosophical movements, Skirbekk and Gilje also discuss the natural sciences, the establishment of the Humanities, Socialism and Fascism, Psychoanalysis, and the rise of the social sciences. _History of Western Thought_ is an (...) ideal introduction to philosophy and the sociological and scientific structures that have shaped modern day philosophy. (shrink)

According to the principles derived from his theory of discourse ethics, Habermas's model of deliberative democracy is justified only if the public is capable of making political decisions that advance the common good. Recent public‐opinion research demonstrates that the public's overwhelming ignorance of politics precludes it from having such capabilities, even if radical measures were taken to thoroughly educate the public about politics or to increase the salience of politics in their lives.

Until the late twentieth century social epistemology was a neglected subject. Alvin Goldman was one of the first epistemologists to recognize its importance, and, in a series of essays, he provided a conception of how social epistemology should be pursued and applied that conception to particular cases. Knowledge in a Social World develops the conception more systematically, and considers a broad range of social practices. The scope of Goldman’s discussion and the characteristic clarity with which he approaches the issues make (...) this book the first classic in the field. (shrink)

This essay attempts to distinguish and discuss the importance and limitations of different ways of being wrong. At first it is argued that strictly falsifiable knowledge is concerned with simple (instrumental) mistakes only, and thus is incapable of understanding more complex errors (and truths). In order to gain a deeper understanding of mistakes (and to understand a deeper kind of mistake), it is argued that communicative aspects have to be taken into account. This is done in the theory of communicative (...) action, which adds to our knowledge of errors the notion of communicative mistakes: mistakes as obstacles for sincere communication. However, to overcome this still purely negative judgement of errors, two processes are examined in which mistakes are best regarded as developmental steps, that is, steps not only meaningful in their own right (as containing some truth), but also as necessary preconditions for further progress. This would suggest that truth is born out of errors. But if so, one has to understand the wrongness of such errors; how is it that they are erroneous if they (somehow) contain the truth? At the end of this essay, a tentative answer to this question is given. (shrink)

One of the best places to seek understanding of happiness is the study of ancient ethical theories and of those modern theories which share their eudaimonist concerns. For these recognize, and build on, some of our thoughts about happiness that have become overwhelmed by the kind of consideration that emerges in the claim that happiness is obviously subjective. Given the systematically disappointing results of the database approach, it is time to look seriously at our alternatives.

"The Knowledge Book" is a unique interdisciplinary reference work for students and researchers concerned with the nature of knowledge. It is the first work of its kind to be organized on the assumption that whatever else knowledge might be, it is intrinsically social. The book consists of 42 alphabetically arranged entries on key concepts at the intersection of philosophy and sociology - what used to be called "sociology of knowledge" but is now increasingly called "social epistemology". The entries include concepts (...) common to disciplines that in recent years have devoted more of their attention to knowledge: cultural studies, communication studies, information science, education, policy studies and business studies. Special attention is given to concepts from the emerging field of science and technology studies. Each entry presents a short, self-contained essay providing an overview of a concept and concludes with suggestions for further reading. All the entries are fully cross-referenced, allowing readers to both make connections and follow their own interests. (shrink)

Members of the public and university students evaluated a piece of research and indicated their support for its continuation. The research findings were held constant, but the methods that revealed those findings were attributed to either neuroscience or social science, and the conclusions based on those findings were biased either in favor of men or in favor of women. Study 1 revealed that participants were more positive about research that affirmed their gender identity and that was based on neuroscience rather (...) than social science. Study 2 found this pattern to be apparent in more specialist samples. Indeed, participants with some scientific training were more influenced by research that affirmed the reader's gender identity. Participants with less scientific training, in comparison, were more influenced by the type of science described when making judgments about the value of the research. Contrary to popular claims, this suggests that scientific knowledge alone is no protection against the effects of bias on research evaluation. Implications for the practice and popularization of science are discussed. (shrink)