Green- or rose-coloured lenses for Globalization Matters? Transdisciplinary epistemic practices and paradigmatic transformations in ecologies and equalities

2021 ◽  
pp. 56-67
Author(s):  
Sara R. Curran
Keyword(s):  
Epistemic Practices

Naturalizing Moral Regression

2018 ◽  
Author(s):  
Allen Buchanan
Keyword(s):  
Cognitive Biases ◽  
Social Conditions ◽  
Moral Progress ◽  
Detailed Knowledge ◽  
Social Environments ◽  
Human Beings ◽  
Group Threat ◽  
Epistemic Practices ◽  
Harsh Conditions ◽  
Development And Evolution

This chapter proposes a theory of moral regression, arguing that inclusivist gains can be eroded not only if certain harsh biological and social conditions indicative of out-group threat actually reappear but also if significant numbers of people come to believe that such harsh conditions exist even when they do not. It argues that normal cognitive biases in conjunction with defective social-epistemic practices can cause people wrongly to believe that such harsh conditions exist, thus triggering the development and evolution of exclusivist moralities and the dismantling of inclusivist ones. Armed with detailed knowledge of the biological and social environments in which progressive moralities emerge and are sustained, as well as the conditions under which they are likely to be dismantled, human beings can take significant steps toward transforming the classic liberal faith in moral progress into a practical, empirically grounded hope.

scholarly journals Epistemic practices in Bio Art

AI & Society ◽  
2021 ◽  
Author(s):  
Suzanne Anker
Keyword(s):  
Biological Sciences ◽  
Visual Arts ◽  
Artificial Life ◽  
Scientific Data ◽  
Cultural Imagination ◽  
Epistemic Practices

AbstractThis paper addresses three aspects of Bio Art: iconography, artificial life, and wetware. The development of models for innovation require hybrid practices which generate knowledge through epistemic experimental practices. The intersection of art and the biological sciences contain both scientific data as well as the visualization of its cultural imagination. In the Bio Art Lab at the School of Visual Arts, artists use the tools of science to make art.

Malaysian Technological Elite: Specifics of a Knowledge Society in a Developing Country

2008 ◽  
Vol 7 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Czarina Saloma-Akpedonu
Keyword(s):  
Knowledge Society ◽  
Epistemic Communities ◽  
Vision 2020 ◽  
Epistemic Practices ◽  
Technological Practice ◽  
Specialist Knowledge ◽  
Localized Knowledge ◽  
New Industry ◽  
Technology Industries ◽  
Forms Of Knowledge

AbstractThere is a lack of understanding of the forms of knowledge and expertise in so-called developing societies such as Malaysia. This paper addresses this issue by suggesting a framework—based on Schutz and Luckmann's (1973) concept of social distribution of knowledge and Knorr Cetina's (1999) notion of epistemic communities—for examining the Malaysian automotive and information technology industries. These industries are central to Malaysia's agenda of becoming a knowledge society in the context of Vision 2020. Vital to these industries is a group of Malaysian professionals who possess knowledge and expertise: the “technological elite.” is group, the technological elite, includes, but is not limited to, engineers working for Proton, as well as professionals working in the Multimedia Super Corridor. Using professional biographies and narratives, this paper illuminates the context and culture of knowledge in Malaysia. Similarities in the principles that inform epistemic practices and relations within an “old” industry (i.e., automotive) and a “new” industry (i.e., ICT) call for the recognition of epistemic work characterized by the mixing of specialist knowledge with other forms of knowledge, and of localized knowledge in nascent epistemic communities with knowledge developed from an established tradition of technological practice.

scholarly journals Transnational Feminisms, Nonideal Theory, and “Other” Women’s Power

2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Serene J Khader
Keyword(s):  
Amartya Sen ◽  
Gender Justice ◽  
Nonideal Theory ◽  
Epistemic Practices ◽  
Just Culture ◽  
Multiple Strategies ◽  
Women's Power ◽  
Women's Oppression ◽  
The Right ◽  
Key Questions

Postcolonial and transnational feminists’ calls to recognize “other” women’s agency have seemed to some Western feminists to entail moral quietism about women’s oppression. Here, I offer an antirelativist framing of the transnational feminist critiques, one rooted in a conception of transnational feminisms as a nonideal theoretical enterprise. The Western feminist problem is not simple ethnocentrism, but rather a failure to ask the right types of normative questions, questions relevant to the nonideal context in which transnational feminist praxis occurs. Instead of asking which forms of power are gender-justice-enhancing, Western feminists are fixated on contrasting “other” cultures to an idealized Western culture. A focus on ideal theorizing works together with colonial epistemic practices to divert Western feminist attention from key questions about what will reduce “other” women’s oppression under conditions of gender injustice and ongoing imperialism. Western feminists need to ask whether “other” women’s power is resistant, and answering this question requires a focus on what Amartya Sen would call “justice enhancement” rather than an ideal of the gender-just culture. I show how a focus on resistance, accompanied by a colonialism-visibilizing hypothesis and a normative vision that allows multiple strategies for transitioning out of injustice, can guide Western feminists toward more appropriate questions about “other” women’s power.

Researching Science and Technology Teachers' Decisions Through Multimodal Narratives

2019 ◽  
pp. 287-304
Author(s):  
Carla Aguiar dos Santos
Keyword(s):  
Higher Education ◽  
Science Classroom ◽  
Science And Technology ◽  
Education Students ◽  
School Students ◽  
Epistemic Practices ◽  
Education Teacher ◽  
Interaction Dynamics ◽  
Pedagogical Decisions ◽  
Teacher Professional

This chapter aims to identify certain interaction dynamics between pedagogical decisions and students' epistemic practices (EPs) that occur during science and technology lessons conducted by teachers at two different teaching levels. A content analysis was undertaken of multimodal narratives (MNs) of lessons based on two case studies of secondary and higher education teachers. MN excerpts are used to illustrate the interaction dynamics between pedagogical decisions and students' EPs for each teacher. Results show that the secondary education teacher makes more pedagogical decisions than the higher education teacher and that the secondary school students engage in fewer EPs than the higher education students. The results also show that it is possible to use MNs as an instrument to develop research on teachers' pedagogical decisions. Teachers' pedagogical decisions are an important asset for teacher professional development as they have an impact on students' epistemic work in the physical science classroom.

Researching Epistemic Practices Development With Multimodal Narratives

2019 ◽  
pp. 269-286
Author(s):  
Elisa Saraiva
Keyword(s):  
Content Analysis ◽  
Empirical Study ◽  
Teaching And Learning ◽  
Physical Sciences ◽  
Epistemic Practices ◽  
Learning Practices ◽  
Practice Development ◽  
Nature Of Teaching ◽  
Development Of Students

This chapter describes an empirical study using multimodal narratives for research into students' development of epistemic practices in the classroom. Multimodal narratives can give access to classroom events, preserving their complex and holistic nature. Through content analysis, they allow a good comprehension of the multimodal nature of teaching and learning practices. The results of this work highlight the importance of multimodal narratives as a research instrument. Their importance is based on the richness of elements they contain that allow the identification, categorization, and characterization of teacher mediation actions that promote, scaffold, and enlarge students' epistemic practice development. This chapter seeks to describe both their multiple potentialities as an instrument and their limitations when researching the development of students' epistemic practices in the physical sciences classroom.

How can documents speak about practices? Practice tracing, the Wikileaks cables, and diplomatic culture

2020 ◽  
pp. 001083672097242
Author(s):  
Jérémie Cornut ◽  
Nicolas de Zamaróczy
Keyword(s):  
Data Collection ◽  
International Relations ◽  
Dar Es Salaam ◽  
New Approach ◽  
Epistemic Practices ◽  
Types Of Knowledge ◽  
The Us ◽  
Socialization Processes ◽  
Interpretive Methods

Practice theorists favor interviews and participant observations in their study. Using insights from anthropological works on bureaucratic texts, in this article we develop methodological tools to complement these interpretive methods of data collection. We suggest a way to trace practices by systematically looking through both the content of documents and their form. We probe this approach with an analysis of 408 diplomatic cables sent by the US Embassy in Dar es Salaam, Tanzania in 2005–2009 and subsequently released by Wikileaks. We draw on these documents to tell two related stories about diplomatic practices: the first about epistemic practices and how the cables privilege certain voices and types of knowledge over others, and the second about diplomatic culture, where the cables serve as evidence of the powerful socialization processes that diplomats are subject to. This contributes to International Relations (IR) with a new approach for systematically analyzing written documents to uncover international practices.

Dust Plate, Retina, Photograph: Imaging on Experimental Surfaces in Early Nineteenth-Century Physics

2015 ◽  
Vol 28 (3) ◽  
pp. 317-355 ◽  
Author(s):  
Chitra Ramalingam
Keyword(s):  
Nineteenth Century ◽  
Photographic Plate ◽  
Imaging Techniques ◽  
Metal Plate ◽  
Early Nineteenth Century ◽  
Epistemic Practices ◽  
Transient Phenomena ◽  
Charles Wheatstone ◽  
Michael Faraday ◽  
William Henry Fox Talbot

ArgumentThis article explores the entangled histories of three imaging techniques in early nineteenth-century British physical science, techniques in which a dynamic event (such as a sound vibration or an electric spark) was made to leave behind a fixed trace on a sensitive surface. Three categories of “sensitive surface” are examined in turn: first, a metal plate covered in fine dust; second, the retina of the human eye; and finally, a surface covered with a light-sensitive chemical emulsion (a photographic plate). For physicists Michael Faraday and Charles Wheatstone, and photographic pioneer William Henry Fox Talbot, transient phenomena could be studied through careful observation and manipulation of the patterns wrought on these different surfaces, and through an understanding of how the imaging process unfolded through time. This exposes the often-ignored materiality and temporality of epistemic practices around nineteenth-century scientific images said to be “drawn by nature.”

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