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1
Pohlhaus, Gaile. "Propaganda, Inequality, and Epistemic Movement." THEORIA. An International Journal for Theory, History and Foundations of Science 31, no. 3 (November 16, 2016): 345. http://dx.doi.org/10.1387/theoria.16450.
Анотація:
I analyze Jason Stanley’s model for how propaganda works, paying close attention to Stanley’s own rhetoric. I argue that Stanley’s language be supplemented with a vocabulary that helps us to attend to what sorts of things move democratic knowers (epistemically speaking), what sorts of things do not, and why. In addition, I argue that the reasonableness necessary for considering the views of others within democratic deliberation ought to be understood, not as an empathic, but as an interactive capacity. Finally, I critique some of the ways in which Stanley speaks about the marginalized populations he aims to support.
2
Cusick, Carolyn. "Epistemic Inequality and Educating Friendship." Philosophy in the Contemporary World 28, no. 2 (2022): 42–57. http://dx.doi.org/10.5840/pcw202228210.
Анотація:
This essay follows Fiala’s hopefulness and his analysis of the coordination of a trio of actors needed for tyranny to succeed with a suggestion that preventing tyranny requires also a collective understanding, and education, of the coordination of citizens needed to create and sustain a democracy. Just as no one person can succeed at becoming a tyrant on their own, no one can achieve democracy on their own. Democracy is group work, conducted through epistemic interdependence, trust, and political friendships.
3
Go, Julian. "Decolonizing Sociology: Epistemic Inequality and Sociological Thought." Social Problems 64, no. 2 (April 4, 2017): 194–99. http://dx.doi.org/10.1093/socpro/spx002.
4
Stanley, Jason. "Precis of How Propaganda Works." THEORIA. An International Journal for Theory, History and Foundations of Science 31, no. 3 (November 16, 2016): 287. http://dx.doi.org/10.1387/theoria.16512.
Анотація:
The overarching goal of How Propaganda Works is to provide an argument that democracy requires material equality. My aim was to forge an argument for this view without premises about morality or justice. I do so by arguing that material inequality, like other forms of inequality, has pernicious epistemic effects. Inequality results in anti-democratic flawed ideologies, such as the ideology of meritocracy, and the ideology underlying the division of labor, the subjects of the last two chapters. Propaganda plays crucial roles both in preventing us from recognizing these epistemic harms, in the form of demagoguery, and in repairing them, in the form of civic rhetoric.
5
Verloo, Mieke. "Gender Knowledge, and Opposition to the Feminist Project: Extreme-Right Populist Parties in the Netherlands." Politics and Governance 6, no. 3 (September 14, 2018): 20–30. http://dx.doi.org/10.17645/pag.v6i3.1456.
Анотація:
This article aims to better understand current opposition to feminist politics by analyzing positions of extreme-right populist parties on gender knowledge, “explicit and implicit representations concerning the differences between the sexes and the relations between them, the origins and normative significance of these, the rationale and evidence underpinning them and their material form” (Cavaghan, 2017, p. 48). These understandings contribute to constructing a societal truth on gender and/or to setting the terms of the political debate about gender issues. This article introduces and uses the theoretical concept of episteme to highlight the systematic nature of discursive institutional settings, and the role knowledge and truth production plays in processes reproducing or countering gender inequality. The article analyzes the positions of extreme-right populist parties in the Netherlands and their discursive attacks on the feminist project in the Netherlands, in which these opponents use a redefined concept of ‘cultural Marxism’. Through this analysis, the article illustrates the theoretical argument that epistemic dynamics play a strong role in opposition to feminist politics, that the shifting epistemic framing of science is important in these oppositions and that more comprehensive attention for the epistemic dimension is needed.
6
Go, Julian. "Race, Empire, and Epistemic Exclusion: Or the Structures of Sociological Thought." Sociological Theory 38, no. 2 (June 2020): 79–100. http://dx.doi.org/10.1177/0735275120926213.
Анотація:
This essay analyzes racialized exclusions in sociology through a focus on sociology’s deep epistemic structures. These structures dictate what counts as social scientific knowledge and who can produce it. A historical analysis of their emergence and persistence reveals their connections to empire. Due to sociology’s initial emergence within the culture of American imperialism, early sociological thought embedded the culture of empire’s exclusionary logics. Sociology’s epistemic structures were inextricably racialized, contributing to exclusionary modes of thought and practice along the lines of race, ethnicity, and social geography that persist into the present. Overcoming this racialized inequality requires problematizing and unsettling these epistemic structures by (1) provincializing the canon to create a transformative epistemic pluralism and (2) reconsidering common conceptions of what counts as “theory” in the first place.
7
Cook-Lundgren, Emily, Ishbel McWha-Hermann, and Thomas Stephen Calvard. "Expatriate-Local Inequality as Epistemic Dominance in International Development Organizations." Academy of Management Proceedings 2020, no. 1 (August 2020): 17352. http://dx.doi.org/10.5465/ambpp.2020.17352abstract.
8
Moore, Alfred. "Deliberative elitism? Distributed deliberation and the organization of epistemic inequality." Critical Policy Studies 10, no. 2 (April 2, 2016): 191–208. http://dx.doi.org/10.1080/19460171.2016.1165126.
9
Wylie, Alison. "Social Constructionist Arguments in Harding'sScience and Social Inequality." Hypatia 23, no. 4 (December 2008): 201–11. http://dx.doi.org/10.1111/j.1527-2001.2008.tb01441.x.
Анотація:
Harding's aim in Science and Social Inequality is to integrate the insights generated by diverse critiques of conventional ideals of truth, value freedom, and unity in science, and to chart a way forward for the sciences and for science studies. Wylie assesses this synthesis as a genre of social constructionist argument and illustrates its implications for questions of epistemic warrant with reference to transformative research on gender-based discrimination in the workplace environment.
10
Bar-Itzhak, Chen. "Intellectual Captivity." Journal of World Literature 5, no. 1 (February 14, 2020): 79–110. http://dx.doi.org/10.1163/24056480-00403400.
Анотація:
Abstract This essay concerns the unequal distribution of epistemic capital in the academic field of World Literature and calls for an epistemic shift: a broadening of our theoretical canon and the epistemologies through which we read and interpret world literature. First, this epistemic inequality is discussed through a sociological examination of the “world republic of literary theory,” addressing the limits of circulation of literary epistemologies. The current situation, it is argued, creates an “intellectual captivity,” the ethical and political implications of which are demonstrated through a close reading of the acts of reading world literature performed by scholars at the center of the field. A few possible solutions are then suggested, drawing on recent developments in anthropology, allowing for a redistribution of epistemic capital within the discipline of World Literature: awareness of positionality, reflexivity as method, promotion of marginal scholarship, and a focus on “points of interaction.”
11
Schaap, Andrew. "Do You Not See the Reason for Yourself? Political Withdrawal and the Experience of Epistemic Friction." Political Studies 68, no. 3 (September 10, 2019): 565–81. http://dx.doi.org/10.1177/0032321719873865.
Анотація:
The epistemic friction that is generated when privileged subjects are confronted by different social perspectives is important for democratic politics since it can interrupt their active ignorance about oppressive social relations from which they benefit. However, members of oppressed groups might sometimes prefer not to accept the burden of educating the dominant. In circumstances of structural inequality, withdrawing from privileged subjects’ ignorance can be a form of self-preservation. But such withdrawal also has the potential to induce epistemic friction insofar as it depletes the opportunities for active ignorance to reproduce itself. Herman Melville’s tragicomic short story of Bartleby – the legal copyist who ‘would prefer not to’ – has been celebrated by philosophers as emblematic of such resistant withdrawal. Interpreting the story as a dramatisation of the epistemic friction encountered by its narrator makes vivid how such withdrawal can be political.
12
Shor, Oded, Felix Benninger, and Andrei Khrennikov. "Dendrogramic Representation of Data: CHSH Violation vs. Nonergodicity." Entropy 23, no. 8 (July 28, 2021): 971. http://dx.doi.org/10.3390/e23080971.
Анотація:
This paper is devoted to the foundational problems of dendrogramic holographic theory (DH theory). We used the ontic–epistemic (implicate–explicate order) methodology. The epistemic counterpart is based on the representation of data by dendrograms constructed with hierarchic clustering algorithms. The ontic universe is described as a p-adic tree; it is zero-dimensional, totally disconnected, disordered, and bounded (in p-adic ultrametric spaces). Classical–quantum interrelations lose their sharpness; generally, simple dendrograms are “more quantum” than complex ones. We used the CHSH inequality as a measure of quantum-likeness. We demonstrate that it can be violated by classical experimental data represented by dendrograms. The seed of this violation is neither nonlocality nor a rejection of realism, but the nonergodicity of dendrogramic time series. Generally, the violation of ergodicity is one of the basic features of DH theory. The dendrogramic representation leads to the local realistic model that violates the CHSH inequality. We also considered DH theory for Minkowski geometry and monitored the dependence of CHSH violation and nonergodicity on geometry, as well as a Lorentz transformation of data.
13
Mazurek, Małgorzata. "Measuring Development: An Intellectual and Political History of Ludwik Landau’s Scale of World Inequality." Contemporary European History 28, no. 2 (January 15, 2019): 156–71. http://dx.doi.org/10.1017/s0960777318000504.
Анотація:
This article examines contributions of the chief economic statistician and socialist activist Ludwik Landau (1902–1944) that empirically investigated Poland’s underdevelopment in the framework of world capitalist economy. Landau pioneered a structural approach to measure the global gap between rich and poor countries in 1938–9, when such a synthetic view was largely unimaginable. Landau’s main work in international comparative statistics,World Economy, scholarly elaborated his socialist views on the necessity of non-capitalist development for Poland and other poor regions in agrarian Europe, Africa, Asia and Latin America. I argue that the Polish experience bestowed epistemic advantage in understanding the non-industrialised world and became a starting point from which to explore underdevelopment globally. This article concludes with a discussion of the political and epistemic significance of Landau’s work and how it figures in the larger history of development and statistical measurement of the world.
14
Sharma, Ananya. "Decolonizing International Relations: Confronting Erasures through Indigenous Knowledge Systems." International Studies 58, no. 1 (January 2021): 25–40. http://dx.doi.org/10.1177/0020881720981209.
Анотація:
The discipline of international relations (IR) has often been critiqued for geo-centric parochialism with scholars increasingly engaging with its colonial origins and legacies. This recent engagement underscores the necessity to unravel and disrupt the epistemic sites of hierarchized power and knowledge relations manifested through dichotomous categorizations like ‘primitive/civilized’, ‘rational-irrational’ and ‘traditional-modern’. The concerns regarding ‘epistemic imperialism’ stemming from the superiority granted to the modern science over non-Western knowledges are founded on the distinction between nature and culture that hinges upon the separation of the subject from the object. Coloniality thus reconfigures itself through the use of scientific-rational methodology and it is pertinent to reframe the colonial question beyond the questions of epistemology and ontology to unpack ‘traditional knowledges’ as a source of valid knowledge. This article offers a methodological contribution to the larger debate on ‘coloniality of power’ by critiquing the disembodied monoculture associated with modern scientific rationality. Drawing upon Boaventura De Sousa Santos’s notion of ‘ecology of knowledges’, the article focuses on the issue of ‘epistemic imperialism’ and utilizes indigenous knowledge systems as an analytical framework with emancipatory potential representing one of the possible means of decolonizing knowledge and advancing the case for epistemological plurality within the discipline of IR. The article proposes an epistemic re-centring within the IR academia by posing vexatious ethical questions hidden behind issues of epistemic inequality.
15
Cowen, Nick, and Vincent Geloso. "Capital, Ideology, and the Liberal Order." Analyse & Kritik 43, no. 2 (November 1, 2021): 413–35. http://dx.doi.org/10.1515/auk-2021-0017.
Анотація:
Abstract Thomas Piketty’s Capital and Ideology (2020) offers a powerful critique of ideological justifications for inequality in capitalist societies. Does this mean we should reject capitalist institutions altogether? This paper defends some aspects of capitalism by explaining the epistemic function of market economies and their ability to harness capital to meet the needs of the relatively disadvantaged. We support this classical liberal position with reference to empirical research on historical trends in inequality that challenges some of Piketty’s interpretations of the data. Then we discuss the implications of this position in terms of limits on the efficacy of participatory governance within firms and the capacity of the state to levy systematic taxes on wealth.
16
Stocchetti, Matteo. "Invisibility, Inequality and the Dialectics of the Real in the Digital Age." Interações: Sociedade e as novas modernidades, no. 34 (October 2, 2018): 23–46. http://dx.doi.org/10.31211/interacoes.n34.2018.a2.
Анотація:
In the digital age, the practical possibility of engaging inequalities as political problems, that is, as problems related to the competition for the control over the distribution of values in society, is undermined by the digital invisibility of reality
In the current state of affairs, the digitalization of society reflects the influence of capitalist interpellation and brings about the invisibility of the real. The invisibility of the real through capitalist digitalization, in turn, conflates digitization and digitalization subordinating the latter to the former. Construed as a process inspired by technological rationality, capitalist digitalization undermines the possibility of mobilizing knowledge and legitimizing practices in support of the interpretation of invisibilities in relation to inequalities and injustice.
In line with the critical perspective of Andrew Feenberg and others, my approach is that the influence of capitalism in the digital age results from an epistemic appropriation of a technological development. This appropriation is the source of invisibilities that support inequalities and ultimately injustices that can and should be opposed. Leading on from this, my point is that opposition to this influence depends on the possibility of establishing alternative epistemic grounds and the formulation of alternative interpellations for the production of digital subjectivity.
To foster the normative agenda of critical theory, I discuss this possibility in terms of the ‘dialectics of the real’, the re-politicization of the social construction of reality in the digital age and the role of critical media literacy.
17
Mucha, Witold, and Maximilian Wegener. "No voice for the Global South – analysing the Annual Convention of the International Studies Association (ISA)." Acta Academica: Critical views on society, culture and politics 55, no. 1 (July 28, 2023): 84–107. http://dx.doi.org/10.38140/aa.v55i1.6978.
Анотація:
The article contributes to the postcolonial and decolonial debate on epistemic inequality in International Relations (IR) research by analysing the global representation of universities at the Annual Convention of the International Studies Association in Toronto in 2019. The results are fourfold. First, the overwhelmingly represented Western countries are mostly located at universities in North America and Europe. Second, universities located in Brazil, Russia, India, China, and South Africa (BRICS) are largely underrepresented compared to their population size and number of universities. Third, even in so- called Global South panels, the representation of scholars from the Global North is much higher than that of academics from the Global South. Fourth, the representation gap also holds true when analysing researcher mobility and individual publication records. The implications of the case study results shed light on the difficulties of analysing epistemic violence without contributing oneself to the prevalent asymmetries.
18
Lortan, Darren Brendan, and Savathrie Maistry. "Epistemic Injustice: Barrier to Articulation Management between Higher Education Institutions in South Africa." 2018 International Conference on Multidisciplinary Research 2018 (December 31, 2018): 283–98. http://dx.doi.org/10.26803/myres.2018.21.
Анотація:
The call for free education and decolonization of higher education curricula in recent years by university students in South Africa has increased awareness of epistemological issues and the notion of epistemic justice in higher education. In national policies education is presented as a critical means for addressing inequality, poverty and unemployment and the need for integration of the various strands of the post-school education and training system is highlighted. Systemic articulation between institutions of learning and work is viewed as expanding access to education and training opportunities.A national articulation baseline survey involving all public universities and technical vocational education and training (TVET) colleges was undertaken in November 2016 in order to explore the existence and nature of articulation initiatives, and identify enablers and barriers to articulation between higher education institutions in South Africa. The report was completed in October 2017. This paper focuses on findings in the report related to articulation management between TVET colleges and universities. Although not explicitly stated, the findings revealed the prevalence of what we refer to as epistemic injustice, indicated by the extent to which individual and collective attitudes in academia perpetuate discrimination that impacts negatively on students’ progression from one institution to another higher learning institution. The need for epistemic justice to be included in the articulation lexicon on a national level is highlighted. One of the recommendations made in the report is that the South African Qualifications Authority should raise the level of awareness of epistemic injustice at institutional and individual levels.
19
Ginsburg, Tom. "Universities as Knowledge Institutions: A Reply to Professor Jackson." Texas A&M Law Review 10, no. 4 (May 2023): 667–71. http://dx.doi.org/10.37419/lr.v10.i4.6.
Анотація:
I am grateful for Professor Vicki Jackson’s engagement with my scholarly work, and I want to take this opportunity to react to some of hers in one of the areas in which our concerns overlap. As Professor Jackson describes, in recent years she has been working on the important topic of what she calls “knowledge institutions in constitutional democracy.” This focus is appropriate as it addresses a very central source of the current malaise plaguing many constitutional democracies around the world. The crisis of democracy in the 21st century is not only one of economic inequality, institutions, or political polarization: it is also epistemic.
20
Schevchenko, Sergey. "Ethics Expertise between Imagined Publics and Imagined Scientists." Philosophy. Journal of the Higher School of Economics VII, no. 1 (March 31, 2023): 299–316. http://dx.doi.org/10.17323/2587-8719-2023-1-299-316.
Анотація:
The notion of value-neutral or at least independent scientific expertise is mainly based on the distinction between statements of facts and value judgement. The functioning of ethics committees, in particular bioethics committees, demonstrates that this separation is doomed to fail. These committees are supposed to regulate the production of new scientific knowledge through appeal to extra-scientific, non-epistemic values. In making regulatory judgments, the committees find themselves on the edge of a tension between `cognitive democracy' and epistemic inequality. Сommittees have a duty to represent the interests of the public, protecting its dignity and freedoms from possible abuse from researchers. At the same time, the committees, by conducting an “internal” judgment on the ethical permissibility of research projects, remain part of scientific groups and institutions. However, members of ethics committees often imagine academic colleagues as having an incomplete, deficient view of the public good. The committees find themselves in a field of conflict between the epistemic deficits of the imagined public and the ethical deficits of imagined scientists. However, counteracting this double deficit logic can take the form of an ethical abstinence that shuts down the possibilities of value-laden imagination. Moreover, such withdrawal itself is ideologically engaged. The program of `critique of forms of life' can be seen as setting the overall perspective of combining representation with the possibilities of normative judgment. This combination is particularly relevant in light of the ongoing debates about moral enhancement and human genome editing, since both areas of biomedical inquiry involve biotechnological and social transformation of human forms of life.
21
Burgh, Gilbert, and Simone Thornton. "ecosocial citizenship education: facilitating interconnective, deliberative practice and corrective methodology for epistemic accountability." childhood & philosophy 15 (June 11, 2019): 1–20. http://dx.doi.org/10.12957/childphilo.2019.42794.
Анотація:
According to Val Plumwood (1995), liberal-democracy is an authoritarian political system that protects privilege but fails to protect nature. A major obstacle, she says, is radical inequality, which has become increasingly far-reaching under liberal-democracy; an indicator of ‘the capacity of its privileged groups to distribute social goods upwards and to create rigidities which hinder the democratic correctiveness of social institutions’ (p. 134). This cautionary tale has repercussions for education, especially civics and citizenship education. To address this, we explore the potential of what Gerard Delanty calls ‘cultural citizenship’ as an alternative to the disciplinary citizenship that permeates Western liberal discourse. Cultural citizenship emphasises citizenship as communication and continual learning processes, rejecting the idea of citizenship as a fixed set of cultural ideals, norms or values defined and enforced by liberal society’s legal, political and cultural institutions, including education and ‘citizenship training’. However, we contend that a critical first step, essential to democratic correctiveness, is to clear away obstacles created by the privileging of a dominant epistemic position. We conclude that Plumwood’s philosophy alongside John Dewey’s work on democracy and education provide a theoretical framework for effective democratic inquiry aimed towards interconnective, deliberative practice and corrective methodology for epistemic accountability.
22
Lardinois, Roland. "Caste and Higher Education in India." Journal of Interdisciplinary History 51, no. 3 (December 2020): 443–58. http://dx.doi.org/10.1162/jinh_a_01594.
Анотація:
Subramanian’s The Caste of Merit addresses the issue of educational inequality in colonial and independent India, focusing on the Indian Institutes of Technology (iits) that have trained the engineering elites since the 1950s. The members of the high caste who initially comprised this group ascribed their personal success to merit, not to background. India’s policy of allowing disadvantaged caste groups to enter the (iits), however, challenged the high castes’ representation of their educational privilege as simply a matter of talent. Subramanian’s view of the upper-caste position as an attempt to forestall progress toward a more egalitarian Indian society opens a methodological debate about the fundamental epistemic demands that scholars must satisfy before they adopt social causes above and beyond the conveying of objective information.
23
Luisetti, Federico. "Notes on the Biopolitical State of Nature." Paragraph 39, no. 1 (March 2016): 108–21. http://dx.doi.org/10.3366/para.2016.0187.
Анотація:
Foucault's notion of biopower and his reflections on barbarism and savagery in ‘Society Must Be Defended’ are part of Western philosophy's theorization of the state of nature. In order to show the implications of this epistemic constellation, the article concentrates on the semantic history of primitivism, providing an alternative genealogy for the biopolitical paradigm and ‘Italian Theory's’ engagement with life and nature. From this perspective, Leopardi stands out as a precursor to contemporary ‘Italian Theory’. Leopardi's fascination with Rousseau's ethnographic exoticism and his meditations on the Discourse on the Origin of Inequality can be seen as a critique of the colonial foundations of European modern philosophy and an attempt to envision another state of nature, beyond the tenets of the social contract tradition.
24
Menon, K., and S. Motala. "Pandemic disruptions to access to higher education in South Africa: A dream deferred?" South African Journal of Higher Education 36, no. 4 (2022): 47–65. http://dx.doi.org/10.20853/36-4-5188.
Анотація:
The COVID-19 pandemic and the shift to emergency remote teaching (ERT) and online learning highlighted issues of social justice, pedagogical inclusion and epistemic access in higher education. The research underlying this article analyses the complexities of access to learning and the effects of the shift to ERT and online learning on the social justice agenda in South Africa, using the case study of the University of Johannesburg. The article uses the conceptual frameworks of epistemic access, equity and inclusive pedagogy from the theories of Fraser (2008), Mbembe (2016) and Mgqwashu (2016). Pedagogic continuity and inclusion (Motala and Menon 2020; Menon and Motala 2021), hard-won by many institutions during the pandemic, will need to be sustained and secured as the world adapts to a “new normal” in higher education and other spheres of life. Czerniewicz et al. (2020, 957) refer to the maxim “Anytime, anyplace, anywhere” characterising ERT as a “brutal underestimation of the complexities and entanglement of different inequalities and structural arrangements”. Fataar (2020), Czerniewicz et al. (2020) and Hodges et al. (2020) advocate an alternative pedagogy that is “trauma-informed” and offers parity with the pedagogies that prevailed pre-pandemic. The article concludes that the pre-existing conditions of deep inequality and inequities, and a highly differentiated higher education system with uneven pedagogical practices, were exacerbated by the pandemic. While we acknowledge the achievement of avoiding the loss of the academic year during the pandemic, we argue that it is important to learn lessons from the initial implementation of ERT and the fractures that it highlights in higher education. Heading into an uncertain future, the sector needs explicit equity-driven approaches to ensure pedagogical inclusion beyond physical and epistemic access.
25
Krech, Michele. "International Constitution-making as a Technique of Gender Ordering: Considering the Role of the Family in Global Economic Relations." AJIL Unbound 117 (2023): 245–50. http://dx.doi.org/10.1017/aju.2023.41.
Анотація:
In “Constitution-Making as a Technique of International Law: Reconsidering the Post-war Inheritance,” Anna Saunders highlights that the study and practice of constitutionalism exhibit a reluctance to consider the relationship between national constitutions and international economic relations. She argues that the prevailing epistemic boundaries of constitutionalism—understood as a self-contained project, separate from projects of global economic ordering—have largely insulated it from critiques raised by scholars concerned with the material and distributive implications of reshaping the global legal order through the making and revising of constitutions. This essay takes up Saunders's call to de-insulate constitution-making as a technique of international law from such critique by pointing to the family as an institution that is central both to constitutional ordering and to economic ordering, and thus can help overcome the epistemic boundary between the two. To this end, the essay brings together various strands of critical thought that identify one particular family structure—the nuclear family—as an exploitative institution that has (re)produced structural inequality both within and between states. Described as the “original sin” of modern constitutionalism and as an essential “instrument of colonization,” the nuclear family model represents an apt entry point to reconceiving constitution-making as Saunders suggests—in a way “that both acknowledges the discipline's past collaboration with forms of dispossession and exploitation, and that actively reconsiders its future boundaries.”
26
Kašić, Biljana. "Feminism as Epistemic Disobedience and Transformative Knowledge: Exploration of an Alternative Educational Centre." Šolsko polje XXXI, no. 5-6 (December 31, 2020): 31–47. http://dx.doi.org/10.32320/1581-6044.31(5-6)31-47.
Анотація:
Living under the threat of demonising feminism along with its de-politicisation and commodification in an age of “postfeminist sensibility” (Gill, 2007), and the reduction of women’s/gender studies programmes worldwide is more than a reason to revisit the feminist politics of knowledge here and now. Since the neoliberal trend is impregnated “with old-fashioned academic design that counts on (neo)conservativism” (Kašić, 2016), retrograde claims and (neo)traditional morality, one challenge is how to respond to the sexist, androcentric, anti-gender and racist assumptions that are deepening inequality and fostering social exclusion and discrimination as well as to disrupting the mainstream knowledge of scientificity (Pereira, 2017). By using the Centre for Women’s Studies in Zagreb as an example, the paper argues that an alternative form of education outside mainstream academic institutions, despite various obstacles and inner problems, can ensure a freeing up from hegemonic and misogynist knowledge more than a university education by creating a powerful space toward feminism as an epistemic disobedience and activist theory, and by providing the political subjectivisation of both teachers and students. In this regard, three topics are of analytical interest here: feminism as subversive knowledge; critical pedagogy from the perspective of “epistemology of discomfort”; and the potential held by feminism as an engaged (activist) theory. The questions and themes proposed are not new but continue on previous epistemic dilemmas and disputes both around feminism and progressive ideas around education, and coming to terms with feminist urgency and ethical responsibility (Spivak, 2012).
27
Garforth, Lisa, and Anne Kerr. "Let's Get Organised: Practicing and Valuing Scientific Work inside and outside the Laboratory." Sociological Research Online 15, no. 2 (May 2010): 174–88. http://dx.doi.org/10.5153/sro.2146.
Анотація:
Over the past thirty years there has been a significant turn towards practice and away from institutions in sociological frameworks for understanding science. This new emphasis on studying ‘science in action’ ( LATOUR 1987 ) and ‘epistemic cultures’ ( KNORR CETINA 1999 ) has not been shared by academic and policy literatures on the problem of women and science, which have focused on the marginalisation and under-representation of women in science careers and academic institutions. In this paper we draw on elements of both these approaches to think about epistemic communities as simultaneously practical and organisational. We argue that an understanding of organisational structures is missing in science studies, and that studies of the under-representation of women lack attention to the detail of how scientific work is done in practice. Both are necessary to understand the gendering of science work. Our arguments are based on findings of a qualitative study of bioscience researchers in a British university. Conducted as part of a European project on knowledge production, institutions and gender the UK study involved interviews, focus groups and participant observation in two laboratories. Drawing on extracts from our data we look first at laboratories as relatively unhierarchical communities of practice. We go on to show the ways in which institutional forces, particularly contractual insecurity and the linear career, work to reproduce patterns of gendered inequality. Finally, we analyse how these patterns shape the gendered value and performance of ‘housekeeping work’ in the laboratory.
28
Paradis-Gagné, Etienne, and Pierre Pariseau-Legault. "Critical Research and Qualitative Methodologies: Theoretical Foundations and Contribution to Nursing Research." Research and Theory for Nursing Practice 36, no. 2 (April 1, 2022): 119–38. http://dx.doi.org/10.1891/rtnp-2021-0014.
Анотація:
Background: Methodological approaches that draw on critical perspectives (critical ethnography, critical phenomenology, and critical grounded theory) share common concepts, including social justice, reflexivity, positionality, pragmatism and social transformation. These approaches differ from conventional phenomenology, ethnography and grounded theory despite sharing common methodological grounds.Purpose: In this article, we will outline the major contributions of critical theory, as a research paradigm, to the development and evolution of qualitative methodologies. In particular, we will discuss their application to nursing research. The historical and conceptual underpinnings of these critical methodologies will first be described to highlight their paradigmatic characteristics and implications for nursing.Implications for Practice: Although not yet widely employed in nursing research, critical qualitative methodologies are particularly well suited to the discipline as they shed light on issues of power, social control, and marginalization among the vulnerable populations with whom nurses practise on a daily basis. The use of critical approaches can expose the epistemic injustice and social and health inequality that continue to prevail in our society.
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Yumniyati, Khisna, Imam Sujadi, and Diari Indriati. "Cognitive Level Profile in Solving Mathematics Problem at Ten Grade of Senior High School Students with Low Ability." International Journal of Multicultural and Multireligious Understanding 6, no. 1 (March 4, 2019): 255. http://dx.doi.org/10.18415/ijmmu.v6i1.485.
Анотація:
This research is motivated by the importance of problem solving skill for students in 21st century, whereas students' skill in solving mathematics problems is various in accordance their cognitive levels. Students’ cognitive levels in solving problems include; cognition; metacognition; and epistemic cognition. Cognitive level affects individual in understanding problem and deciding the right strategy to solve it. The purpose of this study is to describe cognitive levels of low-ability students. This study uses qualitative methods with task-based interviews. The material is three-variable linear equation system. The research subjects are two low-ability students at ten grade of State Senior High School in Pati Regency. The results show that the two subjects have weaknesses at each level, for example the two subjects are able to work on the given problems, but both subjects are unable to define equations, inequality, similarity, and dissimilarity correctly in the initial type of cognition level.
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Yamin, Alicia Ely. "Struggles for Human Rights in Health in an Age of Neoliberalism: From Civil Disobedience to Epistemic Disobedience." Journal of Human Rights Practice 11, no. 2 (July 1, 2019): 357–72. http://dx.doi.org/10.1093/jhuman/huz026.
Анотація:
Abstract Like other contributors to this special issue and beyond, I believe we are at a critical inflection point in human rights and need to re-energize our work broadly to address growing economic inequality as well as inequalities based on different axes of identity. In relation to the constellation of fields involved in ‘health and human rights’ specifically—which link distinct communities with dissonant values, methods and orthodoxies—I argue that we also need to challenge ideas that are taken for granted in the fields that we are trying to transform. After setting out a personal and subjective account of why human rights-based approaches (HRBAs) are unlikely to be meaningful tools for social change as they are now generally being deployed, I suggest we collectively—scholars, practitioners and advocates—need to grapple with how to think about: (1) biomedicine in relation to the social as well as biological nature of health and well-being; and (2) conventional public health in relation to the social construction of health within and across borders and health systems. In each case, I suggest that challenging accepted truths in different disciplines, and in turn in the political economy of global health, have dramatic implications for not just theory but informing different strategies for advancing health (and social) justice through rights in practice.
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Tsuda, Kenta. "Making Bureaucracies Think Distributively: Reforming the Administrative State with Action-Forcing Distributional Review." Michigan Journal of Environmental & Administrative Law, no. 7.1 (2017): 131. http://dx.doi.org/10.36640/mjeal.7.1.making.
Анотація:
This Article proposes that agencies analyze the distributional impacts of major regulatory actions, subject to notice-and-comment procedures and judicial review. The proposal responds to the legitimacy crisis that the administrative state currently faces in a period of widening economic inequality. Other progressive reform proposals emphasize the need for democratization of agencies. But these reforms fail to address the two fundamental pitfalls of bureaucratic governance: the “knowledge problem”—epistemic limitations on centrally coordinated decision making—and the “incentives problem”—the challenge of aligning the incentives of administrative agents and their political principals. A successful administrative reform must address both problems. Looking to the environmental context, this Article proposes adapting the approach taken in the National Environmental Policy Act of 1969 (NEPA) to confront the contemporary administrative legitimacy crisis. It considers a hypothetical “Distributive Impacts Review Act,” explaining what the statutory scheme would look like and detailing how it would work. The Article concludes by reflecting on potential distributional review’s appeal both to the progressive egalitarians, and to champions of efficient government.
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Broncano, Fernando. "Respuestas a los comentarios." Quaderns de Filosofia 9, no. 2 (November 29, 2022): 83. http://dx.doi.org/10.7203/qfia.9.2.25518.
Анотація:
Replies to comments
Resumen: Los temas principales discutidos son: en primer logar, las cuestiones sobre condiciones de posibilidad del testimonio y conocimiento común en situaciones de opresión, desigualdad o descuido institucional. En segundo lugar, las apreciaciones sobre el acceso a los recursos conceptuales necesarios para entender la situación social de víctima. En tercer lugar, la función positiva del activismo y otras formas de acción comunitaria. Por último, el problema del pluralismo de puntos de vista y la responsabilidad en el logro de la objetividad y la verdad.
Abstract: The main topics discussed are: first, questions about the conditions of possibility of testimony and common knowledge in situations of oppression, inequality, or institutional neglect. Secondly, appreciations on the access to conceptual resources necessary to understand the social situation of victim. Third, the positive role of activism and other forms of community action. Finally, the problem of pluralism of viewpoints and responsibility in achieving objectivity and truth.
Palabras clave: Epistemología política, injusticia epistémica, epistemología y democracia.
Keywords: Political epistemology, epistemic injustice, epistemology and democracy.
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Koch, Susanne. "Responsible research, inequality in science and epistemic injustice: an attempt to open up thinking about inclusiveness in the context of RI/RRI." Journal of Responsible Innovation 7, no. 3 (June 19, 2020): 672–79. http://dx.doi.org/10.1080/23299460.2020.1780094.
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Hultgren, Anna Kristina, and Robert Wilkinson. "New understandings of the rise of English as a medium of instruction in higher education: the role of key performance indicators and institutional profiling." International Journal of the Sociology of Language 2022, no. 277 (August 31, 2022): 47–59. http://dx.doi.org/10.1515/ijsl-2021-0082.
Анотація:
Abstract The rise of English as a Medium of Instruction (EMI) has prompted concerns over linguistic injustice, educational disadvantage, societal inequality and epistemic homogenization. As EMI tends to generate heated debates, its drivers need to be better understood. Borrowing conceptual frameworks from political science, this article proposes a new understanding of the drivers of EMI, pointing to the introduction of new steering tools in the 1980s to govern Europe’s higher education institutions. Conducting Process Tracing in a Dutch university, and drawing on document analysis and interviews with nine “elite participants” – Ministers of Education, University Rectors, Members of the University Executive Board, Faculty Deans and Programme Leaders – we argue that the very first EMI programme at our case university may be traced back to a set of governance reforms in the Dutch higher education sector that introduced key performance indicators and institutional profiling. Responding to calls for linguists to engage with the political economy, we identify previously under-illuminated links between political processes and EMI. We conclude that close attention to the political economy is key to understanding the rise of EMI, and more generally language shift, and ultimately to tackling linguistic injustice that may follow in its wake.
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Dal Magro, Rosane, Marlei Pozzebon, and Soraia Schutel. "Enriching the intersection of service and transformative learning with Freirean ideas: The case of a critical experiential learning programme in Brazil." Management Learning 51, no. 5 (March 14, 2020): 579–97. http://dx.doi.org/10.1177/1350507620908607.
Анотація:
In this article, we examine the value of combining transformative and service learning pedagogical practices in management education programmes to encourage management students to be more critical and reflexive regarding serious contemporary issues like social inequality and sustainability. We draw on a long-term management education experience conducted in the northeastern region of Brazil, where international students learn how to develop a real-time community-based project with local inhabitants. We argue that while service learning approaches promote pragmatic action-based principles, transformative learning acts at the epistemic level, contributing to change in values. In addition, Paulo Freire’s ideas are integrated to reinforce critical and reflexive dimensions of the learning experience. Our results offer a process-based model showing how a critical experiential learning pedagogy might lead to the development of community-based competences, which, in turn, might lead to changes in the deeply held values of the participants. Freire’s emancipatory ideas are applied not only regarding the relationship between teachers and students, but also to the distinction between Western and non-Western societies, going beyond questioning of the destructive consequences of financial capitalism to question the hegemony of one worldview over all other possible ones.
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Stoler, Ann, Suzana Maia, and Irma Viana. "Estudos Coloniais e a História da Sexualidade." Cadernos de Gênero e Diversidade 8, no. 3 (October 18, 2022): 227–45. http://dx.doi.org/10.9771/cgd.v8i3.46745.
Анотація:
Publicado originalmente em 1995, apenas agora podemos ter acesso à tradução em português de um dos capítulos do livro seminal de Ann Laura Stoler aqui apresentado. Este trabalho de Ann Stoler tornou-se uma das mais influentes revisões da História da Sexualidade, de Michel Foucault, infundindo em seus escritos e reflexões, novas perspectivas sobre raça, colonialidade, pertencimento à nação, formação de classe, gênero, moralidade e sexualidade. Ann Laura Stoler foi premiada, em 2005, pela fundação Norueguesa-Alemã Willy Brandt com o título de Willy Brandt Distinguished Professor, e leciona Antropologia e Estudos Históricos na New School for Social Research na cidade de Nova York, onde também é diretora do Institute for Critical Social Inquiry. Ela tem contribuições significativas para os campos de estudos coloniais e pós-coloniais, antropologia histórica, epistemologias raciais e teoria feminista. Além deste livro, a autora possui outras importantes publicações, tais como: Carnal Knowledge and Imperial Power (2002), Along the Archival Grain: Epistemic Anxieties and Colonial Common Sense (2008), Duress: Imperial Durabilities in our Times (2016), e Interior Frontiers: essays on the entrails of inequality (2022). Agradecemos a gentil autorização da autora e da Duke University Press para esta publicação.
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Mellström, Ulf. "Kunskapssamhällets gästarbetare." Tidskrift för genusvetenskap 33, no. 1-2 (June 13, 2022): 49–67. http://dx.doi.org/10.55870/tgv.v33i1-2.3484.
Анотація:
The aim of this article is to investigate interferences between gender, class, sexuality, and ethnicity among international students by looking at migration patterns and living conditions of international master and PhD-students at three Swedish universities (Luleå University of Technology (LTU), Linköping University (LiU), The Royal Institute of Technology (KTH)). The experiences of these students with regard to transnationalism, higher education and research is a point of departure for discussing global stratification and transformation in the contemporary neoliberal knowledge economy. The article interprets the transnational flows of higher education in relation to a critical understanding of knowledge society and higher education by introducing the notion of eduscapes. This concept refers to the contemporary transnational flow of ideas and people with regard to higher education, and where nodes of knowledge centres and peripheries shift over time but are connected through modern communication technologies and different epistemic, ethnic, and student communities. In the transnational practices of higher education where students travel the globe in search and dreams of knowledge, a better life and future career possibilities, routes and imaginaries to a large extent reproduce and follow geopolitical power patterns. In this respect education by going global is shrinking the world but also stratifies, creating new patterns of inequality and competition.
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Jamieson, Kirstie, Marta Discepoli, and Ella Leith. "The Deaf Heritage Collective: Collaboration with Critical Intent." Journal of Ethnology and Folkloristics 15, no. 1 (June 1, 2021): 1–26. http://dx.doi.org/10.2478/jef-2021-0002.
Анотація:
Abstract The paper reflects upon the Deaf Heritage Collective, a collaborative project led by Edinburgh Napier University’s Design for Heritage team and Heriot Watt’s Centre for Translation And Interpreting Studies. The project aimed to advance discussion around the British Sign Language Act (Scottish Government 2015) and bring into being a network of Deaf communities and cultural heritage organisations committed to promoting BSL in public life. The aim of this paper is to contextualise the project and its creative approach within the distinctly Scottish context, and the ideals of critical heritage, critical design and the museum activist movement. This paper presents the context and creative processes by which we engaged participants in debate and the struggles we encountered. We describe these processes and the primacy of collaborative making as a mode of inquiry. We argue that by curating a workshop space where different types of knowledge were valorised and where participants were encouraged to “think with” materials (Rockwell and Mactavish 2004) we were able to challenge the balance of power between heritage professionals and members of the Deaf community. By harnessing the explanatory power of collaborative making we debated the assemblages of epistemic inequality, and the imagined futures of Deaf heritage in Scotland.
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Zinaić, Rade. "Twilight of the Proletariat: Reading Critical Balkanology as Liberal Ideology." New Perspectives 25, no. 1 (February 2017): 19–54. http://dx.doi.org/10.1177/2336825x1702500102.
Анотація:
Critical Balkanology is a sub-discipline of Central and East European Studies that deconstructs and renders arbitrary the claims of ethnic nationalisms and Western “colonial” representations of the Balkans. Yet, this critical and nominally anti-racist project is parasitic on a hegemonic Euro-Atlantic liberal ideology in that it cannot see beyond the singular individual as victim and vanguard, thereby obscuring and/or effacing an awareness of class inequality. Tomislav Longinović's Vampire Nation: Violence as Cultural Imaginary (2011) is emblematic of this project. I place this text under an immanent critique and a contrapuntal reading as an example of how one can rescue class consciousness from this literature and push the limits of its politics while, in Longinović's case, reading it against the socioeconomic contradictions of post-MiloŠević Serbia. Longinović's tracing of the vampire metaphor as a way of understanding the consumptive nature of both ethnic nationalism and Western imperialism reveals a politics that stigmatizes Serbia's plebeian history in favour of a Westernized and urban middle class youth cult of techno-culture, rock music, and the disembodied voices of (male) intellectuals – a form of epistemic violence that parallels processes of privatization, social cleansing, and class oppression consuming the bodies of (sub)proletarians.
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Fernandes, Filipe Santos, Flávia Cristina Duarte Pôssas Grossi, and Maria de Fátima Almeida Martins. "The City Has Abandoned Geometry: The Countryside Has Not! Reflections on Geometry and Its Teaching from the Perspective of Countryside Education." Acta Scientiae 24, no. 8 (March 27, 2023): 134–62. http://dx.doi.org/10.17648/acta.scientiae.7156.
Анотація:
Background: On the one hand, the history of mathematics teaching in Brazil is marked by the gradual abandonment of Geometry teaching; on the other hand, the countryside has always assumed it as an essential ally in the political and identity affirmation of its populations. Objectives: This paper discusses how Geometry and its teaching can emerge, in the paradigm of Countryside Education, as a possibility of political-epistemic disobedience to a Mathematics Education referenced in the knowledge, procedures, attitudes, and values of urban, industrial, and market forms of life. Design: The research uses qualitative methodology with a focus on Countryside Education. Setting and participants: The investigation was developed in the context of an Undergraduate Teaching Degree in Countryside Education, based on records of students' activities. Data collection and analysis: The text mobilizes formative experiences of a degree in Countryside Education with emphasis on Mathematics to reflect on how Geometry can be articulated to rural peoples' territories and territorialities, aiming to contribute to pedagogical guidelines for teaching K-12 Mathematics. Results: The paper contributes to evaluating epistemological and educational positions regarding Geometry and geometric knowledge commonly established by school cultures, not necessarily limited to schooling in rural regions. Conclusions: Geometry in school cultures can be used to understand the social reality in which subjects, communities and collectives are inserted, mapping inequality relations, and proposing ways to overcome them.
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Shor, Oded, Felix Benninger, and Andrei Khrennikov. "Representation of the universe as dendrogramic hologram empowered with relational interpretation." Journal of Physics: Conference Series 2533, no. 1 (June 1, 2023): 012014. http://dx.doi.org/10.1088/1742-6596/2533/1/012014.
Анотація:
Abstract This is a brief review on the basics of recently established Dendrogramic Holographic theory (DH-theory). This is the special model of the event-universe based on the clustering transformation of experimental data into dendrogram, a finite tree which branches encoding the events. These event-branches are coupled via the hierarchic interrelation determined by the dendrogram. Such relational universe differs from the universe with space-time mathematically described by the real numbers. Dendrogram is endowed with the common root ultrametric. Finite dendrograms correspond to the epistemic level of description; in the limit we obtain an infinite tree providing the ontic description. In the simplest model, the tree is homogeneous, p-adic tree. It can be endowed with the algebraic structure of the ring of p-adic integers. Hence, DH-theory is a part (but very special) of p-adic theoretical physics. In this paper we discuss the foundations of DH-theory and its applications to quantum-classical interrelation including the novel interpretation of the violations of the CHSH-inequality, to general relativity, and to emergence of quantum mechanics from the event-picture of the universe. Since both quantum theory and general relativity can be emergent from DH-theory, creation of the latter can be viewed as a step towards unification of these two fundamental physical theories.
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Budgeon, Shelley. "Making feminist claims in the post-truth era: the authority of personal experience." Feminist Theory 22, no. 2 (February 20, 2021): 248–67. http://dx.doi.org/10.1177/1464700120988638.
Анотація:
The increased visibility of feminism in mainstream culture has recently been noted, with the presence of both online and offline campaigns embedding feminist claims in a variety of everyday spaces. By granting recognition to women’s experiences, these campaigns continue the feminist practice of generating critical knowledge on the basis of gendered experience. In the post-truth era, however, the norms governing claims-making are being significantly reconstructed, with significant consequences for critiques of gender inequality. It is argued here that these norms are linked directly to a wider context of anti-feminism in which dismissing women’s claims is consistent with the goal that opponents of gender equality have of seeking and consolidating epistemic power in the face of what is perceived as systemic male disadvantage and victimhood. Returning to earlier debates within feminism, it is argued that the kinds of post-truth rhetoric used to dismiss women’s experience provide a challenge that feminism must confront. This rhetoric is often grounded in the authenticity of individual experience; however, experience cannot provide unmediated access to truth and, therefore, cannot provide the foundation for feminist claims. On the other hand, experience cannot merely offer one of many contested versions of ‘reality’. The excesses of both foundationalist and anti-foundationalist epistemology are countered with the argument that cognition is a human practice mediated by theoretical propositions which illuminate the question of what can be known. This is the role played by feminist theory in defending the role of experience.
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Chihota, Justice, Genevieve Harding, Lance Louskieter, Janice McMillan, Sizwe Mkhonta, and Sarah Oliver. "Engaging the social: Community engaged pedagogy in the context of decolonization and transformation at the University of Cape Town." International Journal of Engineering, Social Justice, and Peace 8, no. 2 (October 18, 2021): 72–85. http://dx.doi.org/10.24908/ijesjp.v8i2.14395.
Анотація:
Globally, higher education is at a crossroads on so many levels: funding, course development, who our students are, what knowledge is relevant for the world of work and beyond, what kinds of students do we want to graduate, and who are we as educators. All these questions (and more) have been around for some time; the current COVID-19 context however brings them even more sharply to the fore.
This paper responds to the prompt about how we train professionals for the future so that they don’t participate in systems of oppression and inequality. It was written in 2017 in response to a conference on social and epistemic justice in the wake of the 2015 student protest movements and was written collaboratively by an intergenerational group of educators working on a course in the Engineering and Built Environment (EBE) Faculty at the University of Cape Town, South Africa. All of us have a strong commitment to social justice, and to providing engineering students with an opportunity to think about their professional identity through the lens of community engagement. While written before the onset of COVID-19, we believe that the arguments we make are pertinent to the current context. Drawing on the Honors’ thesis of one member of our group, we sought to reflect on and analyze our work in this context. In particular, the principles of multi-centricity, indigeneity and reflexivity (Dei, 2014) proved useful in making sense of our practice and our work together.
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Wargo, Jon M. "Designing more just social futures or remixing the radical present?" English Teaching: Practice & Critique 16, no. 2 (September 4, 2017): 145–60. http://dx.doi.org/10.1108/etpc-06-2016-0069.
Анотація:
Purpose Plugging into the multimodal aesthetics of youth lifestreaming, this article examines how three lesbian, gay, bisexual, transgender and/or queer (LGBTQ) youths use digital media production as an activist practice toward cultural justice work. Focusing on the queer rhetorical dimensions of multimodal (counter)storytelling, the communicative practice used to (re)name, remix and challenge epistemic notions of objective reality, this paper aims to highlight how youth worked to (de)compose and (re)author multiple identities and social relationships across online/offline contexts. Design/methodology/approach Through sustained participant observation across online/offline contexts, active interviewing techniques and visual discourse analysis, this paper illuminates how composing with digital media was leveraged by three LGBTQ youths to navigate larger systems of inequality across a multi-year connective ethnographic study. Findings By highlighting how queer rhetorical arts were used as tools to surpass and navigate social fault lines created by difference, findings highlight how Jack, Andi and Gabe, three LGBTQ youths, used multimodal (counter)storytelling to comment, correct and compose being different. Speaking across the rhetorical dimensions of logos, pathos and ethos, the author contends that a queer rhetorics lens helped highlight how youth used the affordances of multimodal (counter)storytelling to lifestream versions of activist selves. Originality/value Reading LGBTQ youths’ lifestreaming as multimodal (counter)storytelling, this paper highlights how three youths use multimodal composition as entry points into remixing the radical present and participate in cultural justice work.
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Brake, Elizabeth. "Rawls and Feminism: What Should Feminists Make of Liberal Neutrality?" Journal of Moral Philosophy 1, no. 3 (2004): 293–309. http://dx.doi.org/10.1177/174046810400100305.
Анотація:
AbstractI argue that Rawls’s liberalism is compatible with feminist goals. I focus primarily on the issue of liberal neutrality, a topic suggested by the work of Catharine MacKinnon. I discuss two kinds of neutrality: neutrality at the level of justifying liberalism itself, and state neutrality in political decision-making. Both kinds are contentious within liberal theory. Rawls’s argument for justice as fairness has been criticized for non-neutrality at the justificatory level, a problem noted by Rawls himself in Political Liberalism. I will defend a qualified account of neutrality at the justificatory level, taking an epistemic approach to argue for the exclusion of certain doctrines from the justificatory process. I then argue that the justification process I describe offers a justificatory stance supportive of the feminist rejection of state-sponsored gender hierarchy. Further, I argue that liberal neutrality at the level of political decision-making will have surprising implications for gender equality. Once the extent of the state’s involvement in the apparently private spheres of family and civil society is recognized, and the disproportionate influence of a sexist conception of the good on those structures—and concomitant promotion of that ideal—is seen, state neutrality implies substantive change. While—as Susan Moller Okin avowed—Rawls himself may have remained ambiguous on how to address gender inequality, his theory implies that the state must seek to create substantive, not merely formal, equality. I suggest that those substantive changes will not conflict with liberal neutrality but instead be required by it.
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Hassan, Aida. "Who has the capital on knowledge production? Reflections on the sharp white background of academia and anti-racist scholarship." Stolen Tools 1, no. 1 (June 21, 2023): 25–31. http://dx.doi.org/10.59745/st.v1i1.18.
Анотація:
What exactly do we mean by ‘academic’? Often academic institutions are considered the key intellectual sites for knowledge production and exchange, in understanding the realities and facets of human and social life. In the same vein, there is a common claim that academic institutions exist as an “ivory tower” divorced from the real world. However, the claim of the ivory tower does not hold up in reality – academic institutions across the Global North hold considerable power in society, particularly in privileging dominant worldviews and sustaining inequality in society. Equally, the ‘sharp white background’ of academia – whereby White, middle-class, and male scholars hold a prominent position of social and cultural capital in academic institutions – results in epistemic patterns of whiteness in the academic modes of production, such as west-centrism. The challenge of west-centrism and normative whiteness can be seen widely across the social sciences, and in particular fields such as global health, yet the academic discourse is starkly uncritical of European modernity, colonialism and racism. As the knowledge produced in academic institutions reflects a certain power, privilege and dominant ideologies, there is an important question at hand: who has the capital on knowledge production? By drawing on Bourdieu’s concept of cultural capital, I explore and reflect on how academic modes of knowledge production reinforce whiteness and racism within and beyond the university. Confronted with the challenges of normative whiteness in academic modes of knowledge production, this article also questions whether it is possible to go beyond the “master’s tools” and conduct meaningful, anti-racist scholarship as racialised academics.
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Petteway, Ryan J. "Adjustment." Health Promotion Practice 23, no. 5 (September 2022): 761–63. http://dx.doi.org/10.1177/15248399221121119.
Анотація:
The adult spine, aka backbone, is composed of 24 segments. Separately, each segment is incapable of animating our bodies. Communities of color, low-income communities, and other marginalized groups represent the backbone of the health equity research enterprise—it literally cannot exist without our bodies and what they are subjected to in the face of structural inequality. And more often than not, researchers believe they can break our bodies into discrete segments and somehow animate a body of literature capable of healing a whole us. This poem, as counternarrative and enactment of public health critical race praxis principles of “voice” and “disciplinary self-critique”, engages the spine as metaphor to name and render visible the epistemic and symbolic violences that prop up public health’s body of evidence/knowledge. In doing so, it challenges the field’s dominant knowledge production paradigm (e.g. positivist reductionism), and draws attention to the settlercolonial, racial-capitalist, and extractivist logics of racial and health equity discourses dominated by narratives produced by mostly White scholars and “health equity tourists”, often using complex statistical techniques to complete secondary quantitative analyses about health in communities they’ve never stepped a single foot in. Under this paradigm, scores of researchers/practitioners are led to believe that they can somehow come to “know” us via variables and models alone. This poem suggests that—more than anything else—this model of practice is what’s most in need of adjustment, and warrants a greater degree of ethical scrutiny than historically/presently afforded. To view the original version of this poem, see the supplemental material section of this article online.
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Shaulska, L. V., and R. I. Hrynkevych. "The Synthesis of Management Practices at a Perfect Innovation-Active Organization." Business Inform 1, no. 528 (2022): 414–23. http://dx.doi.org/10.32983/2222-4459-2022-1-414-423.
Анотація:
The article develops an image of a perfect innovatively active organization and tests of its diagnostic capabilities at the enterprises of the machine-building industry. The current conditions of functioning of organizations that actively carry out innovative activities have led to the use of post-neoclassical managerial rationality as a converging epistemic paradigm, which allows to systematically examine the phenomenon of innovative activity. When constructing the image of a perfect innovatively active organization, the existing pool of managerial knowledge, taking into account dynamism, non-linearity, complexity and uncertainty of conditions, was systematized and synthesized on the basis of the use of synergistic approaches, which provided possibilities to form systemic ideas about the characteristics of an organization capable of organic coevolution with the external environment. The hypothesis used for the present study is as follows: the modern market environment is characterized by inequality and dynamic organization, which can be coevoluted only by applying the cognitive potential of a wide social environment. This, in turn, involves an appeal to the mechanisms of self-organization, which are able to create management models of a fundamentally different order of complexity, are sensitive to changes in the external environment, and are able to produce relevant adaptive reactions to these transformations. In the course of the study, the synergistic approach was used to select the congruent properties of a perfect innovation-active organization. The list of progressive management practices of a perfect innovation-active organization is typologized and synthesized. On the basis of the proposed image, a questionnaire is developed, allowing to diagnose the quality of management of innovative development of enterprises of the machine-building industry.
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Khrennikov, Andrei. "Bild Conception of Scientific Theory Structuring in Classical and Quantum Physics: From Hertz and Boltzmann to Schrödinger and De Broglie." Entropy 25, no. 11 (November 20, 2023): 1565. http://dx.doi.org/10.3390/e25111565.
Анотація:
We start with a methodological analysis of the notion of scientific theory and its interrelation with reality. This analysis is based on the works of Helmholtz, Hertz, Boltzmann, and Schrödinger (and reviews of D’Agostino). Following Helmholtz, Hertz established the “Bild conception” for scientific theories. Here, “Bild” (“picture”) carries the meaning “model” (mathematical). The main aim of natural sciences is construction of the causal theoretical models (CTMs) of natural phenomena. Hertz claimed that a CTM cannot be designed solely on the basis of observational data; it typically contains hidden quantities. Experimental data can be described by an observational model (OM), often based on the price of acausality. CTM-OM interrelation can be tricky. Schrödinger used the Bild concept to create a CTM for quantum mechanics (QM), and QM was treated as OM. We follow him and suggest a special CTM for QM, so-called prequantum classical statistical field theory (PCSFT). QM can be considered as a PCSFT image, but not as straightforward as in Bell’s model with hidden variables. The common interpretation of the violation of the Bell inequality is criticized from the perspective of the two-level structuring of scientific theories. Such critical analysis of von Neumann and Bell no-go theorems for hidden variables was performed already by De Broglie (and Lochak) in the 1970s. The Bild approach is applied to the two-level CTM-OM modeling of Brownian motion: the overdamped regime corresponds to OM. In classical mechanics, CTM=OM; on the one hand, this is very convenient; on the other hand, this exceptional coincidence blurred the general CTM-OM structuring of scientific theories. We briefly discuss ontic–epistemic structuring of scientific theories (Primas–Atmanspacher) and its relation to the Bild concept. Interestingly, Atmanspacher as well as Hertz claim that even classical physical theories should be presented on the basic of two-level structuring.
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Zinsstag, Jakob, Karin Hediger, Yahya Maidane Osman, Said Abukhattab, Lisa Crump, Andrea Kaiser-Grolimund, Stephanie Mauti, et al. "The Promotion and Development of One Health at Swiss TPH and Its Greater Potential." Diseases 10, no. 3 (September 14, 2022): 65. http://dx.doi.org/10.3390/diseases10030065.
Анотація:
One Health, an integrated health concept, is now an integral part of health research and development. One Health overlaps with other integrated approaches to health such as EcoHealth or Planetary Health, which not only consider the patient or population groups but include them in the social-ecological context. One Health has gained the widest foothold politically, institutionally, and in operational implementation. Increasingly, One Health is becoming part of reporting under the International Health Legislation (IHR 2005). The Swiss Tropical and Public Health Institute (Swiss TPH) has played a part in these developments with one of the first mentions of One Health in the biomedical literature. Here, we summarise the history of ideas and processes that led to the development of One Health research and development at the Swiss TPH, clarify its theoretical and methodological foundations, and explore its larger societal potential as an integrated approach to thinking. The history of ideas and processes leading to the development of One Health research at the Swiss TPH were inspired by far-sighted and open ideas of the directors and heads of departments, without exerting too much influence. They followed the progressing work and supported it with further ideas. These in turn were taken up and further developed by a growing number of individual scientists. These ideas were related to other strands of knowledge from economics, molecular biology, anthropology, sociology, theology, and linguistics. We endeavour to relate Western biomedical forms of knowledge generation with other forms, such as Mayan medicine. One Health, in its present form, has been influenced by African mobile pastoralists’ integrated thinking that have been taken up into Western epistemologies. The intercultural nature of global and regional One Health approaches will inevitably undergo further scrutiny of successful ways fostering inter-epistemic interaction. Now theoretically well grounded, the One Health approach of seeking benefits for all through better and more equitable cooperation can clearly be applied to engagement in solving major societal problems such as social inequality, animal protection and welfare, environmental protection, climate change mitigation, biodiversity conservation, and conflict transformation.