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  1. Problematizing Disciplinarity, Transdisciplinary Problematics.Peter Osborne - 2015 - Theory, Culture and Society 32 (5-6):3-35.
    This article situates current debates about transdisciplinarity within the deeper history of academic disciplinarity, in its difference from the notions of inter- and multi-disciplinarity. It offers a brief typology and history of established conceptions of transdisciplinarity within science and technology studies. It then goes on to raise the question of the conceptual structure of transdisciplinary generality in the humanities, with respect to the incorporation of the 19th- and 20th-century German and French philosophical traditions into the anglophone humanities, under the name (...)
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  • Recalibrating the Anthropocene.David Maggs & John Robinson - 2016 - Environmental Philosophy 13 (2):175-194.
    Geologically speaking, the Anthropocene marks the end of the Holocene period, a time of great planetary stability. Conceptually speaking, the Anthropocene marks the end of the Modernist period, a time of great epistemic stability. As scientific framings of sustainability strain under anthro­pocenic realities, reconceptualizing sustainability may be necessary. By positioning human/nature relations beyond Modernist dichotomies under­pinning scientific discourse, the implications of the Anthropocene shift from methodological to ontological, dislodging sustainability from its traditional scientific foundations. To this, we propose new stability (...)
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  • Border cases between autonomy and relevance.Till Düppe - 2015 - Studies in History and Philosophy of Science Part A 51:22-32.
  • Disciplinarity and the Growth of Knowledge.Fred D’Agostino - 2012 - Social Epistemology 26 (3-4):331-350.
    I want to consider how the general characteristics of a discipline might facilitate ?social mechanisms for distributing knowledge? that do not depend on uniformity of use, but, in fact, on different uses by different people. Indeed, I want to show that the ways in which a discipline is organized afford the growth of knowledge and do so, in particular, by facilitating an approach to what Thomas Kuhn described as ?the essential tension? between, on the one hand, the traditional or customary (...)
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