How can the relative inability of social theory to shed light on the horrors of the late twentieth century be reconciled with the fact that both history and social science earlier devoted themselves to arriving at an understanding of war and violence in the modern world? An answer is provided in five steps. First, the disciplinary evolution of the social science disciplines tends to make them oblivious of important parts of their own heritage and opens up a chasm between the (...) social and the historical sciences. Second, the contribution of military experiences to the formation of the policy orientation of modern social sciences renders them less rather than more capable of reflecting upon war as a societal and historical phenomenon. Third, rational choice theory and historical sociology are relatively unable to arrive at an understanding of the cultural constitution of modernity and share a naturalistic conception of war and violence. Fourth, at least five features of war in the late twentieth century transcend the experiences of modernity. Fifth, in order to grasp these features conceptually, social theory has to acknowledge different varieties of modernity seriously, to elaborate a historical phenomenology of the experiences of war and violence, and to arrive at an actionbased explanation of wars in their societal and historical context. (shrink)

Abstract This paper explores the role of symbolic languages within and between positivist disciplines. Symbolic languages, of which mathematics is the most important example, consist of tautologically true statements, such as 2 + 2 = 4. These must be operationalized before being useful for positivist research agendas (i.e. two apples and two oranges make four fruit). Disciplines may borrow either the symbolic languages of another discipline or the symbolic language and the accompanying operationalizations. The choice has important theoretical effects, and (...) affects the kind of interdisciplinary community created. The game theory community is an example of a community based on the interdisciplinary exchange of symbolic language only, while the ? political economy? community exchanges both symbolic languages and operationalizations. (shrink)

ArgumentRecent studies of patents have argued that the very materiality and techniques of legal media, such as the written patent document, are vital for the legal construction of a patentable invention. Developing the centrality placed on patent documents further, it becomes important to understand how these documents are ordered and mobilized. Patent classification answers the necessity of making the virtual nature of textual claims practicable by linking written inscription to bureaucracy. Here, the epistemological organization of documents overlaps with the grid (...) of patent administration. How are scientific inventions represented in such a process? If we examine the process of creating a new patent category within the International Patent Classification (IPC), it becomes clear that disagreements about the substance of the novel inventive subject matter have been resolved by computer simulations of patent documents in draft classifications. The practical needs of patent examiners were the most important concerns in the making of a new category. Such a lack of epistemological mediation between the scientific and legal identities of an invention depicts a legal understanding that science is already inside patent law. From an internal legal perspective, the self-referential introduction of the new patent category may make practical sense; however it becomes problematic from a technological and scientific standpoint as the remit of the patent classification also affects other social contexts and practices. (shrink)

Educational phenomena and child development fascinate many disciplines for which they offer a tremendous field of experimentation and application. More than a hundred years ago, when educational sciences adopted the main institutional emblems of an academic discipline (chairs, diploma, laboratories, scientific network etc.), they obviously vacillated between the dream of becoming a unified science (as pedology testifies), and the claim of a rewarding pluridisciplinarity that could synergise all disciplines concerned with the child and with education. This paper asserts that the (...) issue of pluridisciplinarity is constitutive for the development of sciences of education whose object is ever coveted by other disciplines. The first section adopts the point of view of a social history and, on the basis of voluminous archives, it describes the main lines of the shaping of this pluridisciplinary field in Geneva, representative of that which also occurs elsewhere. In the second part, it presents a more theoretical reflection on the tensions and pitfalls of what we call the 'process of disciplinarisation' of educational sciences, outlining the characteristics of this constitutively pluridisciplinary field. (shrink)

(1998). The idea of the university in the global era: From knowledge as an end to the end of knowledge? Social Epistemology: Vol. 12, Sites of Knowledge Production: The University, pp. 3-25. doi: 10.1080/02691729808578856.

In the course of their disciplinary consolidation during the 19th and 20th centuries, the social sciences came increasingly to be less historically orientated. Analogously, global history became increasingly a marginal concern for professional historical scholarship. At the present juncture, however, there is a coincidence of a rethinking of the formation of modernity in cultural terms and the need to locate European modernity in a global context. Social theory must be able to provide an account of global historical developments that is (...) less constrained and biased than modernization theory, even in the new garb of globalization studies, but significantly more elaborate in conceptual terms than current contributions to global history. A rethinking of the formation of modernity has already contributed to a greater appreciation of processes of cultural and ideational transformations. It has also suggested new ways of studying institutional change. It must, however, also be able to locate the specific European trajectory in a global context. The core element in such a research programme is the analysis of three major periods of global cultural crystallization, namely the Axial Age, the ecumenical renaissance, and the formation of modernity. The rationale and the contours of this research programme are outlined. (shrink)