University of Chicago Press (1989)
Abstract |
This unusually innovative book treats reflexivity, not as a philosophical conundrum, but as a practical issue that arises in the course of scholarly research and argument. In order to demonstrate the concrete and consequential nature of reflexivity, Malcolm Ashmore concentrates on an area in which reflexive "problems" are acute: the sociology of scientific knowledge. At the forefront of recent radical changes in our understanding of science, this increasingly influential mode of analysis specializes in rigorous deconstructions of the research practices and textual products of the scientific enterprise. Through a series of detailed examinations of the practices and products of the sociology of scientific knowledge, Ashmore turns its own claims and findings back onto itself and opens up a whole new era of exploration beyond the common fear of reflexive self-destruction.
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Keywords | Knowledge, Sociology of Self-knowledge, Theory of |
Categories | (categorize this paper) |
Buy this book | Amazon page |
Call number | BD175.A85 1989 |
ISBN(s) | 0226029689 9780226029689 |
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Citations of this work BETA
Don't Throw the Baby Out with the Bath School! A Reply to Collins and Yearley.Michel Callon & Bruno Latour - 1992 - In Andrew Pickering (ed.), Science as Practice and Culture. University of Chicago Press. pp. 343--368.
Death and Furniture: The Rhetoric, Politics and Theology of Bottom Line Arguments Against Relativism.Derek Edwards, Malcolm Ashmore & Jonathan Potter - 1995 - History of the Human Sciences 8 (2):25-49.
Understanding Sustainability Through the Lens of Ecocentric Radical-Reflexivity: Implications for Management Education.Stephen Allen, Ann L. Cunliffe & Mark Easterby-Smith - 2019 - Journal of Business Ethics 154 (3):781-795.
Styles of Sociological Thought: Sociologies, Epistemologies, and the Mexican and U.S. Quests for Truth.Gabriel Abend - 2006 - Sociological Theory 24 (1):1-41.
Do Not Despair: There Is Life After Constructivism.Wiebe E. Bijker - 1993 - Science, Technology and Human Values 18 (1):113-138.
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