The present article approaches, from the point of view of research practices, the debate on how to consider knowledge in terms of the objectivity/subjectivity pair, especially when the topics studied involve the researcher directly. Specifically, the article will focus on situated knowledge, arguing for rigorous but non-neutral objectivity and for the legitimacy of producing scientific knowledge from the perspective of those involved in the issues studied. El presente artículo tiene por objetivo llevar al campo de las (...) prácticas de investigación el debate respecto a cómo considerar al conocimiento en las claves objetividad/subjetividad, más aún cuando las temáticas a trabajar implican directamente al investigador. En particular, se centrará en el planteamiento de los conocimientos situados, donde junto con fundamentar una objetividad rigurosa pero no neutral, se afirma la legitimidad de producir conocimiento científico desde quienes están implicados en las problemáticas estudiadas. (shrink)

We have developed an approach to implementing a system for managing situated knowledge for complex instruments. Our aim is to develop a system that guides a user through the steps for operating complex scientific instruments. A user manual is often inadequate support for a community of users, so direct communication with an expert is often required. One reason for this is that not all of the author’s expert knowledge was included in the manual, thus limiting the contents (...) to explicit knowledge. This is a main concern of modern knowledge management practitioners who are attempting to design systems that consider both explicit and tacit knowledge. The key is to distribute explicit knowledge through interaction with the real world so that users can develop tacit knowledge as well as acquire explicit knowledge. We describe technical difficulties related to referencing the real world, which is required for interaction, and describe a novel approach to building a low-cost three-dimensional pointer for obtaining the required knowledge, which constitutes our preliminary result. (shrink)

The increasing body of knowledge in fields like animal ethology, biology, and technology has not necessarily led to the improvement of animal welfare. On the contrary, it has enabled humans to exploit animals more functionally and on increasing scales of magnitude. Building on approaches that stem from posthumanism and critical animal studies, we argue that instead of aiming for more general production of scientific knowledge, what is needed to counter exploitation and oppression is an increased sensitivity towards animals (...) that arises from local, partial, and ‘situated knowledges’. In the first part of this paper we articulate an argument that proposes how such knowledges can arise from the practice of game design as a form of ‘doing multispecies philosophy’. The second part of this work expands this notion with an understanding of design as a practice of configuring and prefiguring situations in which we can enter in a relationship of response and attention with other ‘selves’, in other words, with entities that are alive. To explore the practical consequences of this framework, in the third part of this paper we discuss a game design project that involves some unexpected designerly negotiations with a colony of black ants. We conclude that our wider perspective concerning notions of knowledge, design, and selves could elicit changes in our empathy towards other beings and help us develop new ideas and knowledges that favour less anthropocentric futures. (shrink)

In this paper, I analyze how recent calls to internationalize publication behavior affect research practices at an automotive engineering department in Germany. Automotive engineering is a field with traditionally rather scarce publication activity and strong connections to industry. Substantial authority to define suitable research problems and ways of organizing knowledge production on a daily basis was therefore reserved for local academic elites as well as corporate partners. However, as engineers are increasingly expected to prove their performance through publishing in (...) international peer-reviewed journals, the judgment as to what should be considered “interesting” or “robust” research is partly relegated to a gradually globalizing community of academic peers. This generates a variety of tensions with established ways of coordinating epistemic work at the department studied here. For example, the thematic interests of journals tend to exert a disruptive centrifugal pull in the context of an otherwise highly modular research culture, and possibilities to publish in international venues are unequally distributed across individual research projects. But while department members agree that there is a lack of fit between current practices and new expectations towards their publishing behavior, their opinions about the conclusions that should be drawn differ significantly. Some researchers argue that profound organizational changes are necessary to foster the academic rigor of German engineering research. Others believe that evaluation criteria should simply be adapted. This situation is arguably characteristic for research areas with a traditionally strong orientation to local stakeholders, and it suggests a need for more deliberative, participatory approaches to research evaluation in such fields. (shrink)

The article dwells upon social constructionist critique of the ideal of scientific objectivity. It is shown that a number of researchers tend to replace the universal principle of objectivity that is used in science with the concept of “situated knowledge”. This concept argues that each knowledge belongs to a certain local social group and can be considered only in a narrow sociocultural context. The supporters of the “situated knowledge” concept assume that this approach should be (...) considered as “strong objectivity” that consists in the acknowledgment of the impossibility of the existence of neutral unbiased researcher in the scientific cognition and, consequently, the impossibility of acquiring true knowledge or even building a scientific theory. Instead they suggest to give a “vote” for each of these social groups to voice their own scientific statements that will be considered as equivalent, thus realizing the democratic principle. The article demonstrates the complications of this position and shows that it does not only lead to the loss of possibility to speak of science as universal cultural institute but also to the loss of mutual understanding and the possibility of dialogue between different social groups: each group instead of using the objectivity principle and striving to seek common knowledge, will insist on the paramount value of its own local “situated” knowledge. (shrink)

In the process of challenging epistemological assumptions that preclude relationships between knowers and the objects of knowing, feminist epistemologists Lorraine Code and Donna Haraway also can be interpreted as troubling forms of argumentation predicated on positivist-derived logic. Against the latter, Christopher Tindale promotes a rhetorical model of argument that appears able to better engage epistemologies of situated knowledges. I detail key features of the latter from Code, especially, and compare and contrast them with relevant parts of Tindale’s discussion of (...) context on the rhetorical model, and I suggest ways that his work could be expanded to accommodate rhetorical implications of situated knowledges. (shrink)

The aim of the article is to further assess and develop feminist standpoint theory by introducing the notion of the `situated imagination' as constituting an important part of this theory as well as that of `situated knowledge'. The article argues that the faculty of the imagination constructs as well as transforms, challenges and supersedes both existing knowledge and social reality. However, like knowledge, it is crucial to theorize the imagination as situated, that is, as (...) shaped and conditioned (although not determined) by social positioning. (shrink)

In this paper I give an overview of a perspectival realist ontology. I discuss the role of situated knowledge and multiculturalism in perspectival ontology and offer a working definition of ‘phenomena’ as the minimal unit of such ontological commitment. I clarify how the view differs from Kuhn’s view, and highlight some of its implications for how to think of scientific knowledge as a multicultural and cosmopolitan inquiry.

The article analyzes the significance of situated knowledges for going beyond dominating conceptual dichotomies that a) establish status quo dialectics, b) proliferate homogenization of the Global Northern experienced materialities, and c) conceal and suppress alternate affectual body-environment experiences and materializations. With the example of postsocialist ontogenealogies, the article analyzes the potential blind spots when failing to consider both sides of a status quo dialectic in their interconnectedness. To conclude, the article suggests the potential of situated knowledges as a (...) vehicle for future environmental ethicalities. (shrink)

Postphenomenology, in a complementary role with other science studies disciplines, remains within the trajectory of those theories which reject early modern epistemology and metaphysics, including rejection of ‘subject’–‘object’ distinctions, and holds, instead, to an inter-relational, co-constitutive ontology. Here the critiques which sometimes echo vestiges of such early modern epistemology are counter-challenged.

In the highly contentious abortion arena, the new oral abortifacient technology RU486 is one among many actors. This article offers an arena analysis of the heterogeneous constructions of RU486 by various actors, including scientists, pharmaceutical compa nies, medical groups, antiabortion groups, women's health movement groups, and others who have produced situated knowledges. Conceptually, we find not only that the identity of the nonhuman actor-RU486 -is unstable and multiple but also that, in practice, there are other implicated actors—the downstream users (...) and consumers of the technology. If we try to follow all the actors, we find a fuller and more historicized arena, and, ironically, we too can be construed as implicated actors in it. (shrink)

This paper presents an approach to managing knowledge specific to a particular location for complex instruments. The goal is to improve the knowledge communication between experts and end-users of scientific instruments. We propose a computational framework that integrates augmented reality and augmented virtuality as interface for manipulating knowledge. The augmented virtuality-based interface can be produced and distributed without extra costs. It allows knowledge dissemination at a larger scale. The prominent feature of our model is that the (...) knowledge representation is independent from those interfaces. A preliminary version of our framework has been implemented and deployed in customers’ environments. (shrink)

This paper explores the epistemological affordances of Islamic ethics as alternative knowledge within intercultural education. Despite the calls for epistemological plurality in intercultural education that centre epistemologies of the South, educators may find it hard to reaffirm their situated knowledges and practices because they may have been overwhelmed by the wide endorsements of the mainstream literature. Drawing on in-depth interviews with 25 EFL teachers, this study aims to (a) unpack educators’ perspectives around the adoption of alternative knowledges anchored (...) in local epistemologies and sensibilities, (b) foreground educators’ epistemic positioning around alternative knowledges and how they are perceived as sites for cognitive and pedagogical renewal to account for local particularities and conditions and (c) examine inter-epistemic tensions within educators’ reasoning in terms of how they navigate (in)congruencies between the mainstream and Islamic philosophy at the conceptual, pedagogical and practical levels. Findings reveal that educators acknowledge the legitimacy of Islamic ethics and their epistemological/pedagogical significance in intercultural education. However, some factors may problematize educators’ attempts at making use of Islamic ethics including the additional burden of reflecting alternative knowledges while attending to contextual factors (class size, the course’s orientation, exams, time constraints, etc.) and the lack of sufficient training in intercultural education. (shrink)

This essay forges links between Popperians and feminists by considering the connections between Donna Haraway's “situated knowledge” and Karl R. Popper's “situational logic.” It is concerned with the political commitments behind methodological issues, with the degree to which there can be a Popperian contribution to the feminist vision of a successor science, and with ways of dealing with, while not resolving, the political differences between socialist feminists and libertarian Popperians.

Central to scholarly discussions within the field of feminist epistemology is the question of a researcher’s positionality and the subsequent impact on knowledge production. In particular, Donna Haraway’s elaboration of ‘situated knowledge’ has been highly influential. As an epistemological principle, this concept emphasizes the researcher’s embodied location within the research context. Yet the question remains, how does one apply this principle within the concrete practices of knowledge production? In a research project based on Norwegian transnational adoptees’ (...) identity work, the author, being an immigrant, was situated as an ‘outsider within’. How does this positionality influence knowledge production? The concept of ‘outsider within’ comes from standpoint epistemology and has been taken up within black feminist thought to authorize knowledge about dominant society produced from a position of marginality. However as a concrete situatedness, can an ‘outsider within’ position also be used to think about the production of situated knowledge? This article offers an exploration of these questions. The author argues that one way to put feminist situated knowledge to use within an empirical study is through the conceptualization of ‘outsider within’ as a situated interactive space instead of a fixed standpoint. (shrink)

This paper addresses a number of issues concerning both the status of phenomenology in the work of one of its classical expositors, Maurice Merleau-Ponty, and the general relation between theoretical models and evidence in phenomenological accounts. In so doing, I will attempt to explain Merleau-Ponty's departure from classical transcendental accounts in Husserl's thought and why Merleau-Ponty increasingly elaborated on them through aesthetic rationality. The result is a phenomenology that no longer understands itself as foundational and no longer understands itself in (...) the strict opposition of intuition and concept. Rather both emerge from an operative experience generated in the exchange between situated embodied knowing and historical knowledge. (shrink)

The paper highlights the contemporary discussions on the concept of objectivity in feminist epistemology, in which it is taken in its historical development. Following the works of S. Harding, L. Code, D. Haraway, L. Daston. J. Tannoch-Bland and others the author focuses mainly on one of the topics in feminist epistemology, namely the problematic of the so called "situated knowledge" as related to the objectivity of knowledge. The paper also gives a brief outline of the transformation of (...) "aperspective objectivity" and its becoming a "perspective objectivity", which is closely related to the conception of a situated knowledge as the basis of the feminist standpoint theory. Attention is paid also to the concept of "strong objectivity", in which the ontological importance of the objectivity is stressed and the empirical-realistic core of the standpoint epistemology preserved. (shrink)

Resumen: Este ensayo tiene como propósito fundamentar teóricamente el carácter situado del conocimiento de la vida cotidiana. Como punto de partida, apoyándonos en la noción de “forma de vida” de Ludwig Wittgenstein, postulamos que nuestras decisiones son, fundamentalmente, usos prácticos de sistemas de reglas históricamente construidas y, por consiguiente, irreductibles a procedimientos algorítmicos de evaluación racional costo-beneficio. Posteriormente, para abordar la cuestión sobre las condiciones que hacen posible la incorporación subjetiva de estas reglas y, con ello, nuestro sentido práctico, recuperamos (...) algunos planteamientos de las tesis del “trasfondo” de John Searle y habitus de Pierre Bourdieu. Luego de esta discusión, a partir de la perspectiva de los conocimientos situados de Donna Haraway, proponemos que la conformación de dicho sentido es siempre parcial, esto es, sujeto a prácticas articulatorias encarnadas. Finalmente, tras exponer sucintamente los principales aspectos críticos de las tesis “trasfondo” y habitus, argumentamos que la perspectiva de los conocimientos situados representa una alternativa plausible para fundamentar teórica y metodológicamente una nueva aproximación al conocimiento de la vida cotidiana.: This essay argues for a situated character of knowledge of everyday life. As a starting point, relying on Ludwig Wittgenstein's notion of “form of life”, we propose that our decisions are fundamentally practical uses of historically constructed rules systems and, therefore, those are irreducible to algorithmic procedures of rational cost-benefit evaluation. Later, to address the question of the conditions that make possible the subjective incorporation of these rules and, with it, our practical sense, we recover some approaches from the “background” thesis of John Searle and habitus by Pierre Bourdieu. After this discussion, from Donna Haraway's perspective of situated knowledge, we propose that the conformation of that sense is always partial; that is, related to embodied articulatory practices. Finally, we argue that the perspective of situated knowledge represents a plausible alternative to theoretically and methodologically support an approach to knowledge of everyday life. (shrink)

As European colonies in Asia and Africa became independent nations, as the United States engaged in war in Southeast Asia and in covert operations in South America, anthropologists questioned their interactions with their subjects and worried about the political consequences of government-supported research. By 1970, some spoke of anthropology as “the child of Western imperialism” and as “scientific colonialism.” Ironically, as the link between anthropology and colonialism became more widely accepted within the discipline, serious interest in examining the history of (...) anthropology in colonial contexts diminished. This volume is an effort to initiate a critical historical consideration of the varying “colonial situations” in which (and out of which) ethnographic knowledge essential to anthropology has been produced. The essays comment on ethnographic work from the middle of the nineteenth century to nearly the end of the twentieth, in regions from Oceania through southeast Asia, the Andaman Islands, and southern Africa to North and South America. The “colonial situations” also cover a broad range, from first contact through the establishment of colonial power, from District Officer administrations through white settler regimes, from internal colonialism to international mandates, from early “pacification” to wars of colonial liberation, from the expropriation of land to the defense of ecology. The motivations and responses of the anthropologists discussed are equally varied: the romantic resistance of Maclay and the complicity of Kubary in early colonialism; Malinowski’s salesmanship of academic anthropology; Speck’s advocacy of Indian land rights; Schneider’s grappling with the ambiguities of rapport; and Turner’s facilitation of Kaiapo cinematic activism. “Provides fresh insights for those who care about the history of science in general and that of anthropology in particular, and a valuable reference for professionals and graduate students.”—Choice “Among the most distinguished publications in anthropology, as well as in the history of social sciences.”—George Marcus, Anthropologica. (shrink)

(1997). The situated social scientist: Reflexivity and perspective in the sociology of knowledge. Social Epistemology: Vol. 11, New Directions in the Sociology of Knowledge, pp. 193-202.

The concept of knowledge, more than any other, has invited truth-functional analysis. In saying of a person that he knows that p, we are, according to many philosophers, saying no more and no less than three or four distinct things. In spite of setbacks suffered by the “traditional” analysis, the belief remains strong that there is a definitive answer to the question “What is knowledge?” in truth-functional terms. Yet the word ‘know’, like most others having to do with (...) human beings, is used for a variety of purposes in a variety of situations. It would be surprising if all these uses could be captured in a single formula. (shrink)

Knowledge production is not free of political connotations. The researcher defines and moulds the research situation in which she will be gathering the data. Simultaneously, she will be also condit...

We track and analyze the re-situation of scientific knowledge in the field of human population genomics ancestry studies. We understand re-situation as a process of accommodating the direct or indirect transfer of objects of knowledge from one site/situation to other sites/situations. Our take on the concept borrows from Mary S. Morgan’s work on facts traveling while expanding it to include other objects of knowledge such as models, data, software, findings, and visualizations. We structure a specific case study (...) by tracking the re-situation of these objects between three research projects studying human population diversity reported in three articles in Science, Genome Research and PLoS Genetics between 2002 and 2005. We characterize these three engagements as a unit of analysis, a “skirmish,” in order to compare: the divergence of interests in how life-scientists answer similar research questions and to track the challenging transformation of workflows in research laboratories as these scientific objects are re-situated individually or in bundles. Our analysis of the case study shows that an accurate understanding of re-situation requires tracking the whole bundle of objects in a project because they interact in particular key ways. The absence or dismissal of these interactions opens the door to unforeseen trade-offs, misunderstandings and misrepresentations about research design and workflow and what these say about the questions asked and the findings produced. (shrink)

Humans transform their environment in order to regulate their own affect. One way to do so is to avoid situations that come with negative rather than positive affect. This selection might not solel...

Two approaches for defining common knowledge coexist in the literature: the infinite iteration definition and the circular or fixed point one. In particular, an original modelization of the fixed point definition was proposed by Barwise in the context of a non-well-founded set theory and the infinite iteration approach has been technically analyzed within multi-modal epistemic logic using neighbourhood semantics by Lismont. This paper exhibits a relation between these two ways of modelling common knowledge which seem at first quite (...) different. (shrink)

After decades of epistemological inquiry on the social construction of science, we have observed a renewed consensus on empiricism in application-oriented social sciences and a growing trust in evidence-based practice and decision-making. Drawing on the long-standing debate on value-ladenness, evidence and normativity in sciences, this article theoretically discusses and empirically illustrates the Life-World origins of methods in a domain of inquiry strongly characterized by an empiricist epistemic culture and a normative stance: Children and Media Studies. Adopting a reflexive approach to (...) their own research in such an epistemologically underexplored field, the authors analyze a standard research instrument and two procedures. The analysis illustrates how background assumptions shape the research method and how the procedures routinely conceal this work of shaping. In the discussion the authors cast light on the role scientific procedures play in the naturalization of a given moral order, and put forward the question of whether and how this “morality-building” feature of methods should be taken into account in the assessment of their appropriateness. In the conclusion the authors advance that the situated nature of scientific knowledge, rather than discrediting its relevance, is what makes it relevant, here and now, for the larger community the research may impact on. The authors discuss the risks of such a pragmatic outcome and propose the adoption of an oscillating epistemic stance as a way to cope with them. (shrink)

Although statistical learning (SL) has been studied extensively in developmental dyslexia (DD), less attention has been paid to other fundamental challenges in language acquisition, such as cross-situational word learning. Such investigation is important for determining whether and how SL processes are affected in DD at the word level. In this study, typically developed (TD) adults and young adults with DD were exposed to a set of trials that contained multiple spoken words and multiple pictures of individual objects, with no information (...) about word-referent correspondences provided within a trial. Nonetheless, cross-trial statistical relations could be exploited to learn word-referent mappings. The degree of within-trial reference uncertainty and the novelty of to-be-learned objects (novel or familiar) were varied under different learning conditions. The results show that across all conditions, young adults with DD were significantly impaired in their ability to exploit cross-trial regularities in co-occurring visual–auditory streams to discover word-referent mappings. Observed impairments were most pronounced when within-trial reference uncertainty was the highest. Subjective measures of knowledge awareness revealed greater development of implicit but not explicit knowledge in the TD group than in the DD group. Together, these findings suggest that the SL deficit in DD affects fundamental language learning challenges at the word level and points to greater reliance on explicit processes due to impaired implicit associative learning among individuals with DD. Such a deficit is likely to influence spoken language acquisition, and in turn affect literacy skills, in people with DD. (shrink)

This baseline study was conducted to find out the knowledge, attitudes and practices of medical ethics among the undergraduate medical interns who did not have structured ethics curriculum in their course. A descriptive, cross-sectional study was carried out using a self-administered structured questionnaire among the medical undergraduate interns of Maharajgunj Medical Campus, the pioneer medical college of Nepal which enrols 60 students in a year. A total of 46 interns participated in the study. The most common source of (...) class='Hi'>knowledge on ethics was lectures/seminars (35.7%) followed by experience at work (24.5%), training (21.4%) and own reading (17.3%). The main contents of Hippocratic Oath were known to 98.8% while 60.9% knew the main contents of Nepal Medical Council (NMC) code of ethics. Great majority (91.3%) regard ethics as very important in medical profession. “Doctors know the best irrespective of patients’ opinion” was disagreed by only 39.1% indicating the paternalistic attitude. However, 78.3% were in favour of adhering to the patient’s wish. None of the participant agreed to abandon confidentiality. Only about one-fourth (26.1%) claim to encounter ethical dilemma every day while the highest number (43.5%) had once in a month. To deal with the situation of ethical dilemma, majority approached to immediate supervisor followed by head of the department and colleagues. Eighty-seven percent of participating interns were involved in research activities involving human subjects. Only one of the participants had encountered the ethical issue on end-of-life and it was do-not-resuscitate consent in a terminally ill patient. On implementation of the curriculum on medical ethics focus should be - principles of biomedical ethics, sensitive ethical dilemmas like end-of-life care and practical experiences with participation in deliberations of the ethics committee. (shrink)

My overarching purpose is to illustrate the philosophical fruitfulness of expanding epistemology not only laterally across the social space of other epistemic subjects, but at the same time vertically in the temporal dimension. I set about this by first presenting central strands of Michael Williams' diagnostic engagement with scepticism, in which he crucially employs a Default and Challenge model of justification. I then develop three key aspects of Edward Craig's ‘practical explication' of the concept of knowledge so that they (...) may be seen to resonate positively with Williams's epistemological picture: the admixture of internalist and externalist features; the proto-contextualism; and, finally, the distinctively genealogical antisceptical impetus. In this way I aim to support and augment the socialized anti-sceptical case mounted by Williams, and so to show that expanding epistemology in the temporal dimension can be a productive move in central debates in epistemology. Philosophical Papers Vol. 37 (1) 2008: pp. 27-50. (shrink)

Knowledge and Civilization advances detailed criticism of philosophy's usual approach to knowledge and describes a redirection, away from textbook problems of epistemology, toward an ecological philosophy of technology and civilization. Rejecting theories that confine knowledge to language or discourse, Allen situates knowledge in the greater field of artifacts, technical performance, and human evolution. His wide ranging considerations draw on ideas from evolutionary biology, archaeology, anthropology, and the history of cities, art, and technology.