Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

COMPARISON AS PARTICIPANT

COMPARISON AS PARTICIPANT This comment argues that Isabelle Stengers, in her article "Comparison as a Matter of Concern," is justifiably concerned about the future of science in an imperium of commerce where epistemology has no clout. Agreeing with Stengers that we should focus attention on comparison-as-participant, this comment relates Stengers's argument to Verran's own work in contexts where the epistemic practices of science are challenged—in science lessons in Nigeria (case 1) and in episodes where environmental scientists try to work with Aboriginal Australian landowners (case 2). Drawing inspiration from her African and Aboriginal colleagues, Verran disagrees with Stengers that the only option for science is to make the terms of its defeat explicit. This comment suggests that the sciences might learn from other knowledge traditions in finding the places and the means to develop divergent practices through which resistance is possible. Verran identifies temporal disjunctions as possible sites of innovation, suggesting that contemporary sciences should forego their backward-looking traditional epistemic practices and learn to focus instead on equipping their participant-comparisons for an uncertain future. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Common Knowledge Duke University Press

COMPARISON AS PARTICIPANT

Common Knowledge , Volume 17 (1) – Jan 1, 2011

Loading next page...
 
/lp/duke-university-press/comparison-as-participant-onQMUuUXBJ
Publisher
Duke University Press
Copyright
Duke University Press
ISSN
0961-754X
eISSN
1538-4578
DOI
10.1215/0961754X-2010-036
Publisher site
See Article on Publisher Site

Abstract

This comment argues that Isabelle Stengers, in her article "Comparison as a Matter of Concern," is justifiably concerned about the future of science in an imperium of commerce where epistemology has no clout. Agreeing with Stengers that we should focus attention on comparison-as-participant, this comment relates Stengers's argument to Verran's own work in contexts where the epistemic practices of science are challenged—in science lessons in Nigeria (case 1) and in episodes where environmental scientists try to work with Aboriginal Australian landowners (case 2). Drawing inspiration from her African and Aboriginal colleagues, Verran disagrees with Stengers that the only option for science is to make the terms of its defeat explicit. This comment suggests that the sciences might learn from other knowledge traditions in finding the places and the means to develop divergent practices through which resistance is possible. Verran identifies temporal disjunctions as possible sites of innovation, suggesting that contemporary sciences should forego their backward-looking traditional epistemic practices and learn to focus instead on equipping their participant-comparisons for an uncertain future.

Journal

Common KnowledgeDuke University Press

Published: Jan 1, 2011

There are no references for this article.