Presentation on theme: "STEVE FULLER BIBLIOGRAPHY Social Epistemology, Indiana University Press, 1988 (2nd edition, 2002). Philosophy of Science."— Presentation transcript:
STEVE FULLER (email@example.com), BIBLIOGRAPHY Social Epistemology, Indiana University Press, 1988 (2nd edition, 2002). Philosophy of Science and Its Discontents, Westview, 1989 (2nd edition, Guilford Press, 1993). Philosophy, Rhetoric, and the End of Knowledge, Wisconsin, 1993 (2nd edition, with James H. Collier, Lawrence Erlbaum Associates, 2004) Science, Open University Press (UK) and Minnesota (US), 1997. The Governance of Science, Open University Press, 2000. Thomas Kuhn: A Philosophical History for Our Times, Chicago, 2000. Knowledge Management Foundations, Butterworth-Heinemann, 2002. Kuhn vs. Popper: The Struggle for the Soul of Science, Icon Books (UK) and Columbia University Press (US), 2003. Kuhn vs. Popper The Intellectual, Icon Books, 2005. The Philosophy of Science and Technology Studies, Routledge, 2006 The New Sociological Imagination, Sage, 2006. The Knowledge Book: Key Concepts in Philosophy, Science and Culture, Acumen (UK) and McGill-Queens University Press (NA), 2007 New Frontiers in Science and Technology Studies, Polity, 2007 Science vs. Religion? Polity, 2007 Dissent Over Descent: Intelligent Design's Challenge to Darwinism, Icon Books, 2008 The Sociology of Intellectual Life: The Career of the Mind in and out of the Academy, Sage, 2009.
THREE INTERDISCIPLINARY PROJECTS OF HUMANITY English: Whewell – unity of science through theology (Newton) o Make science teachable (how to do normal science) o Science as humanity incorporated German: Hegel – unity of science through self-realization (Goethe) o Make science empowering (how to exercise judgement) o Education as personal enhancement French: Saint-Simon – unity of science through technocracy (Bacon) o Make science implementable (how to govern society) o Europe as civil engineering project
THREE QUESTIONS ABOUT DISCIPLINARITY AND KNOWLEDGE PRODUCTION 1. Can universities survive as institutions for autonomous inquiry without disciplines as buffers against the market? 2. Can disciplines survive without state-based interlocking resources for education, research, accreditation and application? Is postmodernism/neo-liberalism about the functionalisation or the fragmentation of the knowledge system?