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The goal here is to make the choice between theories less arbitrary. Nonetheless, these criteria contain subjective elements, and are heuristics rather than part of scientific method. [8] Also, criteria such as these do not necessarily decide between alternative theories. Quoting Bird: [9] "They [such criteria] cannot determine scientific choice.
The sociology of scientific knowledge (SSK) is the study of science as a social activity, especially dealing with "the social conditions and effects of science, and with the social structures and processes of scientific activity." [1] The sociology of scientific ignorance (SSI) is complementary to the sociology of scientific knowledge.
More practical applications of social epistemology can be found in the areas of library science, academic publishing, guidelines for scientific authorship and collaboration, knowledge policy and debates over the role of the Internet in knowledge transmission and creation.
A knowledge production mode is a term from the sociology of science which refers to the way (scientific) knowledge is produced. So far, three modes have been conceptualized. Mode 1 production of knowledge is knowledge production motivated by scientific knowledge alone (basic research) which is not primarily concerned by the applicability of its finding
There are no laws in social science that parallel the laws in natural science. A law in social science is a universal generalization about a class of facts. A fact is an observed phenomenon, and observation means it has been seen, heard or otherwise experienced by researcher. A theory is a systematic explanation for the observations that relate ...
The strong programme or strong sociology is a variety of the sociology of scientific knowledge (SSK) particularly associated with David Bloor, [1] Barry Barnes, Harry Collins, Donald A. MacKenzie, [2] and John Henry.
The construction of knowledge, Contributions to conceptual semantics. Ernst von Glasersfeld 1995. Radical constructivism: A way of knowing and learning. Joe L. Kincheloe 2001. Getting beyond the Facts: Teaching Social Studies/Social Science in the Twenty-First Century, NY: Peter Lang. Joe L. Kincheloe 2005. Critical Constructivism Primer, NY ...
[4] For Rothman (1974) Ravetz elucidates "the processes by which genuine and meaningful scientific knowledge accumulates. These chapters – nine in all – form the most interesting and useful part of the book. His description of the emergence and refinement of scientific facts is articulated by the argument that science is craftman's work."
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