Whose Science? Whose Knowledge?: Thinking from Women's Lives-Sandra Harding

  • Title: Whose Science? Whose Knowledge?: Thinking from Women's Lives
  • Author: Sandra Harding
  • Released: 1991-05-07
  • Language:
  • Pages: 336
  • ISBN: 0801497469
  • ISBN13: 978-0801497469
  • ASIN: 0801497469


From Publishers Weekly In a dozen intriguing, thought-provoking essays viewing science and its practice from a feminist perspective, Harding takes up some of themes from her earlier work The Science Question in Feminism. ``Why `Physics' Is a Bad Model for Physics'' argues that the image of ``pure'' science as value-free and distinct from applied science and technology is an illusion and, further, that science with no socially useful application could ``reasonably be seen as a make-work welfare program for the middle classes.'' ``What Is Feminist Epistemology'' explores feminist empiricism, which asserts that the problem with scientific inquiry lies not in its standards but in the fact that it fails to meet its own standards; Harding also examines the more radical feminist standpoint theories, which claim that what a culture calls ``knowledge'' is itself socially situated, that knowledge looks different from the standpoint of women's lives. ``Reinventing Ourselves as Other,'' while regarding women as science's post-modern ``other,'' approaches ``the Monster Problem: what does and should it mean to be a male feminist?''

Copyright 1991 Cahners Business Information, Inc.

Review "This is an important book that has much to offer practicing scientists but probably will not be read by many of them. That is a shame, because its bold claims are usefully unsettling and its argument begs for engagement. One of the basic messages of Whose Science? Whose Knowledge?—that all fields of natural science are best analysed from within the social sciences, of which they are logically a part, rather than taken as external models for the social sciences—has potential consequences for most, perhaps all, scientific practice."—Rayna Rapp, New School for Social Research, Science, Vol. 256, May 1992 pdf
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