Francis Remedios provides important criticisms of Fuller's position and Fuller's responses to philosophical debates, as well as reconstructions of Fuller's arguments. The result is a carefully argued, in-depth analysis of the work of a very important philosopher of science."--Jacket.

Since the founding in 1660 of the Royal Society, London, scientists engaging in experimental research have sought to establish a base for exploratory work in communities and their political institutions. This connection between science and the national state has only grown stronger during the past two centuries. Here, historians, sociologists, and jurists discuss the history of that relationship since 1800, asking such key questions as how have scientists conceived of the national setting for their transnational work in the past, and how do they situate their work in the context of globalization? Taken together, the essays reveal that while nineteenth-century scientists in many countries felt they had to fight for public recognition of their work, the twentieth century witnessed the national endorsement and planning of science. With essays ranging from an analysis of speeches by nineteenth-century German university presidents to the state of science in the context of European integration, this book will appeal to anyone interested in the public and political role of science and its institutions in the past, present, and future.

Science communication, as a multidisciplinary field, has developed remarkably in recent years. It is now a distinct and exceedingly dynamic science that melds theoretical approaches with practical experience. Formerly well-established theoretical models now seem out of step with the social reality of the sciences, and the previously clear-cut delineations and interacting domains between cultural fields have blurred. Communicating Science in Social Contexts examines that shift, which itself depicts a profound recomposition of knowledge fields, activities and dissemination practices, and the value accorded to science and technology. Communicating Science in Social Contexts is the product of long-term effort that would not have been possible without the research and expertise of the Public Communication of Science and Technology (PCST) Network and the editors. For nearly 20 years, this informal, international network has been organizing events and forums for discussion of the public communication of science.

The integrity of knowledge that emerges from research is based on individual and collective adherence to core values of objectivity, honesty, openness, fairness, accountability, and stewardship. Integrity in science means that the organizations in which research is conducted encourage those involved to exemplify these values in every step of the research process. Understanding the dynamics that support â€" or distort â€" practices that uphold the integrity of research by all participants ensures that the research enterprise advances knowledge. The 1992 report Responsible Science: Ensuring the Integrity of the Research Process evaluated issues related to scientific responsibility and the conduct of research. It provided a valuable service in describing and analyzing a very complicated set of issues, and has served as a crucial basis for thinking about research integrity for more than two decades. However, as experience has accumulated with various forms of research misconduct, detrimental research practices, and other forms of misconduct, as subsequent empirical research has revealed more about the nature of scientific misconduct, and because technological and social changes have altered the environment in which science is conducted, it is clear that the framework established more than two decades ago needs to be updated. Responsible Science served as a valuable benchmark to set the context for this most recent analysis and to help guide the committee's thought process. Fostering Integrity in Research identifies best practices in research and recommends practical options for discouraging and addressing research misconduct and detrimental research practices.

With its growing recognition in education, the importance of Integral Theory is slowly entering mainstream academia through interdisciplinary and transdisciplinary research. Addressing the theory’s complexity is important for researchers to learn how to apply it in their classrooms and promote a more inclusive educational environment. Integral Theory and Transdisciplinary Action Research in Education provides emerging research exploring the theoretical and practical aspects of the Integral Theory model and its applications within educational contexts. With a diverse array of research problems approached through an inclusive theory framework and featuring coverage on a broad range of topics such as graduate student research, inclusion culture, and organizational learning processes, this publication is ideally designed for graduate students, educators, academicians, researchers, scholars, educational administrators, and policymakers seeking current research on the utility and promise of Integral Theory as a meta-framework for methodological pluralism and transdisciplinary research.

This book brings together eleven case studies of inductive risk-the chance that scientific inference is incorrect-that range over a wide variety of scientific contexts and fields. The chapters are designed to illustrate the pervasiveness of inductive risk, assist scientists and policymakers in responding to it, and productively move theoretical discussions of the topic forward.

What does social and political theory have to say about the role of science in society? Do scientists and other professional enquirers have an unlimited 'right to be wrong'? What are the implications of capitalism and multiculturalism for the future of the university? This ground-breaking text offers a fresh perspective on the governance of science from the standpoint of social and political theory. Science has often been seen as the only institution that embodies the elusive democratic ideal of the 'open society'. Yet, science remains an elite activity that commands much more public trust than understanding, even though science has become increasingly entangled with larger political and economic issues. Fuller proceeds by rejecting liberal and communitarian ideologies of science, in favour of a 'republican' approach centred on 'the right to be wrong'. He shows how the recent scaling up of scientific activity has undermined the republican ideal. The centrepiece of the book, a social history of the struggle to render the university a 'republic of science' focuses on the potential challenges posed by multiculturalism and capitalism. Finally, drawing on the science policy of the US New Deal, Fuller proposes nothing short of a new social contract for 'secularizing' science.

Why the social character of scientific knowledge makes it trustworthy Are doctors right when they tell us vaccines are safe? Should we take climate experts at their word when they warn us about the perils of global warming? Why should we trust science when so many of our political leaders don't? Naomi Oreskes offers a bold and compelling defense of science, revealing why the social character of scientific knowledge is its greatest strength—and the greatest reason we can trust it. Tracing the history and philosophy of science from the late nineteenth century to today, this timely and provocative book features a new preface by Oreskes and critical responses by climate experts Ottmar Edenhofer and Martin Kowarsch, political scientist Jon Krosnick, philosopher of science Marc Lange, and science historian Susan Lindee, as well as a foreword by political theorist Stephen Macedo.

Originally published in German in 1935, this monograph anticipated solutions to problems of scientific progress, the truth of scientific fact and the role of error in science now associated with the work of Thomas Kuhn and others. Arguing that every scientific concept and theory—including his own—is culturally conditioned, Fleck was appreciably ahead of his time. And as Kuhn observes in his foreword, "Though much has occurred since its publication, it remains a brilliant and largely unexploited resource." "To many scientists just as to many historians and philosophers of science facts are things that simply are the case: they are discovered through properly passive observation of natural reality. To such views Fleck replies that facts are invented, not discovered. Moreover, the appearance of scientific facts as discovered things is itself a social construction, a made thing. A work of transparent brilliance, one of the most significant contributions toward a thoroughly sociological account of scientific knowledge."—Steven Shapin, Science

Toumey focuses on the ways in which the symbols of science are employed to signify scientific authority in a variety of cases, from the selling of medical products to the making of public policy about AIDS/HIV--a practice he calls "conjuring" science. It is this "conjuring" of the images and symbols of scientific authority that troubles Toumey and leads him to reflect on the history of public understanding and perceptions of science in the United States.