In this second edition of Steve Fuller's original work Philosophy, Rhetoric, and the End of Knowledge: A New Beginning for Science and Technology Studies, James Collier joins Fuller in developing an updated and accessible version of Fuller's classic volume. The new edition shifts focus slightly to balance the discussions of theory and practice, and the writing style is oriented to advanced students. It addresses the contemporary problems of knowledge to develop the basis for a more publicly accountable science. The resources of social epistemology are deployed to provide a positive agenda of research, teaching, and political action designed to bring out the best in both the ancient discipline of rhetoric and the emerging field of science and technology studies (STS). The authors reclaim and integrate STS and rhetoric to explore the problems of knowledge as a social process--problems of increasing public interest that extend beyond traditional disciplinary resources. In so doing, the differences among disciplines must be questioned (the exercise of STS) and the disciplinary boundaries must be renegotiated (the exercise of rhetoric). This book innovatively integrates a sophisticated theoretical approach to the social processes of creating knowledge with a developing pedagogical apparatus. The thought questions at the end of each chapter, the postscript, and the appendix allow the reader to actively engage the text in order to discuss and apply its theoretical insights. Creating new standards for interdisciplinary scholarship and communication, the authors bring numerous disciplines into conversation in formulating a new kind of rhetoric geared toward greater democratic participation in the knowledge-making process. This volume is intended for students and scholars in rhetoric of science, science studies, philosophy, and communication, and will be of interest in English, sociology, and knowledge management arenas as well.

Michael Kochin’s radical exploration of rhetoric is built around five fundamental concepts that illuminate how rhetoric functions in the public sphere. To speak persuasively is to bring new things into existence—to create a political movement out of a crowd, or an army out of a mob. Five Chapters on Rhetoric explores our path to things through our judgments of character and action. It shows how speech and writing are used to defend the fabric of social life from things or facts. Finally, Kochin shows how the art of rhetoric aids us in clarifying things when we speak to communicate, and helps protect us from their terrible clarity when we speak to maintain our connections to others. Kochin weaves together rhetorical criticism, classical rhetoric, science studies, public relations, and political communication into a compelling overview both of persuasive strategies in contemporary politics and of the nature and scope of rhetorical studies.

After Philosophy provides an excellent framework for understanding the most important strains of current philosophical work in North America, England, France, and Germany. The selections from the work of fourteen contemporary philosophers not only display the multiplicity of approaches being pursued since the breakup of any consensus on what philosophy is, but also help to clarify this proliferation of views and to spell out today's basic options for doing, or not doing, philosophy today. With a general introduction delineating what is in dispute between the different parties to the end-of-philosophy debates, brief introductions to the thought of each author, and suggestions for further reading following each selection, After Philosophy is ideally suited for use in any course that includes an overview of the bewildering variety of contemporary approaches to philosophy.The major sections and contributors are: I. The End of Philosophy. Richard Rorty Jean-François Lyotard, Michel Foucault, Jacques Derrida. II. The Transformation of Philosophy: Systematic Proposals. Donald Davidson, Michael Dummett, Hilary Putnam, Karl-Otto Apel, Jürgen Habermas. III. The Transformation of Philosophy: Hermeneutics, Narrative, Rhetoric. Hans-Georg Gadamer, Paul Ricoeur, Alasdair Maclntyre, Hans Blumenberg, Charles Taylor.Kenneth Baynes is currently doing postgraduate research at the University of Frankfurt. James Bohman lectures in philosophy at Boston University, and Thomas McCarthy is a professor of philosophy at Northwestern University and the editor of the MIT Press series Studies in Contemporary German Social Thought.

This broad-ranging and clearly structured book critically overviews the many themes of social constructionism and its relevance to contemporary social and political issues. It brings together leading international contributors from across the social sciences, drawing on insights from psychology, sociology, politics, philosophy, cultural, gender and science studies. Major questions and topics explored in its critique and application of constructionist ideas include the theory and practice of scientific method, the development of social and political policy, the use of social science statistical methods, self-identity and the politics of collective identities, and technological advances in reproductive medicine.

What mathematics is entailed in knowing to act in a moment? Is tacit, rhetorical knowledge significant in mathematics education? What is the role of intuitive models in understanding, learning and teaching mathematics? Are there differences between elementary and advanced mathematical thinking? Why can't students prove? What are the characteristics of teachers' ways of knowing? This book focuses on various types of knowledge that are significant for learning and teaching mathematics. The first part defines, discusses and contrasts psychological, philosophical and didactical issues related to various types of knowledge involved in the learning of mathematics. The second part describes ideas about forms of mathematical knowledge that are important for teachers to know and ways of implementing such ideas in preservice and in-service education. The chapters provide a wide overview of current thinking about mathematics learning and teaching which is of interest for researchers in mathematics education and mathematics educators. Topics covered include the role of intuition in mathematics learning and teaching, the growth from elementary to advanced mathematical thinking, the significance of genres and rhetoric for the learning of mathematics and the characterization of teachers' ways of knowing.

Social surveillance and regulation of knowledge will be one of the most important issues in the near future, one that will give rise to unending controversy. In The Governance of Knowledge, Nico Stehr predicts that such concerns will create a new political field, namely, knowledge policy, which will entail regulating dissemination of the anticipated results of rapidly increasing knowledge. The number and range of institutionalized standards for monitoring new knowledge has hitherto been relatively small. Only in cases of technological applications has social control, in the form of political regulation, so far intervened. All modern societies today have complex regulations and extensive concerns with the registration, licensing, testing, and monitoring of pharmaceutical products. The increasingly important and extensive area of intellectual property legislation and administration is an example of social control in which certain measures selectively determine the use of scientific finds and technical knowledge. The Governance of Knowledge assembles a range of essays that attempt to explore the new field of knowledge politics for the first time. It is divided into four parts: The Emergence of Knowledge Politics: Origins, Context, and Consequences; Major Social Institutions and Knowledge Politics; Case Studies on the Governance of Knowledge; and Issues in Knowledge Politics as a New Political Field. Individual chapters concern the emergence of knowledge policy, the embeddedness of such regulations in major social institutions, and offer case studies of the governance of knowledge and discuss controversial issues that are bound to accompany efforts to regulate new knowledge. Professionals and graduate students in the fields of scoiology, political science, social science, and law, including policymakers and natural scientists, will find this book extremely informative.