In this wide-ranging collection of never before published essays, distinguished scholars in the fields of philosophy and economics examine such questions as whether testimony is a basic source of knowledge, the degree to which notions of a good argument are determined by speakers and their audiences, the role of individual biases in the development of science, and the social aspects of group belief and group justification. The collection ends with the first comprehensive bibliography of social epistemology.

What tools will international relations theorists need to understand the complex relationship among China, Japan, and the United States as the three powers shape the economic and political future of this crucial region? Some of the best and most innovative scholars in international relations and Asian area studies gather here with the working premise that stability in the broader Asia-Pacific region is in large part a function of the behavior of, and relationships among, these three major powers.

Seeking to break the deadlock in the ongoing wars between philosophers of science and sociologists of science, this text argues that social interaction actually assists us in securing firm, rationally-based knowledge, clarifying the philosophical points at issue.

Epistemic Communities, Constructivism and International Environmental Politics brings together 25 years of publications by Peter M. Haas. The book examines how the world has changed significantly over the last 100 years, discusses the need for new, constructivist scholarship to understand the dynamics of world politics, and highlights the role played by transnational networks of professional experts in global governance. Combining an intellectual history of epistemic communities with theoretical arguments and empirical studies of global environmental conferences, as well as international organizations and comparative studies of international environmental regimes, this book presents a broad picture of social learning on the global scale. In addition to detailing the changes in the international system since the Industrial Revolution, Haas discusses the technical nature of global environmental threats. Providing a critical reading of discourses about environmental security, this book explores governance efforts to deal with global climate change, international pollution control, stratospheric ozone, and European acid rain. With a new general introduction and the addition of introductory pieces for each section, this collection offers a retrospective overview of the author’s work and is essential reading for students and scholars of environmental politics, international relations and global politics.

WINNER 2021 Society of Professors of Education Outstanding Book Award The essays collected in this book, by James A. Banks, a foundational figure in the field of multicultural education, illuminate the interconnection between the author’s work on knowledge construction and civic education. In pieces both poignant and personal, Banks shares some of his most groundbreaking and innovative work. Diversity, Transformative Knowledge, and Civic Education aims to unpack the "citizenship-education dilemma," whereby education programs strive to teach students democratic ideals and values within social, economic, political, and educational contexts that contradict justice, equality, and human rights. For change to take place, students need to internalize democratic values, by directly experiencing them in transformative classrooms and schools that are envisioned and described in this book. Drawn from Banks’ formidable canon, this collection highlights the conceptual, curricular, and pedagogical issues related to this dilemma, and signals a fundamental shift toward transformative citizenship education. Students, scholars and educators in the fields of multicultural education, civic education, social studies education, comparative education, and the foundations of education will find this book to be a valuable resource for discussion and discovery.

This is the book that launched the research program of social epistemology, which has fuelled imaginations and provoked debates across many disciplines around the world. Its opening question remains as pressing as ever: How should knowledge production be organised. The second edition contains a substantial new introduction, in which Fuller reflects on social epistemology's place in the history of analytic and continental epistemology and discusses the inspiration he has drawn from a wide variety of fields in the humanities and social sciences. It also includes a spirited attack on alternative philosophical groundings for social epistemology and a detailed response to the standard criticism that social epistemology has received from realist philosophers and natural scientists during the "Science Wars."In Social Epistemology Fuller seeks to reconcile normative philosophy of science and empirical sociology of knowledge. He reinterprets key problems in the philosophy of science, such as realism, the nature of objectivity, the demarcation of science from other disciplines, and the nature of our knowledge of other times and places. In the course of this reinterpretation, which draws on concepts and arguments from many branches of the humanities and social sciences, Fuller considers such philosophically neglected questions as: How is the burden of proof determined in science? On what basis is the historian licensed to say that a "consensus" has been reached on a scientific claim? What implications do our patently imperfect means of linguistic transmission have for the notion that science "retains and accumulates" knowledge? Finally, Fuller proposes a course of "Knowledge Policy Studies" designed to make the theory of knowledge a branch of political theory and thereby to hasten the evolution of the epistemologist into a knowledge policy maker. In its new edition, the book remains a provocative contribution to the debate on the production, dissemination, and interpretation of knowledge in the sciences.