SOCIOLOGY OF KNOWLEDGE
Memory, Knowledge, Epistemology, Books On Sociology Of Knowledge
Knowledge is a store of information available to draw on. The fact or
condition of having information acquired by study or research, or of being instructed. A
person's range of information or learning.
Sociology of knowledge is the study of the social bases of
what is known, believed or valued both by individuals and society.
The essential idea is that knowledge itself, how it is defined and
constituted, is a cultural product shaped by social context and history. Scholars
have convincingly demonstrated over the past decade that natural scientific knowledge is a
product of social, cultural, historical and political processes.
In this view knowledge cannot be treated as a thing in itself, as an
objective, universally true body of facts and theory, but must be understood in the social
context in which it originated.
The principal ideas of postmodernism are
closely linked to this long tradition in philosophy and the social sciences.
"increased awareness of diversity has altered the way we view the
world." Richard Harvey Brown, University of Maryland.
From Hegel to the Sociology of Knowledge: Contested
Narratives - Austin Harrington
Examines Randall Collins's magnum opus, The Sociology of Philosphies: A Global Theory of
Intellectual Change in relation to a number of discourses bearing on the sociology of
knowledge and the sociology of philosophies, from Hegel and 19th-century historicism to
Mannheim, Foucault, Bourdieu and Gillian Rose's Hegel Contra Sociology. The article
interprets Collins's work as a classic application of Durkheimian sociological principles
to the analysis of knowledge.
Knowledge and Utility: Implications for the Sociology of
Knowledge - Michael Mulkay
It is suggested that in identifying scientific knowledge as epistemologically special, and
as exempt from sociological analysis, sociologists have tended to make two basic
assumptions; namely that scientific theories can be clearly validated by successful
practical application and that the general theoretical formulations of science do
regularly generate such practical applications. These assumptions, as customarily
interpreted, pose a major challenge for any sociological analysis which views scientific
knowledge as the contingent outcome of interpretative and context-dependent social acts.
Social Work and the Sociology of Knowledge - JOHN PALEY -
Department of Social Policy, School of Policy Studies, Cranfield Institute of Technology,
Cranfield, Bedford MK43 0AL.
The research literature on social workers' use of theory suggests that social work,
conceived as a form of knowledge in action, is amenable to a sociology of knowledge
Idealism and the Sociology of Knowledge -
Science Studies Unit, Department of Sociology, University of Edinburgh
The sociology of scientific knowledge is an empirical discipline. Critics have sometimes
claimed that it is committed to a form of `idealism', that is, to discounting or playing
down the input of the material world. Sociologists often sum up their conclusions by
saying that `knowledge is a social institution', or that `concepts are institutions'. If
we think of social institutions according to the self-referential or performative model
outlined by Barry Barnes, this may at first seem to reinforce and justify the charge of
idealism. While an `idealist' account of institutions is correct, the conclusion alleged
by the critics does not follow. A secondary purpose is to compare Barnes' account of
institutions with recent work by John Searle, and to show the significance of their
different underlying assumptions about the nature of meaning.
Sociology of Knowledge: New Perspectives - Part One -
Amsterdam and at the Institute of Social Studies, The Hague
The core problems of sociological and philosophical theories of knowledge remain insoluble
and unrelated as long as both theories start from static models. The problems can be
solved, and the respective theories related to each other, without undue difficulties if
the acquisition of knowledge is conceptualized as a long-term process which takes place
within societies also considered as long-term processes. Paper indicates what needs to be
unlearned and what to be learned in order to prepare the way for such a unified
theoretical framework which can serve as a guide to, and which can be in turn corrected
by, empirical sociological studies of all types of knowledge, scientific and practical as
well as non-scientific or ideological.
Sociology of Knowledge: New Perspectives - Part Two -
The Hague and Leicester
The paper shows that it is possible to work out a science-theoretical paradigm which
avoids the pitfalls of both philosophical absolutism and sociological relativism. It
suggests that instead of discussing criteria of a fictitious absolute end-state of
knowledge, one might try to discover criteria and conditions for the advance of knowledge,
non-scientific and scientific. A theory of this kind has the added advantage that it can
be tested by, and can serve as a guide for, empirical studies of sciences and of knowledge
generally. Also suggests that discussions about `value-freedom' should be abandoned in
favour of enquiries into the use of scientific and non-scientific values in scientific
The Sociology of Knowledge as a Tool for Research Into the History of Economic
By Jon D. Wisman
Hill and Rouse's formulation of Mannheim's framework for the sociology of knowledge as a
means of examining the history of economic thought is rejected although it is held that
they render an important service to economics by arguing the need for employment of the
sociology of knowledge as a research tool. Even Mannheim's authentic formulation of the
sociology of knowledge suffered limitations which more recent work enables us to overcome.
What is believed to be a superior sociology of knowledge framework for investigating the
evolution of economic thought is constructed by joining the Berger-Luckmann model of
legitimation with Habermas's philosophical anthropology. The crucial issue is how we can
better understand the sociological nature of economic thought, its social functioning, to
enable us to formulate our own economic theory so as to maximize human welfare.
Comparing Nations in Mass Communication Research, 1970-97
A Critical Assessment of How We Know What We Know
Tsan-Kuo Chang, Pat Pat Berg, Anthony Ying-Him Fung, Kent D. Kedl, Catherine A. Luther,
International Communication Gazette, Vol. 63, No. 5, 415-434 (2001) © 2001 SAGE
The purpose of this article is to assess critically, within the framework of the sociology
of knowledge, how we come to know what we know in comparative international communication
research. The point of departure is the collective output of comparative international
communication enterprise - the published articles in six major communication journals
through which theories, methods and findings have been diffused and the cumulated
knowledge made possible during the past three decades.
Intellect, Wisdom, Memory,
Intellect: The faculty of knowing and reasoning; power of thought; understanding; analytic
Wisdom: The quality of being wise regarding conduct and the choice of means and ends. The
combination of experience and knowledge with the ability to apply them judiciously.
Memory: The faculty by which things are remembered; the capacity for retaining,
perpetuating, or reviving the thought of things past; an individual's faculty to remember
Knowledge: The fact or condition of having information acquired by study or research, or
of being instructed. A person's range of information or learning. Knowledge is a store of
information (as in a database) available to draw on.
Cleverness: mental skill or agility.
Cunning: selfish cleverness or selfish insight.
Reason: The mental faculty which is characteristic of humankind used in adapting thought
or action to some end; the guiding principle of the human mind in the process of thinking.
Rationality: The fact of being based on reason; a rational or reasonable view or practice.