What arguments, sub-arguments, data or examples suggest possible comparisons with other STS formations?

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Maggie Woodruff's picture
June 7, 2018

Sang-Yong frames the narrative of STS in Korea with the political and economic influences that shaped the national approach to science and technology. For example, Sang-Yong cites Japanese colonial rule, the Korean War, science and technology leading to high economic growth and subsequent investment, various governmental initiatives to promote science and technology, military regimes, and more. This encourages us to ask what national traumas and values have structured the growth of STS in other regional formations.

Maggie Woodruff's picture
June 7, 2018

Similar to the Kreimer and Vessuri piece, Chen identifies several generations of philosophers of science (30-31). These generations are mostly identified by when degress were completed and what important publications were influential at the time.

Maggie Woodruff's picture
June 7, 2018
In response to:

Fischer incorporates into his argument the close relationship between anthropological STS and social and environmental justice democracy, film, art, and comparative literature: "At issue for STS in all the above works are the emotional and aesthetic facets of science and technology, the social worlds they create and in which they operate, as well as the uneven developments, localizations, and alternative trajectories of the sciences and technologies in different places. Anthropologists used to indulge in fantasies of first contact, and historians in fantasies of identifying critical turning points or key experiments that change common sense, but in fact both anthropologists and historians always step into flows of prior representations, including those of journalists, novelists, ritualists, and shape-shifting cultural forms, tropes, or genres" (187). This encourages us to look beyond the academy in characterizing STS formations, as well as point toward future directions.

Angela Okune's picture
June 6, 2018

Green raises questions about the entanglement of capital in approaches to IK. She argues that once that is acknowledged, then different kinds of conversations can be raised with regard to engaging seriously with different knowledges and ways of knowing. This argument is likely relevant in other contexts outside of South Africa including parts of Latin America, Canada and the U.S.

  • Important to “recognize the entanglement with capital in current state-led approaches to indigenous knowledge in South Africa. Once that is on the table, it becomes possible to ask different kinds of questions, and to develop a different intellectual project.” (8)
  • Green calls for the postcolonial university to find the resources to mount a serious challenge to the ‘(technical) efficiency, (economic) profitability and (scientific) objectivity’ that undergird the neoliberal knowledge economy in order to engage seriously with different knowledges and ways of knowing. (10)