New Books in Science, Technology, and Society‘s Carla Nappi recently interviewed Sandra Harding about her volume Objectivity and Diversity: Another Logic of Scientific Research (University of Chicago Press, 2015).
From the back of the book:
Harding calls for a science that is both more epistemically adequate and socially just, a science that would ask: How are the lives of the most economically and politically vulnerable groups affected by a particular piece of research? Do they have a say in whether and how the research is done? Should empirically reliable systems of indigenous knowledge count as “real science”? Ultimately, Harding argues for a shift from the ideal of a neutral, disinterested science to one that prizes fairness and responsibility.
In the podcast Harding discusses her personal background to the program of research which led to the book, as well as touching on the themes of the volumes’ various chapters: the relevant socio-political conditions for the current positivist and secularist conceptualizations of scientific objectivity within the philosophy of science; the development of research fields in science studies which have provided critical perspectives thereof; strategies for engaging in her ‘stronger’ objectivity that can provide resources for identifying how values and perspectives constitute what research is undertaken, how it is undertaken, and the conclusions we derive from it; and arguments for a pluralistic definition of science that validates ways of knowing that have traditionally been marginalized. In conclusion she provides an introduction to her latest research on postcolonialist science and technology studies in relation to Latin America.
Find Nappi’s interview here.
This month the Society for the History of Psychology (Division 26 of the American Psychological Association) offers a special virtual issue of the journal History of Psychology. Entitled “Teaching Diversity: What can History Offer?” this free volume includes three pieces selected and introduced by Division President Alexandra Rutherford which “address gender, race/ethnicity, and the intersection of sexuality and disability in historical perspective” in order to highlight “that historical scholarship offers a rich and often untapped resource for instructors who wish to engage students in critical conversations about diversity issues across the psychology curriculum.” Rutherford’s introduction “outline[s] how these articles can be incorporated into courses across the curriculum to deepen students’ understanding of how psychology and psychologists have grappled with these issues and how historical analyses can inform contemporary topics and debates.”
The conclusion to Rutherford’s introductory article provides a concise synopsis of how this special issue can be a resource for the promotion of socially responsible pedagogical values in psychology, and their application in the classroom:
“The articles featured here to encourage the use of historical scholarship across the psychology curriculum demonstrate how history can facilitate forms of critical thinking that have the potential to make students better scholars and better psychologists. By encountering historical analyses that provoke critical questions about the relationship between science and culture, science and politics, and science and society, students develop the capacity to examine the preexisting assumptions that may creep uncritically into contemporary research. They develop the capacity to examine the role that psychology, as a powerful scientific and social institution, plays in our everyday lives. There is no reason that the development of these skills should be undertaken only in the history of psychology course. I hope this introduction has provided some ideas about how to use history to achieve critical learning objectives across the curriculum.”
Authors, titles, and abstracts are as follows:
Stephanie A. Shields, at Pennsylvania State University, writes on “Passionate men, emotional women: Psychology constructs gender difference in the late 19th century.” Here is the abstract: Continue reading Extra, Extra! Bonus Content from HoP on Teaching Diversity