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The emergence of objectivity: Fleck, Foucault, Kuhn and Hacking

Studies in History and Philosophy of Science Part A 88 (1):128-137 (2021)

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  1. Objectivity, value-free science, and inductive risk.Paul Hoyningen-Huene -2023 -European Journal for Philosophy of Science 13 (1):1-26.
    In this paper I shall defend the idea that there is an abstract and general core meaning of objectivity, and what is seen as a variety of concepts or conceptions of objectivity are in fact criteria of, or means to achieve, objectivity. I shall then discuss the ideal of value-free science and its relation to the objectivity of science; its status can be at best a criterion of, or means for, objectivity. Given this analysis, we can then turn to the (...) problem of inductive risk. Do the value judgements regarding inductive risk really pose a threat to the objectivity of science? I claim that this is not the case because they do not lower the thresholds scientifically postulated for objectivity. I shall conclude the paper with a discussion of under-appreciated influences of values on science, which indeed pose a serious threat to the objectivity of some scientific disciplines. (shrink)
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  • Ludwik Fleck.Wojciech Sady -unknown -Stanford Encyclopedia of Philosophy.
  • The social epistemological function of the notion of “regimes of truth” in Michel Foucault: a confrontational analysis with Kuhn’s historical epistemology.Jesús Ayala-Colqui -2024 -Ágora Papeles de Filosofía 43 (2).
    The aim of this article is to analyze Foucault's work from an epistemological point of view, starting from the admittedly political notion of “regime of truth”. To do so, we will start from a comparison with Kuhn's work to emphasize the epistemological function of this concept. Thus, we will argue that Foucault's project is not only analogous to Kuhn's, but also complementary to it, since with Foucault it is possible to broaden the theoretical considerations on science, especially those linked to (...) the epistemology of the social sciences, including political factors, such as values and beliefs, which influence the development of social knowledge. (shrink)
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