从治理的效果到认识论变革的原因

IF 3.2 2区 哲学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Minerva Pub Date : 2024-05-29 DOI:10.1007/s11024-024-09526-2
Jochen Gläser
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引用次数: 0

摘要

在本文中,我认为科学研究为确定新治理工具的认识论效应所做的尝试在很大程度上是失败的。我认为失败的原因主要有两个。第一个原因是,对治理工具效果的定量或定性研究都不符合确定因果关系的方法论标准。虽然大部分原因可以弥补,但第二个原因更为严重:考虑到治理与知识生产之间复杂的因果关系以及因果关系的多层次性,从特定治理工具出发并试图确定其效果的策略是行不通的。我建议扭转这种策略,从观察认识论变化入手,采用 "因果重构"(梅恩茨)策略,找出认识论变化的原因,其中包括治理的贡献。这种方法的优点是从明确的变化出发。新方法所带来的挑战包括对认识论变革的经验识别,以及将社会学方法纳入科学政策研究的必要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

From Effects of Governance to Causes of Epistemic Change

From Effects of Governance to Causes of Epistemic Change

In this paper I argue that the attempts by science studies to identify epistemic effects of new governance instruments have largely failed. I suggest two main reasons for this failure. The first reason is that neither quantitative nor qualitative studies of effects of governance instruments meet the respective methodological standards for establishing causality. While much of this could be repaired, the second reason is more severe: given the complex causal web between governance and knowledge production and the multi-level nature of causation, a strategy that starts from a particular governance instrument and tries to identify its effects cannot work. I propose to reverse this strategy by starting from the observation of epistemic change and applying a strategy of “causal reconstruction” (Mayntz), which identifies the causes of this epistemic change and among them the contribution by governance. This approach has the advantage of starting from well-identified change. Challenges posed by the new approach include the empirical identification of epistemic change and the need to integrate sociological methods in science policy studies.

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来源期刊
Minerva
Minerva Multiple-
CiteScore
5.20
自引率
4.30%
发文量
26
期刊介绍: Minerva is devoted to the study of ideas, traditions, cultures and institutions in science, higher education and research. It is concerned no less with history than with present practice, and with the local as well as the global. It speaks to the scholar, the teacher, the policy-maker and the administrator. It features articles, essay reviews and ''special'' issues on themes of topical importance. It represents no single school of thought, but welcomes diversity, within the rules of rational discourse. Its contributions are peer-reviewed. Its audience is world-wide.
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