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Building Epistemological Infrastructures: Fostering Pluralism at Technical Universities

This presentation aims to explore the importance of epistemological pluralism in technical faculties and the need for resources to support diverse knowledge systems. By integrating scientific inquiry with social pragmatic approaches, the potential for creating new arenas and driving inter- and transdisciplinary collaborations is emphasized. Drawing on feminist technoscience perspectives, the talk seeks to expand knowledge frames and practices while considering situated knowledge potentials. The central idea centers on establishing epistemological infrastructures to enhance reality production in technical settings.

sigourney-tyler
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Building Epistemological Infrastructures: Fostering Pluralism at Technical Universities

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Presentation Transcript

  1. E-CAP 2005 Building Epistemological Infrastructures - interventions at a technical university Lena Trojer Technoscience Studies Blekinge Institute of Technology www.bth.se/tks/teknovet.nsf

  2. My concern open up for and foster epistemological pluralism at technical faculties My presentation Elaborate the question how to get resources for epistemological pluralism My rationale Situated at a technical profile university / applied ICT in distributed knowledge systems The central idea of combining established forms of scientific inquiry with a social pragmatic of developing and legitimating goals, methods, theories and products, can be realised by epistemological pluralism and partial translations between situated knowledges of different communities. (Ina Wagner 1994)

  3. Distributed knowledge production systems Experiences in an innovation node Society speaks back

  4. Feminist technoscience as a resource transformation reality production relevance situatedknowledge potentials - to expand the knowledge frames and practices - to open up preferential rights of interpretation - to develop epistemological infrastructures - to establish new arenas - to create driving forces for inter- and transdisciplinary constellations

  5. Karen Barad (2003) “We” are not outside observers of the world. Nor are we simply located at particular places in the world; rather, we are part of the world in its ongoing intra-activity …We are part of the world in its differential becoming. DevelopEpistemologicalInfrastructures Technoscience Studies www.bth.se/tks/teknovet.nsf

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