| a. They are insulated fields that operate according to intrinsic rules and that have little to do with other social and cultural phenomena. | ||
| b. They are fully social activities and can be understood in connection with other activities. | ||
| c. They are inhabited by strange people who speak languages only understandable by themselves. | ||
| d. Science and technology are esoteric fields that cannot be penetrated or understood with other forms of investigation. |
| a. It can help inform the lay public about science. | ||
| b. It can inform scientific and technological practices with social values and norms. | ||
| c. It can describe scientific practices and explain causes for scientific knowledge. | ||
| d. All of these answers |
| a. To understand, explain, and in some cases intervene in the practices of science and technology | ||
| b. To deconstruct science such that it is reduced to nothing but language so that the literary critic becomes as important to science as the scientist | ||
| c. To subject science to a "ruthless criticism" such that scientists become more self-conscious about their work and perhaps less strident about their conclusions | ||
| d. To undermine scientific authority so that religious belief is considered epistemologically equivalent to science |
| a. It is an examination of the way that women have been denied access to the study and practice of science by male scientists and administrators. | ||
| b. It is a condemnation of science as a patriarchal enterprise aimed at the domination of women and nature. | ||
| c. It is a study of how the scientific enterprise has historically excluded women (whether intentionally or not) and how scientific concepts, practices, and projects themselves may be inflected by masculine biases. | ||
| d. It is the use of science by feminists in order to prove the superiority of women over men. |
| a. An approach to medical science and technology that favors the administration of prescription medications and high-technology prosthetics over natural or homeopathic methods | ||
| b. An approach that describes the way science and technology are influenced by social factors and, likewise, how science and technology affect society | ||
| c. An approach that examines how scientific knowledge and technological artifacts are actually made, as opposed to how scientists and technologists themselves describe discovery and innovation | ||
| d. An approach to science and technology that attempts to introduce norms and values into science and technology rather than leaving such norms and values up to the scientists or technologists themselves |
| a. The study of how technological artifacts are assembled from units known as "epistemes" | ||
| b. The branch of metaphysics that studies the nature of existence or being as such | ||
| c. The branch of philosophy concerned with the nature and scope of knowledge | ||
| d. The study of particular problems in the elimination of waste, especially those concerned with the bladder |
| a. Sociology of scientific knowledge (SSK) | ||
| b. Cultural Studies of science | ||
| c. Actor-network theory (ANT) | ||
| d. The institutional sociology of science |
| a. Feminist studies of science | ||
| b. Actor-network theory | ||
| c. Mechanical engineering | ||
| d. The sociology of scientific knowledge |
| a. Helen Longino | ||
| b. Joseph Rouse | ||
| c. Bruno Latour | ||
| d. David Bloor |
| a. Bruno Latour | ||
| b. Thomas Kuhn | ||
| c. David Bloor | ||
| d. Robert Merton |
| a. David Bloor | ||
| b. Donna Haraway | ||
| c. Robert Merton | ||
| d. Joseph Rouse |
| a. the study of science and technology. | ||
| b. an interdisciplinary field that examines how science and technology shape societies, cultures, and the environment. | ||
| c. an examination of the social causes that affect the development of science and technology. | ||
| d. All of these answers |
| a. the idea that sensory experience, observation reports, and empirical data are inadvertently imbued with theoretical prejudices and that these prejudices should be "cut away" by the scientist. | ||
| b. the idea that of competing theories, the one supported by the most facts should be selected. | ||
| c. the notion of redundancy in scientific theorization; often theories are discovered by more than one person at the same or nearly the same time. | ||
| d. the principle of parsimony that maintains that when presented with competing theories, the one that requires the fewest assumptions should be preferred. |
| a. deduction. | ||
| b. induction. | ||
| c. falsification. | ||
| d. Ockham's Razor. |
| a. theories that rely exclusively on observation. | ||
| b. the process of deriving correct conclusions from a given set of premises. | ||
| c. the idea that sensory experience, observation reports, and empirical data are inadvertently imbued with theoretical prejudices. | ||
| d. the principle that statements must be falsifiable if they are to have any scientific meaning. |
| a. the idea that the evidence is often insufficient for determining the best theory to explain a scientific phenomenon; thus competing theories cannot be eliminated. | ||
| b. the idea that sensory experience, observation reports, and empirical data are inadvertently imbued with theoretical prejudices. | ||
| c. the idea that facts are often irrelevant in the process of deciding among various theories. | ||
| d. the problem that occurs when theories are supported by an overabundance of data. |
| a. The commonly accepted framework within which scientists in a given scientific field work, including their base assumptions, the structure for determining the direction of future research, and the main problems to be addressed by the field | ||
| b. A model for showing how scientific procedures of any kind should be conducted, regardless of the scientific field, the state of the science, or the time period during which the scientists operate | ||
| c. The principle of parsimony that maintains that when presented with competing theories, the one that requires the fewest assumptions should be preferred | ||
| d. The principle that allows philosophers of science to distinguish between science and non-science, based upon the principles of verification or falsification |
| a. The theory that scientific knowledge is derived from experience and practice, including experimentation, and that truth is determined by practical results, such as prediction and control of the object world | ||
| b. The theory that scientific knowledge consists not of discovered facts and theories but of constructs that scientists place on the world | ||
| c. The theory that scientific knowledge consists of statements that correspond to objective reality and that can be verified through observation and experimentation | ||
| d. The theory that scientific knowledge is based neither on experimental inference nor a priori knowledge but rather on changing conventions within a field |
| a. The theory that scientific knowledge is based neither on experimental inference nor a priori knowledge but rather on changing conventions within a field | ||
| b. The theory that scientific knowledge is constructed or assembled from pieces of data often derived from different scientific fields | ||
| c. The theory that scientific knowledge consists not of discovered facts and theories but of constructs that scientists place on the world | ||
| d. The logical process that derives conclusions from a set of given premises |
| a. The theory that scientific knowledge is derived from experience and practice, including experimentation, and that truth is determined by practical results, such as prediction and control of the object world | ||
| b. The theory that scientific knowledge is derived from sense data, including observation and experimentation | ||
| c. The theory that scientific knowledge consists not of discovered facts and theories but of constructs that scientists place on the world | ||
| d. The theory that scientific knowledge is based neither on experimental inference nor a priori knowledge but rather on changing conventions within a field |
| a. The belief that all cultures should be regarded as equally worthwhile and without moral judgment imposed on them by members of another culture | ||
| b. The rejection of the idea that knowledge claims can be assessed and/or adjudicated from a universally applicable objective standpoint: all knowledge claims must be regarded solely in terms of particular contexts | ||
| c. The position that some knowledge claims are "radical" and that to hold such claims would make one a radical | ||
| d. The principle of heredity that suggests that one is more prone to have radical political views if one's relatives have such views |
| a. The intervention into the actor-network of outside forces that serve to disrupt the harmony and smooth functioning of the actor-network | ||
| b. The process of resolving problems by reducing them to their smallest unit | ||
| c. The establishment of the problem to be solved by the actor-network | ||
| d. The realization and acceptance of the fact that problems will always occur in all actor-networks |
| a. The conditions that bring about beliefs or states of knowledge | ||
| b. The idea that a belief or state of knowledge must always be associated with causes and cannot exist independently of them | ||
| c. The idea that both false and true beliefs must be explained in terms of causes | ||
| d. Both answers A and B |
| a. The sociology of science would be concerned with the conditions which bring about belief or states of knowledge: knowledge is never self-explanatory but always must be considered as having been caused. | ||
| b. The sociology of scientific knowledge should apply its own methods to itself. | ||
| c. Both true and false beliefs must be explained in terms of causation. | ||
| d. The sociology of scientific knowledge as a field should not discriminate against ethnic minorities, women, or others. |
| a. The sociology of science would be concerned with the conditions which bring about belief or states of knowledge: knowledge is never self-explanatory but always must be considered as having been caused. | ||
| b. The sociology of scientific knowledge should apply its own methods to itself. | ||
| c. Both true and false beliefs must be explained in terms of causation. | ||
| d. Knowledge claims in science depend on the reflections of the scientists in communication with one another. |
| a. The idea that scientific knowledge-making and technological innovation often occur mysteriously, as if in a "black box" that cannot be observed even by the scientists or technologists themselves | ||
| b. The way scientific and technical work is made invisible by its own success; once science and technology arrive at finished products, these products are often resistant to "re-opening" or examination by future scientists, technologists, and the world at large | ||
| c. The belief that science and technology are irresponsible and often produce disastrous consequences, such as nuclear "black boxes" that threaten us all | ||
| d. The elimination of a theory or technological artifact from consideration; theories and technologies that fail are relegated to the "black boxes" of history |
| a. The process of resolving problems by reducing them to their smallest unit | ||
| b. The functional effect of the many actors that often contribute to the functioning of a larger actor; the smaller actors remain hidden from view as long as the larger actor functions without failure | ||
| c. The requirement that all of the actors in an actor-network be punctual in operation for an actor-network to succeed | ||
| d. The establishment of the problem to be solved by the actor-network |
| a. The objects that are passed along between and acted upon by the actors in an actor-network and which become scientific facts or technological artifacts | ||
| b. Material entities or human persons or groups that take on agency upon being enrolled as an ally in an actor-network | ||
| c. The minorities represented in the actor-network so that the actors involved can fend off charges of racism, sexism, or other kinds of discrimination | ||
| d. The catalysts that start the operation of an actor-network, much as a token in a subway allows the passenger to enter a turnstile and ride a train |
| a. Establishing the problem to be solved by the relevant actors in a network | ||
| b. Getting the broader public to become interested in and supportive of the work of the actor-network | ||
| c. Getting the actors interested and negotiating the terms of their involvement in actor-network; the primary actor works to convince the other actors that the roles it has defined for them are acceptable | ||
| d. The intervention into the actor-network of outside forces that serve to disrupt the harmony and smooth functioning of the actor-network |
| a. The principle that the same kinds of causes should be used to explain true and false beliefs; these beliefs should be "enrolled" in explanations of scientific causality | ||
| b. The process of engaging actors in a network for the construction of new scientific facts or technological artifacts | ||
| c. The principle that is concerned with the conditions that bring about belief or states of knowledge; the conditions are considered to be "enrolled" in the knowledge claims being made | ||
| d. The process of getting the actors interested and negotiating the terms of their involvement in the new network |
| a. Accounts that aim to show how social factors impact the external aspects of science, such as funding, institutional structures, or the pace of various scientific endeavors | ||
| b. The notion that only external or social causes should be considered when explaining knowledge claims: internal causes such as scientific reasoning or the natural object of study should be considered irrelevant | ||
| c. The notion that the greatest breakthroughs in a scientific field generally derive from outsiders and not from experts in the field | ||
| d. The idea that social factors do not affect the exterior aspects of science such as funding and the pace of scientific progress, but only the internal factors or the actual content of scientific knowledge |
| a. The principle that SSK would be concerned with the conditions which bring about belief or states of knowledge: knowledge is never self-explanatory but always must be considered as having been caused. | ||
| b. The principle that SSK should apply its own methods to itself; in this sense it is said to be "symmetrical" in its explanations | ||
| c. The principle that the same kinds of causes would explain both true and false beliefs | ||
| d. The principle that both true and false beliefs would require explanation in terms of causality |
| a. Empiricism | ||
| b. Conventionalism | ||
| c. Constructivism | ||
| d. None of these answers |
| a. Empiricism and logical positivism | ||
| b. Constructivism and conventionalism | ||
| c. Conventionalism and pragmatism | ||
| d. Constructivism and empiricism |
| a. A creation or quasi-object, which is passed along between and acted upon by actors within the actor-network | ||
| b. The object that is acted upon in an actor-network and which becomes a scientific fact or technological artifact | ||
| c. The entity or antagonist that opposes the formation of the actor-network and aims to disrupt its establishment | ||
| d. A material entity or human person or group that takes on agency upon being enrolled as an ally in an actor-network |
| a. Reproducibility | ||
| b. Impartiality | ||
| c. Symmetry | ||
| d. Reflexivity |
| a. Institutional sociology of science | ||
| b. The sociology of scientific knowledge (SSK) | ||
| c. Actor-network theory (ANT) | ||
| d. Both answers B and C |
| a. The method of historical study that considers historical moments of especially profound discovery; such historical units are known as "telos" | ||
| b. A set of claims, assumptions, and methods that has the appearance of being scientific but which is untestable, and thus cannot attain scientific status | ||
| c. The notion that scientific knowledge naturally tends toward the truth | ||
| d. None of these answers |
| a. an investigation of the common characteristics of a historical group, the individual biographies of which may be largely indiscoverable, by means of a collective study of their lives, in multiple career-line analysis | ||
| b. the conception of history as a tale of progress such that past figures are judged by their role in advancing truth and enlightenment as they are presently understood. In the history of science, past science is evaluated in terms of present or "correct" science and seen as its precursor, or as a series of mistakes that were finally overcome | ||
| c. the principles, methods, and theories of the writing of history | ||
| d. a theory that considers the considerable impact of cultural, social, and other influences on the development of technology |
| a. The belief that technology develops by its own laws, that it realizes its own potential, limited only by the material resources available, and must therefore be regarded as an autonomous or self-regulating system controlling and ultimately permeating all other subsystems of society | ||
| b. A theory that holds that a society's technology drives the development of its social structure and cultural values | ||
| c. A theory that considers the substantial impact of cultural, social, and other influences on the development of technology | ||
| d. Both answers A and B |
| a. The history of science excludes social factors from consideration since it deals with science and not society. | ||
| b. The history of science has never been accepted as a subfield within history proper. | ||
| c. The history of science is much harder to understand than other branches of history. | ||
| d. The history of science has had an uneasy relationship with history departments and has often found itself connected institutionally with other fields, such as the philosophy of science. |
| a. Second-class scientists who could not succeed in their own fields | ||
| b. Important scientists and philosophers who reported on the great discoveries of science | ||
| c. Historians trained in science | ||
| d. Scientists trained in history |
| a. It was highly impacted by The Structure of Scientific Revolutions by Thomas Kuhn. | ||
| b. It has close connections to other fields, such as the sociology and philosophy of science. | ||
| c. It operates from given models of scientific thinking and then compares existing science with how science should ideally operate. | ||
| d. It is subject to research trends. |
| a. Science cannot be treated in terms of its social, intellectual, or cultural contexts. Rather, as the case of Darwin makes clear, science is fully autonomous and develops strictly according to its own inner logic. | ||
| b. Science is a history of paradigm shifts and nearly incommensurate paradigms. | ||
| c. Science is fully a part of its social and historical moment. | ||
| d. None of these answers |
| a. The study of such phenomena as extraterrestrial life and extra-sensory perception | ||
| b. A set of claims, assumptions, and methods that has the appearance of being scientific but which is untestable and thus cannot attain scientific status | ||
| c. The early stage of a scientific field before it attains legitimacy | ||
| d. A fully developed scientific field |
| a. The treatment of social and cultural factors as significant in the development of technology | ||
| b. The consideration of technology in terms of its natural teleology | ||
| c. The study of human agents and other actors in the process of making technology | ||
| d. None of these answers |
| a. The studies of the individuals and groups of people involved in the making of science | ||
| b. The treatment of science as involving cultural, social, and personal factors and dispositions | ||
| c. The treatment of science as an autonomous or independent realm completely free of cultural, social, or political influence | ||
| d. None of these answers |
| a. The history of science is basically a prescriptive or normative study of science. | ||
| b. The sociology of scientific knowledge (SSK) has had a significant impact on the history of science. | ||
| c. The history of science has no interest in such factors as the gender, race, class, nationality, or other characteristics of science practitioners. | ||
| d. The history of science is a discipline that is at least one thousand years old. |
| a. An investigation of the common characteristics of a historical group, the individual biographies of which may be largely indiscoverable, by means of a collective study of their lives, in multiple career-line analysis | ||
| b. A theory that considers the substantial impact of cultural, social, and other influences on the development of technology | ||
| c. The belief that technology develops by its own laws, that it realizes its own potential, limited only by the material resources available, and must therefore be regarded as an autonomous or self-regulating system controlling and ultimately permeating all other subsystems of society | ||
| d. The conception of history as a tale of progress such that past figures are judged by their role in advancing truth and enlightenment as they are presently understood. In the history of science, past science is evaluated in terms of present or "correct" science and seen as its precursor, or as a series of mistakes that were finally overcome |
| a. The use of graphs and other pictorial elements in the writing and teaching of history | ||
| b. The principles, methods, and theories of the writing of history | ||
| c. The conception of history as a tale of progress, such that past figures are judged by their role in advancing truth and enlightenment as they are presently understood; in the history of science, past science is evaluated in terms of present or "correct" science and seen as its precursor, or as a series of mistakes that were finally overcome | ||
| d. An investigation of the common characteristics of a historical group, the individual biographies of which may be largely indiscoverable, by means of a collective study of their lives in multiple career-line analysis |
| a. The logic of domination | ||
| b. The natural differences between men and women | ||
| c. The dualism of rationality itself | ||
| d. The inherent passivity of women |
| a. Access to science fields by women | ||
| b. The treatment of gender issues in primatology and other biological fields | ||
| c. The very content of science in such fields as cytology and other biological fields | ||
| d. All of these answers |
| a. Quality control groups that include persons of various ethnic, gender, or other identities in order to balance out the biases of the dominant group of white males | ||
| b. The elimination of male scientists from particular fields, including fields that treat issues of gender difference | ||
| c. A particular standpoint epistemology such that women's perspectives are valued as a critical corrective of the views of other scientists | ||
| d. The establishment of a branch of biology science known as Feminist Biology to counter the claims of masculinist biology |
| a. undeniable and necessary to maintain | ||
| b. not true at present but must be implemented for the future success of science | ||
| c. a myth that masks the dominant values that already pervade scientific work | ||
| d. an impossible ideal that nevertheless should be strived for |
| a. Describe the relations of science and technology to the natural and social worlds | ||
| b. Change the relations of science and technology to the natural and social worlds | ||
| c. Undermine the domination of the natural and social worlds by science and technology | ||
| d. All of these answers |
| a. Feminism and economics | ||
| b. Feminism and ecology | ||
| c. Feminism and scientology | ||
| d. Feminism and sociology |
| a. The knowledge gained is predicated on the continuation of existing gender relations. | ||
| b. Gender bias is eliminated in science because science is by definition the elimination of bias. | ||
| c. Women are no longer oppressed, and therefore they can no longer have access to a privileged epistemological standpoint. | ||
| d. Both answers A and C |
| a. The social position, identity, or status of the knowledge participant or scientist can have a bearing on the knowledge produced by science. | ||
| b. Contingent contextual values (subjective biases as such) unavoidably corrupt the capacity of science to generate credible knowledge. | ||
| c. Contextual values and interests are not only ineliminable from scientific practice but are instrumental to its empirical and explanatory success. | ||
| d. None of these answers |
| a. Donna Haraway | ||
| b. Hilary Rose | ||
| c. Sandra Harding | ||
| d. Helen Longino |
| a. Empiricism | ||
| b. Philosophical idealism | ||
| c. Hegelian philosophy | ||
| d. Marxism |
| a. As outsiders or subordinated members of the social order, women have an epistemic privilege that allows them to see problems differently, or to see problems where members of a dominant group do not. Thus, they are able to contribute knowledge that those in dominant positions cannot. | ||
| b. A science practitioner is more likely to arrive at a correct theory in any field when he or she has an elevated status in the social order. Thus, feminists desire to increase the status of women in science so that their contributions are more valuable. | ||
| c. No standpoint is more valuable than another for gaining knowledge; thus, no standpoint can claim to have superior knowledge over others. Therefore, feminist standpoint epistemology is a form of radical relativism. | ||
| d. None of these answers |
| a. Genetics | ||
| b. Evolution | ||
| c. Rationalism | ||
| d. Lack of self-esteem |
| a. The social and human sciences and biological or life sciences | ||
| b. The hard sciences, such as chemistry and physics | ||
| c. Astronomy and cosmology | ||
| d. None of these answers |
| a. To supply an account of the world that is usable by the subjects of study to improve their condition | ||
| b. To represent the social world in relation to the interests of the oppressed - i.e., those who are the subjects of study | ||
| c. To establish a new social hierarchy under which women become the dominant social group | ||
| d. To represent the social world in relation to the interests of the oppressed - i.e., those who are the subjects of study |
| a. The notion that feminists can bring a particular "angle of vision" to bear on the sciences that can play a constructive role in exposing error, raising evidential standards, and generating innovative insights | ||
| b. Arguments for applying the tools of science to new research questions | ||
| c. A eugenics program that reduces the reproduction of male bias by increasing the relative proportion of females in society and thus in science | ||
| d. A feminist "standpoint epistemology" that sees the feminist perspective as adding to or even replacing a standard empirical epistemology or approach to scientific knowledge |
| a. The oppression of women | ||
| b. The centrality of women to social processes, especially the reproduction and socialization of children | ||
| c. The cognitive style of women | ||
| d. A non-sexist society |
| a. A critique of the rationalism inherent in traditional ethics | ||
| b. A critique of the logic of domination over the natural and social worlds | ||
| c. An emphasis on those things that link women and the natural world | ||
| d. A belief that the environment is a resource that women rather than men should dominate |
| a. Given their role in childbearing and child-rearing, women are naturally more connected to the natural world. | ||
| b. A continuity exists between the way science and technology treat women and the way they treat nature. | ||
| c. Nature must be examined without sentiment or emotion so that science and technology can progress. | ||
| d. An ethics that depends more on reason than emotion helps to make possible the domination of nature. |
| a. Some feminists argue about how science should operate. | ||
| b. Most feminists think that science and feminism should be kept separate and that scientific thinking has no place in feminist epistemology. | ||
| c. Some feminists believe that women, based on their social positioning, have a better vantage point from which to more accurately perceive reality. | ||
| d. Some feminist scholars believe that women can offer particular perspective on science and technology. |
| a. The disproportionate representation of men versus women in science | ||
| b. Inequity in the treatment of women in science | ||
| c. A gender-biased approach to research | ||
| d. An exclusive scientific study of women as a group |
| a. His lack of concern for science | ||
| b. Provocative language toward science and scientists | ||
| c. His dismissal of science as an unimportant field of endeavor | ||
| d. His hope to increase the scientific literacy of the public |
| a. They might lessen the respect for science and thus make way for religious fundamentalism or other forms of authoritarianism. | ||
| b. They might disrupt the funding of scientific endeavors. | ||
| c. They might hurt the actual progress of science. | ||
| d. All of these answers |
| a. An anti-science ethos | ||
| b. A distaste for science | ||
| c. A romantic critique of science | ||
| d. All of these answers |
| a. Intellectual authority | ||
| b. Disciplinary turf | ||
| c. Educational direction | ||
| d. The professional resentment of nonscientists toward scientists |
| a. A pious submission to absolute scientific authority on the part of the lay public whose very lives will be determined by the choices scientists and their material supporters make | ||
| b. An acceptance of the authority of scientists regarding their fields of study | ||
| c. A fruitful lay interaction with science | ||
| d. None of these answers |
| a. Bruno Latour and George Levine | ||
| b. Andrew Ross and Katherine Hayles | ||
| c. Paul Gross and Norman Levitt | ||
| d. Donna Haraway and Sandra Harding |
| a. Science is heterogeneous. | ||
| b. The practices of scientific investigation, its products, and its norms are historically variant. | ||
| c. There is an essence to science, or a single essential aim, that all genuinely scientific work must aspire to. | ||
| d. None of these answers |
| a. Mertonian sociology of science | ||
| b. The work of J.D. Bernal | ||
| c. The work of Michael Polanyi | ||
| d. Both answers B and C |
| a. An overwhelming ignorance of science among the public | ||
| b. The dissolution of science departments in universities | ||
| c. The undermining of scientific theories | ||
| d. None of these answers |
| a. Nuclear power is technologically superior to other modes for the production and distribution of energy. | ||
| b. Solar and other renewables are incapable of meeting the vast energy needs of modern society. | ||
| c. The basic impetus for the introduction of nuclear-powered energy is rooted in the hierarchical structure of society. Those at the pinnacle are able to impose a logic of domination on the rest of us by simply repeating their falsehoods through every avenue of public debate and discourse. | ||
| d. None of these answers |
| a. they serve the interests of the powerful | ||
| b. together, they constitute the best means for understanding and manipulating the natural world | ||
| c. they are successful in serving the majority in society | ||
| d. None of these answers |
| a. Provide for a critical understanding of science in terms of humanistic interests and values | ||
| b. Debunk the intellectual authority of science and thus lead to an outright anti-science attitude in society | ||
| c. Understand the ways that science influences other areas of life, such as cultural expression | ||
| d. None of these answers |
| a. Social constructivism is concerned primarily with a normative approach to science. | ||
| b. Cultural studies of science is concerned primarily with descriptive accounts of science. | ||
| c. Cultural studies of science is concerned primarily with explanations of science. | ||
| d. Cultural studies of science is concerned with more than explanations of science. |
| a. Normative approaches to science and technology | ||
| b. Strictly descriptive accounts of science | ||
| c. Interventionist approaches to science | ||
| d. Both answers A and C |
| a. The social and the scientific | ||
| b. The interpretations of science and what is being interpreted | ||
| c. The content and the contexts of scientific knowledge | ||
| d. All of these answers |
| a. Global legitimation of the rationality of science | ||
| b. A failure to understand that science is a unitary field of endeavor that operates according to particular and universal practices and norms | ||
| c. Epistemic relativisms that place science communities and their results on par with one another | ||
| d. Both answers A and C |
| a. Religion | ||
| b. Darwinism | ||
| c. Confucianism | ||
| d. Philosophy |
| a. The world that science describes is itself socially constructed. | ||
| b. Science's descriptions of the world satisfy social interests. | ||
| c. Neither answer A nor B | ||
| d. Answers A and B |
| a. The notion that scientists have very narrow interests in undertaking their work and are neutral with reference to other fields of study | ||
| b. The notion that science and scientists do not import social values or interests into their research; science is neither useful nor useless | ||
| c. Useful knowledge | ||
| d. None of these answers |
| a. Scientists seeking and acquiring financial resources | ||
| b. The vocabulary and metaphors that science draws from outside cultures | ||
| c. None of these answers | ||
| d. Both answers A and B |
| a. The domination of science and technology over other spheres of social activity | ||
| b. The preeminence of scientific ways over other ways of knowing | ||
| c. The belief that science is the only means for establishing knowledge | ||
| d. All of these answers |
| a. Empiricist philosophy of science | ||
| b. The social constructivist tradition | ||
| c. Internalist philosophy of science | ||
| d. None of these answers |
| a. To reduce science to a discourse | ||
| b. To understand the interaction between science and literature, how science may borrow from literature, and vice versa | ||
| c. To undermine the epistemic authority of science | ||
| d. To use science as a means for adding prestige to literary studies |
| a. Cultural studies of science | ||
| b. The connections between 19th century science and literature | ||
| c. Feminist studies of science | ||
| d. Sociology of scientific knowledge (STS) |
| a. Social constructivists study the relationship between social factors and scientific practice, whereas cultural studies of science do not. | ||
| b. Social constructivists generally do not criticize science whereas cultural studies of science do. | ||
| c. Social constructivists reject scientific realism, whereas cultural studies of science do not. | ||
| d. None of these answers |
| a. The various investigations of the practices through which scientific knowledge is articulated and maintained in specific cultural contexts and translated and extended into new contexts | ||
| b. Studies of the internal workings of scientific rationality | ||
| c. Strictly descriptive studies of scientific activity | ||
| d. Both answers A and C |
| a. Herbert Marcuse | ||
| b. Max Horkheimer | ||
| c. Karl Marx | ||
| d. Theodor Adorno |
| a. Scientific theories are constructs that draw on language, metaphors, and other social and cultural elements. | ||
| b. Science aims to provide theories that truthfully represent how the world is, independent of human categories, capacities, and interventions. | ||
| c. Science does not attempt to solve the world's problems but rather is realistic about what answers it can provide. | ||
| d. None of these answers |
| a. Steven Woolgar | ||
| b. Bruno Latour | ||
| c. Joseph Rouse | ||
| d. Nancy Cartwright |
| a. Studies of science and literature | ||
| b. Studies of science fiction and sci-fi film | ||
| c. Studies of intelligent design | ||
| d. Studies of ideology |