Knowledge Without Expertise
On the Status of Scientists
By Raphael Sassower
"Knowledge Without Expertise" is published by State University of New York Press in 1993 - Albany, the book is classified in Philosophy genre, it has 158 pages and the language of the book is English.
“Knowledge Without Expertise” Metadata:
- Title: Knowledge Without Expertise
- Author: Raphael Sassower
- Language: English
- Number of Pages: 158
- Is Family Friendly: Yes - No Mature Content
- Publisher: ➤ State University of New York Press
- Publish Date: 1993
- Publish Location: Albany
- Genres: Philosophy
“Knowledge Without Expertise” Subjects and Themes:
- Subjects: ➤ Sociology of Knowledge - Psychological aspects of Theory of knowledge - Methodology - Expertise - Psychological aspects - Theory of Knowledge - Social sciences - Aspect social - Expertises - Wissenssoziologie - Sciences - Aspect psychologique - Sciences sociales - Wissenschaftler - Sociologie de la connaissance - Méthodologie - Experte - Kennis - Politikberatung - Wetenschap - Connaissance, Théorie de la - Deskundigheid - Knowledge, sociology of - Knowledge, theory of - Social sciences, methodology
Edition Specifications:
- Pagination: xvi, 158 p. ;
Edition Identifiers:
- Google Books ID: dSHesgEACAAJ
- The Open Library ID: OL1719618M - OL500248W
- Online Computer Library Center (OCLC) ID: 26129009
- Library of Congress Control Number (LCCN): 92022750
- ISBN-13: 9780791414828 - 9780791414811
- ISBN-10: 0791414817 - 0791414825
- All ISBNs: 0791414817 - 0791414825 - 9780791414828 - 9780791414811
AI-generated Review of “Knowledge Without Expertise”:
Snippets and Summary:
This book critically examines the reliance of society on experts, specifically attacking the notion of the privilege of scientific expertise and defining the politics of this intellectual discourse.
"Knowledge Without Expertise" Description:
Google Books:
This book critically examines the reliance of society on experts, specifically attacking the notion of the privilege of scientific expertise and defining the politics of this intellectual discourse. The extensive case material illustrates the consequences of claims of expert knowledge. Sassower questions the perception that scientific controversies are focused on epistemological concerns and demonstrates how the debates are often politically motivated. He proposes pedagogical models that would enhance the critical tools of the public — of citizens who must continuously scrutinize the positions of experts and their knowledge claims.
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