Containing 13 original empirical studies of the day-to-day knowledge-making activities of social scientists and specialists in related areas, this volume represents the first comprehensive effort to bring the “turn to practice” to bear on the understanding of social knowledge. Inspired by advances in the interdisciplinary field of science studies, where over the past quarter century researchers have plumbed the inner workings of the physical and biological sciences using a variety of social and historical lenses, contributors to the volume tackle a range of previously unexplored questions about the situated practices involved in the production, assessment, and use of diverse forms of social knowledge. In so doing, authors address topics including the changing practices of historical research, anthropological data collection, and library usage; the knowledge evaluation practices of peer review panels, institutional review boards, and multi-disciplinary research consortia; and processes of knowledge production and application in private and public arenas beyond the academy, such as global banks, survey research organizations, and policy venues in national security and economic regulation. Assembling a stellar cast of senior and junior researchers from sociology, history, anthropology, and science studies, the editors bring into dialogue scholars at work on these different historical and contemporary subjects and, on this basis, propose a new research agenda for the study of the production and evaluation of social knowledge in the social sciences, the humanities, and a broad range of non-academic settings.
Why are some types of societies more successful than others at promoting individual and collective well-being? Focusing on population health as an indicator of social success, this book opens up new perspectives on the ways in which social relations condition health and the public policies that address it.
How Professors Think: the title alone is enough to make students, academics, or anyone interested in higher education in the U.S. pick it up and peruse its pages. Who wouldn’t want an inside glimpse into the working of some of the finest minds in our nation’s colleges? While Dr. Lamont’s deceptively slim volume (only 250 pages leaving out the appendix, references, and notes) does not quite deliver on the promise of all her title entails, what she has achieved her is more subtle and, ultimately, more interesting. Using the method of “opening the black box” of the peer review process as used in the United States, Dr. Lamont paints a fascinating picture of the mindset of academics in several unique disciplines and how they must interact in an interdisciplinary fashion to achieve the stated goal of “rewarding academic excellence.”
Chinese translation. Beijing, China: Higher Education Press. With original Preface. 2011. Spanish translation forthcoming. Valencia, Spain: Publicaciones de la Universidad de Valencia. Korean translation forthcoming. Seoul, South Korea: Korea National Open University.
2010 Response to symposium around “How Professors Think”: Inside the Sausage Factory. Sociologica.