Professional Documents
Culture Documents
The very idea of cultural and social studies of sciences and technologies is
surprising and the use of plurals rather than singulars underscores the strange-
ness. I would like in this essay to introduce these new researchers, indicate what
is distinctive about them, and suggest what they might contribute to our
understanding of scientific, medical, and technological practices as part of
human cultures. I believe this is necessary in order to situate the studies included
in this volume among those being conducted in other fields of inquiry about
science and technology. Certainly the readers of this journal are familiar with
the established field of anthropology of medicine. Several of the papers included
in this particular volume, however, are not written by specialists in the anthropol-
ogy of medicine, and those who are drawing upon developments in other fields
for the work they describe here. I hasten to add that this introduction to new
analytic approaches to the social and cultural studies of sciences and tech-
nologies is an idiosyncratic one; more specifically, it is mine and it is exceed-
ingly brief. In the bibliography I have listed several more inclusive review
articles and books covering the several fields I address here: social epistemology
of sciences, European social studies of sciences and technologies, American
sociology of science, cultural studies, and gender studies of sciences and
technologies.
Most areas of academic inquiry about sciences, technologies, and societies have
emerged since World War I!. The major exceptions are history and philosophy
of science. Credit for founding the history of science as an academic research
specialty, at least in the United States, is given George Sarton, a Belgian
physician who coordinated relief efforts immediately after World War I. He
thought that if more people understood the role of science, technology, and
medicine in human affairs it might eliminate war; he immigrated to the United
States and eventually established such a program at Harvard University. (Robert
Merton, usually credited with establishing sociology of science in the United
States during the 1950s, studied with Sarton who was also the father of poet
May Sarton.)
The historians focussed on the chronological development of the most notable
Since World War II there has been a near avalanche of research on the way
communities of scientists, engineers, and physicians make knowledge. Further-
more, this research is stunningly diverse. There are experts in at least twenty
academic disciplines studying science, medicine, and technology as social
phenomena. Because I want to emphasize the diversity and depth of the work
already underway, for the rest of this paragraph I shall list those disciplines and
some of their main areas of research about sciences, medicines, and tech-
nologies. My list, albeit incomplete, includes: anthropology (archeo-astronomy,
cognitive anthropology, ethnobotany, ethnoscience, material culture, and
medical anthropology); architecture (laboratory design and planning of science
cities); art history (medicine, science, and technology in artistic materials, forms,
and themes); business and public administration (management of research and
development, hospital and laboratory administration, organizational studies,
venture capital investment in high technology, and investment policies for
research and development); economics (cost-benefit analyses and quality
indicators for science, technology, and medicine; relationship of research and
development to economic change; role of innovation in economic change; and
role of medical, scientific, and technological transfer in economic development);
education (science education at all levels; engineering, medical, and scientific
SOCIAL STUDIESOF SCIENCES AND TECHNOLOGIES 5
foundations. Since about 1970 many universities in Europe, North America, and
Australia have grouped some combination of these researchers into centers,
departments, institutes, or programs which often include the words "science,"
"technology," "medicine," "values," "policy," and/or "society" in their titles; the
three main types of programs are "STS" programs (for science, technology, and
society), ethics programs, and policy programs. (In 1980 there were over one
hundred STS programs in the United States.)
These ethics, policy, and STS programs have encouraged interdisciplinary
study of some major contemporary public medical, scientific, and engineering
policy and ethics issues; these include: AIDS, genetic engineering, reproductive
technologies, space programs, energy policies, food production technologies,
weapons (including chemical and nucelar), prediction of earthquakes and other
forms of "natural" disasters, pollution, genetic disease prediction, health care
delivery, risk assessment, et cetera. Besides encouraging faculty research STS,
ethics, and policy programs also usually offer instruction and degrees at the
undergraduate and graduate level. I should add that in the United States policy
and ethics studies are usually divorced from all the other research areas; both
policy and ethics studies groups also often have much higher representation of
practicing scientists, engineers, and physicians than any of the other groups
listed and such people usually dominate the policy studies programs. (For an
example of work done at the intersection of technology, medicine, ethics, and
society, see Wilkinson and Perry.) In addition the programs based in medical
schools, law schools, and business schools usually have few ties to the other
groups listed.
I would like to focus now on five areas of analytic innovation in science,
technology, and medical studies which have emerged during the last twenty
years. Almost all of this work has addressed the production of scientific,
medical, and technical knowledges and the producers of that knowledge. Much
less of the analytically innovative work has attended to the funders and con-
sumers of these priviledged knowledges; the primary exceptions are in studies of
reproductive technologies and AIDS policies. I do not mean to suggest that
current research conducted within more traditional analytic approaches is
uninteresting; I am arguing that it order to understand fully the papers in this
volume, they need to be situated in the context of these particular ongoing
analytic debates. The five areas are: social epistemologies of sciences and
European social studies of sciences and technologies, as well as current
American sociology, cultural studies, and gender studies of sciences, tech-
nologies, and medical practices.
SOCIAL STUDIES OF SCIENCESAND TECHNOLOGIES 7
C. SOCIALEPISTEMOLOGIESOF SCIENCE
no singular scientific method (Feyerabend). More recently, this work has been
expanded and refined by Fuller, Hacking, and Longino in their separate theories
of social epistemology. Generally, they argue that the ways data are generated
and data are transformed into facts necessarily include social processes of
adjudication.
D. ANALYTIC INNOVATIONS:
EUROPEAN SOCIAL STUDIES OF SCIENCE AND TECHNOLOGY
For a complex set of reasons the social studies of science and technology, begun
in the 1970s, was very much a European phenomenon, and situated primarily in
Scotland, England, France, the Netherlands, Germany, Norway, and Sweden.
Some of this work initially was very much associated with the sociolinguistic
research techniques developed by Harold Garfinkel at UCLA and Aaron
Cicourel at UC San Diego. These techniques were designed to define what
people actually did, behaviorally, second by second, in conversations; these
researchers often use as their data what they regard as minutely correct transcrip-
tions from tape and video recordings. A key analytic approach of this school is
to emphasize how people in conversations, especially at work, "repair" miscom-
munication. One of Garfinkel's mandates was that ethnomethodologists (as his
followers are called) should not focus their attention on what the practitioners
regard as the goal of their work or on the practitioners themselves; instead,
ethnomethodologists were to attend to the work activity alone. Some of the
European sociologists of science and technology adapted these research
techniques and analytic tools to laboratory settings as a work site; they want to
characterize precisely how scientists and engineers verbally and visually
produce their experimental designs, ideas, arguments, and papers in face-to-face
interactions (Knorr, Law, Woolgar).
Three Americans whose work is informed by ethnomethodology have played
significant roles in this drama. Michael Lynch, a former student of Garfinkel,
concentrates on scientists' production and interpretation of visual images and
several Europeans have adapted his research techniques and interpretations
(Knorr, Latour). Lucy Suchman, a linguistic anthropologist strongly influenced
by Garfinkel, expanded the notion of conversation to include machine-human
communication, and her research has also been emulated in Europe (Latour).
Jean Lave, a cognitive anthropologist who has studied how people in Africa and
North America calculate in diverse settings, has shaped some of the Europeans'
work on practical reasoning in labs (Knorr, Latour, Woolgar).
Another group of European sociologists and social historians are more
interested in theories of social action and epistemology. Their studies have
concentrated on how social actors in science, medicine, and engineering amass
SOCIAL STUDIES OF SCIENCES AND TECHNOLOGIES 9
nevertheless ignored the distinctive social features of the people in the labs, the
goals of those people, the sources of their funding, and the ends to which their
work is put. These forms of power, interestingly, are more often addressed by
North Americans, including several authors whose work appears in this volume
(Fleising an~l Smart, Mukerji, Noble, Rabinow, Shaiken, Solingen, Traweek). In
addition, gender plays no role in this European research; consequently, they
ignore how all these features contribute to the production of knowledge. Again,
North Americans have been much more active in mapping this terrain (Haraway,
Martin, Rapp, Traweek) with a few notable exceptions in England (Brighton,
Rose & Rose). The Europeans have also been reluctant to locate their own
power in the production of their knowledge claims; their interest in "reflexivity,"
in my opinion, is firmly situated in eighteenth and nineteenth century philosophi-
cal debates about solipcism. Some forms of cultural studies and gender studies
of sciences, medicines, and technologies have developed strategies for exploring
not only the construction and reproduction of practices in sciences, medicines,
and technologies, for the construction and reproduction of the practitioners, their
goals, and the uses of their work, and for situating the producers of these
knowledge claims about sciences, technologies, and medical practices.
F. ANALYTICINNOVATIONS: AMERICANSOCIOLOGY
OF SCIENCE, MEDICINE,AND TECHNOLOGY
G. ANALYTICINNOVATIONS: CULTURALSTUDIES
OF SCIENCES,TECHNOLOGIES,AND MEDICALPRACTICES
Many kinds of studies of science and technology are now being called "cultural
SOCIAL STUDIES OF SCIENCES AND TECHNOLOGIES 13
studies." One I will call "kultur" takes exceptional scientific, medical, and
technological knowledge to be a part of high cultural knowledge and thus
explores it as one would masterpieces of music, art, literature, etc, in terms of
genre, form, style, symbolism, metaphor, etc. A second kind I think of as a
"mentalities" approach asserts that scientific, medical, and technological
knowledge is produced in specific historical times and sites and in order to
understand scientific, medical, and technological knowledge and their producers
one must understand their specific relationships with concurrent political,
economic, social, and intellectual forces (Bagioli, Bijker, Findlen, Gooding et al,
Holton, Hwa, Krieger, Lenoir, Rudwick, Pinch, Porter, Shafer, Shapin, Smith,
Staudenmeier).
Another mode analyzes scientific, medical, and technological discourses,
arguments, and debates (visual, verbal, and mathematical) for their diverse
epistemological structures, ontological assumptions, and/or rhetorical tech-
niques, including the constraining and creative uses of metaphor (Bazerman,
Gross, Lyon, Restivo). A fourth I will label "ethnic exchange" describes
scientific, medical, and technological communities along the lines of urban
sociology and anthropology of exchange: a laboratory or clinic is the site at
which many ethnic-like occupational subgroups interact and exchange, often
using a distinctive kind of language generated by the nature of the exchanges
(Galison, Dubinskas).
A fifth group is closely identified with approaches usually called "cultural
studies" by those in the humanities and the humanistically-inclined parts of the
social sciences, such as classics, history, art, literature, anthropology, legal
studies, and sociology. These studies most definitely eschew any ranking of
knowledges and attend to the processes not only of producing knowledges,
reproducing the knowledge producers, and commodifying and marketing the
knowledge for users, but also the processes of privileging, marginalizing, and
suppressing certain knowledges, knowledge producers, and knowledge users. In
this sort of cultural studies of science, medicine, and technology the researchers
characterize the range and variation of a group's strategic practices (visual,
verbal, mathematical, mechanistic, etc) and mark how those strategies shape and
are shaped by the group's environment. Patterns in those strategic practices are
studied for their correspondence to other patterned strategic cultural activities,
from poems and symphonies to Disneylands and television shows (Downey,
Haraway, Heath, Hess, Martin, Rabinow, Traweek, Tudor, Weeks, Zabusky).
In my opinion there are now at least five different subfields in gender studies of
14 SHARONTRAWEEK
sciences, technologies, and medical practices in the United States. Almost all
those studies either directly or parenthetically address the relation between
gender minorities and other minorities; however, gender issues definitely
dominate these studies. (1) The first and perhaps most familiar studies the
usually forgotten women who have made important contributions to scientific
and technological knowledge in the past. Examples include Pnina-Abir-am's
series at Rutgers University Press, Evelyn Fox Keller's biography of Barbara
McClintock, and Maragaret Rossiter's historical statistical study of American
women in science from 1865 to 1940 with another volume covering 1940 to the
present underway. (See also Chamberlain and Haas.) (2) A second approach
examines the processes for excluding women from scientific, medical, and
technological work and the processes by which women decide not to pursue
work in these fields. I would include here the work of the late Sally Hacker and
Sheila Tobias. (See also Betz and Rosser.) (3) A very large third sub-field
focusses on the effects of gender bias in scientific, medical, and technological
research. Ruth Bleier, Ruth Schwartz Cowan, Anne Fausto-Sterling, Donna
Haraway, Helen Longino, and Emily Martin have mapped this terrain. (See also
MacCormack & Strathern, Merchant, Ochs, Ortner & Whitehead, Reiter,
Rosaldo & Lamphere, Rothschild, and Trescott.) (4) A much smaller group is
attending to the gender assumptions in even the very best science, medicine, and
engineering. That is, they are not arguing that gender issues in science,
medicine, and engineering can be excised like a tumor, leaving a healthier, more
accurate, more logical enterprise, truer to its own long standing goals. It is their
research goal to identify how sciences, medicine, and engineering can be
practiced in ways that are not based on sexist assumptions. The pioneers here are
Donna Haraway, Sandra Harding, Evelyn Fox Keller. (See also Longino, Rose,
Stone, and Tuana.)
I believe that six senior scholars have established the research field of gender
and science in the United States: the late Ruth Blier, Ann Fausto-Sterling of
Brown University, Sandra Harding of University of Delaware, Donna Haraway
of the University of California at Santa Cruz, Ruth Hubbard of Harvard
University, Evelyn Fox Keller of the University of California at Berkeley, and
Margaret Rossiter of Cornell University. Blier, Fausto-Sterling, and Hubbard
focus on the practice of biology, Keller on evolutionary biology and biophysics,
Haraway on primatology and weapons research, Rossiter on the prosopography
of American women in science and technology, and Harding on the philosophi-
cal underpinnings of the theories and methods of research. Furthermore,
Haraway, Harding, and Keller have each defined major approaches to feminist
epistemology, explicating how the production of scientific and technological
knowledge has been engendered. Haraway does cultural history of science using
interpretive tools from post-structuralist theories; Keller attends to the role of
language of research practice and scientific theories; and Harding, a philosopher
SOCIAL STUDIES OF SCIENCES AND TECHNOLOGIES 15
I. CONCLUSION
Anthropology Department
Rice University
Houston, Texas, USA 77251-1892
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