A Critical Analysis of the Educational Impact of Steve Fuller＇s Social Epistemology  

作　　者：Koichiro Misawa 

机构地区：[1]Ph.D., Lecturer in the School of Education at Tokyo University of Social Welfare, Japan

出　　处：《Journal of Philosophy Study》2013年第9期867-879,共13页哲学研究（英文版）

摘　　要：In this paper, I examine Steve Fuller＇s ＂sociological＂ social epistemology that must be distinguished from its ＂philosophical＂ counterpart. Fuller＇s sociological social epistemology can prompt deep philosophical analyses of the conditions for knowledge that themselves bear on what should count as knowledge. That is, it can be a vital prelude to developing an interdisciplinary investigation into educational issues. This paper looks at the three features that form an integral part of Fuller＇s social epistemology, which is partly elucidatory and partly critical： naturalistic, normative, and organizational aspects. It goes on to explore whether and to what extent Fuller＇s criticism of an ＂always already＂ thesis in philosophy and his idea of ＂knowledge management＂ afford an understanding of human knowledge in particular and human development in general. This paper concludes with an observation that Fuller＇s social epistemology is flawed in some respects but nonetheless is of relevance to the philosophical study of education.

关 键 词：sociological social epistemology Steve Fuller analytic social epistemology the naturalistic aspect ofknowledge the normative aspect of knowledge the organizational aspect of knowledge the ＂always-already＂thesis in philosophy implications for philosophy of education 

分 类 号：N02[自然科学总论—科学技术哲学] G40-02[文化科学—教育学原理]