Department of Humanities and Social Sciences

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Subject: search.filters.subject.Critique of epistemology

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    Epistemology Revisited: A Feminist Critique
    (Bridgewater State University, 2018) Yadav, Anupam
    The Platonic legacy of Western epistemology has been severely attacked for its dominant exclusivist and coercive rationality in the discourses of anti-foundationalism and anti-representationalism, which have also given rise to several alternative epistemologies. The feminist discourse challenges the exclusivist and appropriationist logic of Western epistemology, or science, for being highly gender-biased and oppressive. Weininger’s remark that ‘No woman is really interested in science, she may deceive herself and many good men, but bad psychologists, by thinking so’ is one of such silencing masculine diktats that have deeper roots in the sexist, racist and classist biases. The feminists’ revolts against the power/knowledge dynamics and subsequent epistemological directions emerge from a reflexive undertaking into the nature and production of knowledge. The paper examines the objectivity debates within the feminist science circles in this regard and explores the space between the oppressive dichotomies of nature/culture, core/peripheral, absolute/historical to articulate an alternative epistemology in the feminists’ larger political program of social justice.
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    Solidarity, Knowledge and Social Hope
    (Athens Journal of Philosophy, 2022-06) Yadav, Anupam
    The paper investigates the ideas of solidarity and social hope textured in critiquing western epistemology and politics of knowledge production. Richard Rorty’s anti-foundationalist, anti-representationalist critique argues for the de-hierarchization of knowledge-claims. The cultural-conversational turn to knowledge and social hope in the creation of democratic community finds its rationale in the conception of human solidarity, in the most praiseworthy human abilities of trust and cooperation. The idea of social hope, a critical engagement of the knower with knowledge production in the feminist discourse, however, is another anti-essentialist stance that illuminates the various axes of domination, which the pragmatization of knowledge and methods does not account for. It is in this context, that the paper examines the politics of solidarity vis-à-vis knowledge construction in Donna Haraway, Chandra Talpade Mohanty and Marnia Lazreg and argues that solidarity as dissent provides the knower a chance to articulate hope in the transformative goals of knowledge and education