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Epistemology

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As Rorty (1979) has observed epistemology seems to offer a vantage point, one step removed from the actual practice of science itself, which at first sight promises to provide some foundation for scientific knowledge. By seeking to explain ourselves as knowers, by telling us how we ought to arrive at our beliefs, epistemology is pivotal to science since `proper' scientific theorizing can only occur after the development of epistemological theory. It follows that a key question must be how can we develop epistemological theory--a science of science?

Almost 60 years ago Neurath (1944) pointed to the paradox that epistemology confronts: a fundamental problem of circularity, from which it cannot escape, in that any theory of knowledge (i.e. any epistemology) presupposes knowledge of the conditions in which knowledge takes place. In effect, this prevents any grounding of epistemology in what purports to be scientific knowledge, psychological or otherwise, because one cannot use science in order to ground the legitimacy of science. For Neurath, such circularity means that we cannot dump philosophy by detaching ourselves from our epistemological commitments so as to assess those commitments objectively--indeed we would depend upon them in order to undertake that reflexive task. It follows that there are no secure foundations from which we can begin any consideration of our knowledge of knowledge--rather what we have are competing philosophical assumptions about knowledge that lead us to engage with work psychology in particular ways.

Perhaps the most we can hope for in considering epistemology is to become more consciously reflexive by thinking about our own thinking, by noticing and criticizing our own epistemological pre-understandings and their effects on research, and by exploring possible alternative commitments (Alvesson & Skoldberg,

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