INTERROGATIONS #3 9/23/2004 General Perspectives III: Standpoint Epistemologies 1. Matt Desmond A certain theme in this week’s readings revolves around the struggle over the legitimate definition of scientific objectivity. Feminist and standpoint criticism forces us to see how the critical realist account of knowing mechanisms, events, and experiences is much more than a problem of observation; moreover, it is one of interpretation, bodily experience, and social positioning (one could, with some effort, reconstruct the triad to take into account Saussure’s sign, signifier, and signified to elucidate this idea). The readings point our attention to the idea of science and objectivity (brought out by Harding’s, I think, astute distinction between weak and strong objectivity and Hartsock’s notion of abstract masculinity) as well as the practice of science (in terms of the exclusion of women from the laboratory as Rose discussed or the relationships between science and capitalists or militarists). However, it seemed to me that the authors left out a central part of the scientific process that is key to debates surrounding standpoints and objectivity when they failed to mention the processes of disseminating scientific knowledge. Hence, my question for this week is: can we ever hope to obtain an objective science when conveying scientific ideas relies on hermetic language? I am not siding with Lacan who sees language as the world, nor with Derrida who sees understanding as bound by language—an inescapable metaphor. Rather, my point is that even if science could be justified as an objective processes, the process of communicating scientific ideas only makes sense by relying on meta-theoretical systems of understanding, which are not only interpretive, but are also seeped with power dimensions that limit our possibilities of understanding to serve dominant “interests.” [The highlighted formulation seems to suggest a kind of power/interest-functionalism: language is seeped in power in such a way that it limits our possibilities of understanding to those understandings that serve dominant interests. The limits on understanding that language imposes are thus “functional limits” for dominant interests. The question I would raise about this is: what are the mechanisms that insure that language constructed within power relations is constructed in just the right way that it embodies such functional limits? I personally think language is much more internally contradictory and inconsistent than this. Power relations certainly do have an impact on language, understanding, theory, etc., but I think that the impact is not so totalizing and coherent as to in general create this kind of self-reinforcing hermeneutic system.] To get around this, some have suggested a highly-technical scientific language: what Ben Agger, referencing sociology, calls “secret language.” But secret language presents two problems. First, it keeps scientific knowledge in the hands of “specialists” and thus brings up questions of science, power, and democracy (this point has been brought up in a battle royal between Walter Lippmann in Public Opinion (1922) and John Dewey in The Public and itsReading Interrogations #3. General Perspectives III: Standpoint Epistemologies/feminism 2Problems (1927)). Second, it fails to solve our problem between the idea of objectivity and the process of conveying that idea which relies on multiple systems of interpretation. To illustrate, think of the interpretive connotations that accompany social scientific phrases such as “rational choice theory,” “qualitative methods,” “causation,” or “interest.” Harding is right when claiming that strong objectivity requires strong reflexivity (p. 149); however, she fails to mention how strong objectivity can preserve its strength in relation to the language problem of dissemination. Does feminist epistemology require a feminist language? If everyday as well as scientific language relies on dominant modes of understanding, how do dominated groups get around succumbing to these modes while conveying their “standpoints,” which, according to Haraway (p. 583) and Harding (pp.124-5), are vantage points that are more objective than dominant ones? [I suppose it must be true by definition that scientific language relies on “dominant” modes of understanding in the straightforward sense of “the prevalent mode of understanding within the speech community of scientists.” When scientists attempt to use language that is marginal or esoteric within their own speech community, they tend to be ignored or marginalized. So, if dominant = prevalent, then I agree that science necessarily relies on dominant modes of understanding. But with this meaning of “dominant” there is no implication that it inherently has the effect of reinforcing the subdomination of dominated groups. If, on the other hand, “dominant modes of understanding” means “dominating modes of understanding”, then it is no longer so obvious that scientific language is always/inevitably dominating. Scientific language/understanding can be liberating for subordinated groups when they use science as a weapon. Why is it that Fascist rulers always repress social scientific activity if it were the case that scientific understanding was always dominant in the sense of dominating?] 2. G.C. I give up: standpoint could just be something which attends our approving of otherwise interchangeable, though contradictory, theories; that is, science is fiction, or, as Rorty states, “they are stories we choose to believe” (Rose: Love, Power, and Knowledge, p.25). Even if the acquisition of knowledge of (perhaps or perhaps not putatively) objectively true facts about the world is imbued with an element of choice and a leap of faith towards an inscrutable approbation, we might attribute differences and disagreements among individuals, classes, societies etc. to the fact that the disputants arrive at their contradictory conclusions in different manners. This concerns the creation of knowledge, rather than its acceptance and dissemination throughout a community, class, or particular standpoint-position. Perhaps what I am curious about is the Classic feminist and Lukacsian positions, which posit standpoint as a crucial element in knowledge-creation or acquisition, since it is possible that perspicuous theses fail to become widely