The DOI matches its Crossref record.
Science as Social Knowledge: Values and Objectivity in Scientific Inquiry
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“Likewise, authoritative knowledge emerges through organized critical scrutiny and communal validation rather than expertise alone [22].”
From Who speaks when machines read scripture: boundary-making and interpretive authority in AI-mediated religious knowledge (2026) · cites this paper as [22]
In the citing paper
“Knowledge acquires legitimacy by passing through institutional processes of review, debate, and revision.”
From Who speaks when machines read scripture: boundary-making and interpretive authority in AI-mediated religious knowledge (2026) · cites this paper as [22]
In the citing paper
“Longino's [22] social epistemology argues that epistemic authority emerges through organized criticism, peer evaluation, and communal scrutiny rather than through expertise alone.”
From Who speaks when machines read scripture: boundary-making and interpretive authority in AI-mediated religious knowledge (2026) · cites this paper as [22]
In the citing paper
“Across the generative pipeline, successive transformations from cultural corpora to datasets, from datasets to base models, and from base models to instruction-tuned systems enact epistemic and normative boundaries that delimit what forms of meaning become legible, what interpretive options are foregrounded, and which traditions of validation remain visible or are displaced [11,17,22].”
From Who speaks when machines read scripture: boundary-making and interpretive authority in AI-mediated religious knowledge (2026) · cites this paper as [22]
In the citing paper
“Expertise is therefore a necessary but insufficient condition for authority.”
From Who speaks when machines read scripture: boundary-making and interpretive authority in AI-mediated religious knowledge (2026) · cites this paper as [22]
In the citing paper
“This separation reflects Longino's [22] model of epistemic communities, in which reliability emerges through structured critical interaction.”
From Who speaks when machines read scripture: boundary-making and interpretive authority in AI-mediated religious knowledge (2026) · cites this paper as [22]
In the citing paper
“Longino's [22] model of epistemic communities and Serres's [35] notion of quasi-objects are relevant here: interpretive artefacts circulate within collectives, generating authority through structured participation rather than individual assertion.”
From Who speaks when machines read scripture: boundary-making and interpretive authority in AI-mediated religious knowledge (2026) · cites this paper as [22]
In the citing paper
“Rather than locating legitimacy in model behavior or output quality, the framework situates it in publicly inspectable practices of disclosure, review, and validation that organize how interpretive claims are produced, circulated, and authorized [11,22].”
From Who speaks when machines read scripture: boundary-making and interpretive authority in AI-mediated religious knowledge (2026) · cites this paper as [22]
In the citing paper
“Because scientific theories, hypotheses, and models are based on human perceptual categories, concepts, and assumptions, bias-free research is not possible [121, 125, 137].”
From The ethics of using artificial intelligence in scientific research: new guidance needed for a new tool (2025) · cites this paper as [137]
In the citing paper
“Third, during the data-interpretation stage researchers make variousassumptions based on interpretive frameworks, analytical tools, concepts, and background theories (Elliott et al 2016, Longino 1990).”
From Data-Intensive Science and Research Integrity (2017) · cites this paper as Longino 1990
In the citing paper
“However, if an individual possesses too little background knowledge, he or she will not even be able to understand that the anomalous data are anomalous (cf.Lijnse, 1990;Longino, 1990).”
From The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. (1993) · cites this paper as Longino, 1990
Citations
Cites
Still being checked.
Cited by
Sorted by citations
Items 101–200 of 1,002
Knowing Waste: Towards an Inhuman Epistemology
Hird, M. J. (2012) · Social Epistemology · doi:10.1080/02691728.2012.727195 · Cited by 162
The Price of Truth: How Money Affects the Norms of Science
Resnik, D. B. (2007) · doi:10.1093/acprof:oso/9780195309782.001.0001 · Cited by 160
Beyond Biology: toward a More Public Ecology for Conservation
Robertson, D. P., & Hull, R. B. (2001) · Conservation Biology · doi:10.1046/j.1523-1739.2001.015004970.x · Cited by 159
Windschitl, M., Thompson, J. J., & Braaten, M. (2008) · Cognition and Instruction · doi:10.1080/07370000802177193 · Cited by 163
Feminism and the Evolution of Sex Differences and Similarities
Eagly, A. H., & Wood, W. (2011) · Sex Roles · doi:10.1007/s11199-011-9949-9 · Cited by 156
Grace, J. B., Scheiner, S. M., & Schoolmaster, D. R. (2015) · Oxford University Press eBooks · doi:10.1093/acprof:oso/9780199672547.003.0009 · Cited by 160
Christodoulou, A., & Osborne, J. F. (2014) · Journal of Research in Science Teaching · doi:10.1002/tea.21166 · Cited by 154
Science, Policy, and the Transparency of Values
Elliott, K. C., & Resnik, D. B. (2014) · Environmental Health Perspectives · doi:10.1289/ehp.1408107 · Cited by 154
Values in Science beyond Underdetermination and Inductive Risk
Brown, M. J. (2013) · Philosophy of Science · doi:10.1086/673720 · Cited by 152
Lewandowsky, S., Cook, J., & Lloyd, E. (2018) · Synthese · doi:10.1007/s11229-016-1198-6 · Cited by 151
Gaps in Mind: Problems in environmental knowledge-behaviour modelling research
Courtenay-Hall, P., & Rogers, L. (2002) · Environmental Education Research · doi:10.1080/13504620220145438 · Cited by 150
Social Mechanisms and Causal Inference
Steel, D. P. (2004) · Philosophy of the Social Sciences · doi:10.1177/0048393103260775 · Cited by 148
Ryan, M. (2001) · Journal of Mass Media Ethics · doi:10.1207/s15327728jmme1601_2 · Cited by 147
PISA for Development Assessment and Analytical Framework
OECD (2018) · Programme for international student assessment/Internationale Schulleistungsstudie · doi:10.1787/9789264305274-en · Cited by 147
Intemann, K. (2009) · Social Epistemology · doi:10.1080/02691720903364134 · Cited by 145
Epistemic Trust and Social Location
Daukas, N. (2006) · Episteme · doi:10.3366/epi.2006.3.1-2.109 · Cited by 142
Allmendinger, P., & Tewdwr‐Jones, M. (2002) · Space and Polity · doi:10.1080/13562570220137871 · Cited by 142
Science education in sociocultural context: Perspectives from the sociology of science
Kelly, G. J., Carlsen, W. S., & Cunningham, C. M. (1993) · Science Education · doi:10.1002/sce.3730770208 · Cited by 142
A Plurality of Pluralisms: Collaborative Practice in Archaeology
Wylie, A. (2015) · Boston Studies in the Philosophy and History of Science · doi:10.1007/978-3-319-14349-1_10 · Cited by 86
The Scientist qua Policy Advisor Makes Value Judgments
Steele, K. (2012) · Philosophy of Science · doi:10.1086/667842 · Cited by 141
Scientific and lay communities: earning epistemic trust through knowledge sharing
Grasswick, H. E. (2010) · Synthese · doi:10.1007/s11229-010-9789-0 · Cited by 140
Towards a systemic research methodology in agriculture: Rethinking the role of values in science
Alrøe, H. F., & Kristensen, E. S. (2002) · Agriculture and Human Values · doi:10.1023/a:1015040009300 · Cited by 140
Gender and the Biological Sciences
Okruhlik, K. (1994) · Canadian Journal of Philosophy Supplementary Volume · doi:10.1080/00455091.1994.10717393 · Cited by 137
A Framework for Professional Ethics Courses in Teacher Education
Warnick, B. R., & Silverman, S. K. (2011) · Journal of Teacher Education · doi:10.1177/0022487110398002 · Cited by 136
TRUTH AND OBJECTIVITY IN JOURNALISM
Muñoz-Torres, J. R. (2012) · Journalism Studies · doi:10.1080/1461670x.2012.662401 · Cited by 134
Problem- and Case-Based Learning in Science: An Introduction to Distinctions, Values, and Outcomes
Allchin, D. (2013) · CBE—Life Sciences Education · doi:10.1187/cbe.12-11-0190 · Cited by 134
Feminist geographies of new spatial media
Leszczynski, A., & Elwood, S. A. (2014) · Canadian Geographies / Géographies canadiennes · doi:10.1111/cag.12093 · Cited by 133
The Epistemic Value of Understanding
de Regt, H. W. (2009) · Philosophy of Science · doi:10.1086/605795 · Cited by 132
The Ethical Challenges of Socially Responsible Science
Resnik, D. B., & Elliott, K. C. (2016) · Accountability in Research · doi:10.1080/08989621.2014.1002608 · Cited by 131
Teaching the nature of science through scientific errors
Allchin, D. (2012) · Science Education · doi:10.1002/sce.21019 · Cited by 130
Beyond Design Principles: Subjectivity, Emotion, and the (Ir)Rational Commons
Nightingale, A. J. (2010) · Society & Natural Resources · doi:10.1080/08941920903278160 · Cited by 129
More from the Horse’s Mouth: What scientists say about science as a social practice
Wong, S. L., & Hodson, D. (2009) · International Journal of Science Education · doi:10.1080/09500690903104465 · Cited by 128
In Conversation with Artificial Intelligence: Aligning language Models with Human Values
Kasirzadeh, A., & Gabriel, I. (2023) · Philosophy & Technology · doi:10.1007/s13347-023-00606-x · Cited by 127
The role of discourse in group knowledge construction: A case study of engineering students
Kittleson, J. M., & Southerland, S. A. (2004) · Journal of Research in Science Teaching · doi:10.1002/tea.20003 · Cited by 126
On Values in Science: Is the Epistemic/Non-Epistemic Distinction Useful?
Rooney, P. (1992) · PSA Proceedings of the Biennial Meeting of the Philosophy of Science Association · doi:10.1086/psaprocbienmeetp.1992.1.192740 · Cited by 125
Curriculum Coherence and Learning Progressions
Fortus, D., & Krajcik, J. S. (2011) · Springer eBooks · doi:10.1007/978-1-4020-9041-7_52 · Cited by 123
Demarginalizing Standpoint Epistemology
Toole, B. (2020) · Episteme · doi:10.1017/epi.2020.8 · Cited by 123
From Science Studies to Scientific Literacy: A View from the Classroom
Allchin, D. (2014) · Science & Education · doi:10.1007/s11191-013-9672-8 · Cited by 123
Abd‐El‐Khalick, F. (2011) · Springer eBooks · doi:10.1007/978-1-4020-9041-7_69 · Cited by 122
The Bias Paradox in Feminist Standpoint Epistemology
Rolin, K. H. (2006) · Episteme · doi:10.3366/epi.2006.3.1-2.125 · Cited by 120
A global call for action to include gender in research impact assessment
Ovseiko, P. V., Greenhalgh, T., Adam, P., Grant, J., Hinrichs, S., Graham, K. E. R., Valentine, P. A., Sued, O. G., Boukhris, O. F., Olaqi, N. M. A., et al. (2016) · Health Research Policy and Systems · doi:10.1186/s12961-016-0126-z · Cited by 127
Reframing "Science for all" through the Politics of Poverty
Barton, A. C. (1998) · Educational Policy · doi:10.1177/0895904898012005004 · Cited by 125
Science Education's Need for a Theory of Epistemological Development
Sandoval, W. A. (2014) · Science Education · doi:10.1002/sce.21107 · Cited by 119
Ethics of AI in Radiology: A Review of Ethical and Societal Implications
Goisauf, M., & Abadía, M. C. (2022) · Frontiers in Big Data · doi:10.3389/fdata.2022.850383 · Cited by 130
Homogeneity or heterogeneity of research in management accounting?
Lukka, K., & Mouritsen, J. (2002) · European Accounting Review · doi:10.1080/0963818022000047109 · Cited by 119
ACCOUNTING FROM THE INSIDE: LEGITIMIZING THE ACCOUNTING ACADEMIC ELITE
Lee, T. A., & Williams, P. F. (1999) · Critical Perspectives on Accounting · doi:10.1006/cpac.1998.0281 · Cited by 117
How Different Groups Prioritize Ethical Values for Responsible AI
Jakesch, M., Buçinca, Z., Amershi, S., & Olteanu, A. (2022) · 2022 ACM Conference on Fairness Accountability and Transparency · doi:10.1145/3531146.3533097 · Cited by 116
Taking Subjectivity into Account
Code, L. B. (2011) · Springer eBooks · doi:10.1007/978-94-007-2066-4_5 · Cited by 116
The Disappearance of the Social in American Social Psychology
Greenwood, J. D. (2003) · Cambridge University Press eBooks · doi:10.1017/cbo9780511512162 · Cited by 115
Educational Reflections on the “Ecological Crisis”: EcoJustice, Environmentalism, and Sustainability
Mueller, M. P. (2008) · Science & Education · doi:10.1007/s11191-008-9179-x · Cited by 113
Wray, K. B. (2007) · Social Epistemology · doi:10.1080/02691720701674288 · Cited by 112
Values in Science: An Educational Perspective
Allchin, D. (2001) · Springer eBooks · doi:10.1007/978-94-010-0730-6_13 · Cited by 112
Engendered places in prehistory
Tringham, R. E. (1994) · Gender Place & Culture · doi:10.1080/09663699408721209 · Cited by 112
The Co-production of Science, Ethics, and Emotion
Pickersgill, M. D. (2012) · Science Technology & Human Values · doi:10.1177/0162243911433057 · Cited by 111
Wray, K. B. (2018) · Cambridge University Press eBooks · doi:10.1017/9781108231633 · Cited by 111
For whom is argument and explanation a necessary distinction? A response to Osborne and Patterson
Berland, L. K., & McNeill, K. L. (2012) · Science Education · doi:10.1002/sce.21000 · Cited by 111
Portraying real science in science communication
van Dijk, E. M. (2011) · Science Education · doi:10.1002/sce.20458 · Cited by 111
Scientific Racism: The Cloak of Objectivity
Fairchild, H. H. (1991) · Journal of Social Issues · doi:10.1111/j.1540-4560.1991.tb01825.x · Cited by 110
Across the Boundaries: Extrapolation in Biology and Social Science
Steel, D. (2007) · doi:10.1093/acprof:oso/9780195331448.001.0001 · Cited by 109
Labonté, R., & Robertson, A. R. R. (1996) · Health Education Quarterly · doi:10.1177/109019819602300404 · Cited by 109
Rejecting the Ideal of Value‐Free Science
Douglas, H. (2007) · Oxford University Press eBooks · doi:10.1093/acprof:oso/9780195308969.003.0009 · Cited by 108
Food for Thought: Rhetoric and Reality in Modern Mortality History
Johansson, S. R. (1994) · Historical Methods A Journal of Quantitative and Interdisciplinary History · doi:10.1080/01615440.1994.10594227 · Cited by 107
What Is Epistemic Public Trust in Science?
Irzık, G., & Kurtulmuş, F. (2018) · The British Journal for the Philosophy of Science · doi:10.1093/bjps/axy007 · Cited by 107
Cunningham, C. M., Lachapelle, C., Brennan, R. T., Kelly, G. J., Antonio-Tunis, C. S., & Gentry, C. A. (2019) · Journal of Research in Science Teaching · doi:10.1002/tea.21601 · Cited by 113
Disclosing and managing non-financial conflicts of interest in scientific publications
Resnik, D. B. (2023) · Research Ethics · doi:10.1177/17470161221148387 · Cited by 113
Samarapungavan, A., Westby, E. L., & Bodner, G. M. (2006) · Science Education · doi:10.1002/sce.20111 · Cited by 112
Values and Objectivity in Science: Value-Ladenness, Pluralism and the Epistemic Attitude
CARRIER, M. J. (2012) · Science & Education · doi:10.1007/s11191-012-9481-5 · Cited by 105
Jaggar, A. M. (1998) · Hypatia · doi:10.1111/j.1527-2001.1998.tb01223.x · Cited by 105
Dawson, E. (2017) · Science Education · doi:10.1002/sce.21288 · Cited by 113
Values in Science: An Educational Perspective
Allchin, D. (1999) · Science & Education · doi:10.1023/a:1008600230536 · Cited by 105
Doing Archaeology as a Feminist: Introduction
Wylie, A. (2007) · Journal of Archaeological Method and Theory · doi:10.1007/s10816-007-9034-4 · Cited by 104
Coding Classroom Interactions for Collective and Individual Engagement
Ryu, S., & Lombardi, D. (2015) · Educational Psychologist · doi:10.1080/00461520.2014.1001891 · Cited by 108
Placing diverse knowledge systems at the core of transformative climate research
Orlove, B., Sherpa, P. Y., Dawson, N. M., Adelekan, I., Alangui, W. V., Carmona, R., Coen, D. R., Nelson, M. K., Reyes‐García, V., Rubis, J. T., et al. (2023) · AMBIO · doi:10.1007/s13280-023-01857-w · Cited by 103
Transwomen in elite sport: scientific and ethical considerations
Knox, T. R., Anderson, L. C., & Heather, A. K. (2019) · Journal of Medical Ethics · doi:10.1136/medethics-2018-105208 · Cited by 102
An alien approach to invasive species: objectivity and society in invasion biology
Larson, B. M. H. (2007) · Biological Invasions · doi:10.1007/s10530-007-9095-z · Cited by 102
Sesardić, N. (2005) · Cambridge University Press eBooks · doi:10.1017/cbo9780511487378 · Cited by 147
Androgen effects on women's gendered behaviour
Udry, J. R., Morris, N. M., & Kovenock, J. (1995) · Journal of Biosocial Science · doi:10.1017/s0021932000022884 · Cited by 101
Individuals-in-Communities: The Search for a Feminist Model of Epistemic Subjects
Grasswick, H. (2004) · Hypatia · doi:10.1111/j.1527-2001.2004.tb01303.x · Cited by 100
Rethinking epistemology, methodology, and racism: or, is White sociology really dead?
Hunter, M. (2002) · Race and Society · doi:10.1016/j.racsoc.2004.01.002 · Cited by 100
Describing “Science Practice” in Learning Settings
Stroupe, D. (2015) · Science Education · doi:10.1002/sce.21191 · Cited by 99
Elliott, K. C. (2022) · Cambridge University Press eBooks · doi:10.1017/9781009052597 · Cited by 99
Feminist Philosophy of Science: Values and Objectivity
Crasnow, S. L. (2013) · Philosophy Compass · doi:10.1111/phc3.12023 · Cited by 98
Philosophy of science for sustainability science
Nagatsu, M., Davis, T., DesRoches, C. T., Koskinen, I., MacLeod, M., Stojanovic, M., & Thorén, H. (2020) · Sustainability Science · doi:10.1007/s11625-020-00832-8 · Cited by 98
Sealing the gateways for post-truthism: Reestablishing the epistemic authority of science
Kienhues, D., Jucks, R., & Bromme, R. (2020) · Educational Psychologist · doi:10.1080/00461520.2020.1784012 · Cited by 98
Subjectivité et connaissance : réflexions sur les épistémologies du ‘point de vue’
Espínola, A. F. (2012) · Cahiers du Genre · doi:10.3917/cdge.053.0099 · Cited by 97
Biddle, J. B. (2007) · Social Epistemology · doi:10.1080/02691720601125472 · Cited by 105
Nelson, J. A. (2014) · Journal of Economic Methodology · doi:10.1080/1350178x.2014.939691 · Cited by 106
Organization Theory as an Interpretive Science
Hatch, M. J., & Yanow, D. (2009) · Oxford University Press eBooks · doi:10.1093/oxfordhb/9780199275250.003.0003 · Cited by 96
Beyond Construction: Five arguments for the role and value of critique in learning science
Henderson, J. B., MacPherson, A. C., Osborne, J. F., & Wild, A. (2015) · International Journal of Science Education · doi:10.1080/09500693.2015.1043598 · Cited by 106
Epistemic Injustice and Psychiatric Classification
Bueter, A. (2019) · Philosophy of Science · doi:10.1086/705443 · Cited by 94
Analysis of Lines of Reasoning in Written Argumentation
Kelly, G. J., Regev, J., & Prothero, W. A. (2007) · Science & technology education library · doi:10.1007/978-1-4020-6670-2_7 · Cited by 94
Davidson, S. G., Jaber, L. Z., & Southerland, S. A. (2020) · Science Education · doi:10.1002/sce.21596 · Cited by 101
Bechtel, W. (2005) · Cambridge University Press eBooks · doi:10.1017/cbo9781139164962 · Cited by 93
A new direction for science and values
Hicks, D. (2014) · Synthese · doi:10.1007/s11229-014-0447-9 · Cited by 93
Mapping a Research Agenda Concerning Gender and Climate Change: A Review of the Literature
Moosa, C. S., & Tuana, N. (2014) · Hypatia · doi:10.1111/hypa.12085 · Cited by 92
Who Knows? Reflexivity in Feminist Standpoint Theory and Bourdieu
Sweet, P. L. (2020) · Gender & Society · doi:10.1177/0891243220966600 · Cited by 109
Andrews, K. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108616522 · Cited by 95
Finding the place of argumentation in science education: Epistemics and Whole Science
Allchin, D., & Zemplén, G. Á. (2020) · Science Education · doi:10.1002/sce.21589 · Cited by 99
Public ecology: an environmental science and policy for global society
Robertson, D. P., & Hull, R. B. (2003) · Environmental Science & Policy · doi:10.1016/s1462-9011(03)00077-7 · Cited by 91
An introduction to cultural and social studies of sciences and technologies
Traweek, S. (1993) · Culture Medicine and Psychiatry · doi:10.1007/bf01380596 · Cited by 91
Metadata
- Authors
- Longino, H. E.
- Corresponding author
- Longino, Helen E.
- ORCID
- Longino, Helen E.
- Venue
- Princeton University Press eBooks
- Publisher
- Princeton University Press
- Published
- 1990-12-31
- OpenAlex
- W4300559119
- Cited by
- 3,092
- References
- 0
- Citations by year
- 2026: 244 · 2025: 296 · 2024: 188 · 2023: 169 · 2022: 212 · 2021: 160 · 2020: 145 · 2019: 173 · 2018: 128 · 2017: 86 · 2016: 73 · 2015: 100 · 2014: 60 · 2013: 80 · 2012: 58
- FWCI
- 81.08
- Type
- book
- Language
- en
- Open access
- closed
- Locations
- Princeton University Press eBooks (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › History and Philosophy of Science › Philosophy of Biology and Scientific Explanation
- Social Sciences › Arts and Humanities › History and Philosophy of Science › Logic and Philosophy of Science
- Social Sciences › Sociology and Political Science › Education, Politics, and Culture Studies
- Keywords
- philosophy of science, sociology of science, scientific knowledge, epistemology of science
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
