Three truth‐spots

Gieryn, Thomas F.

doi:10.1002/jhbs.10036

Cited by 141 publications

(89 citation statements)

References 22 publications

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“…In recent years a growing number of scholars have pointed out that the generation, diff usion, and legitimisation of scientifi c knowledge are infl uenced by local contexts, knowledge environments, spatial relations, and spaces of interaction (Gieryn, T.F. 2001(Gieryn, T.F. , 2002Livingstone, D.N.…”

Section: Creative Scientists Can Be Inspired or Impeded By Their Knowmentioning

confidence: 99%

Knowledge environments in universities

Marynen

2015

HunGeoBull

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Talent, motivation, and wealth of ideas are not the only characteristics determining how successfully a scholar's research and academic career develops. What we academics call creative is never the result of individual action alone. Learning processes and research are situated in environments, organisational structures, and spatial relations. We cannot study scientifi c creativity by isolating scholars and their works from the social and historical milieu in which their actions are carried out. A stimulating environment and a talented individual must come together and interact before a creative process can occur. This article addresses four questions: What elements constitute a local knowledge environment? How can a local knowledge environment aff ect learning and research processes? How can one measure the impact of a knowledge environment and avoid the trap of determinism? What theoretical concepts can contribute to the analysis of knowledge environments and the explanation of their impact?

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Section: Creative Scientists Can Be Inspired or Impeded By Their Knowmentioning

confidence: 99%

Knowledge environments in universities

Marynen

2015

HunGeoBull

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“…The second question of what makes knowledge stick to a place is taken up by Gieryn (2002), who addressed it in his notion of a "truth spot." A truth spot is a place that gains sufficient credibility that those professing knowledge from there are able to assert that their claims "are authentic all over" (p. 118).…”

Section: Place and Knowledgementioning

confidence: 99%

“…Accordingly, such places "escape place …; place achieves placelessness" (p. 113). One of Gieryn's (2002) examples is the Princeton Plasma Physics Laboratory, which "pursues cred-1 The anti-rationalist position, at least within science studies, is seen in two distinct bodies of work-social constructionism and actor-network theory. The social constructionist version suggests that scientific knowledge is constructed on the basis of the social interests of the scientist.…”

Section: Place and Knowledgementioning

confidence: 99%

“…The first draws on science studies to fashion some of the conceptual tools needed to make sense of the geography of ideas. In particular, we elaborate on Thomas F. Gieryn's (2002) text on "truth spots" and Kevin Hetherington's (1997) book on "heterotopias" to understand why certain places are sites for the development of big ideas. We also consider the writings of Bruno Latour (1987Latour ( , 2005 on intellectual mobility to fathom the processes Taylor, 1977, p. 15) T. Barnes and C.C.…”

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confidence: 99%

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The Imprecise Wanderings of a Precise Idea: The Travels of Spatial Analysis

Barnes

Abrahamsson

2017

Knowledge and Space

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“…Credit, instrumentation and instrumental practices still matter, as do circulation of "inscriptions" (Latour 1988). There is still place (Gieryn 2002;Kohler 2002), sense-making (Lynch 1993), epistemic cultures (Knorr-Cetina 1999), the reproduction of inequalities (Bowker and Star 1999), and "centers of calculation" (Latour 1988) that produce peripheries and privilege particular ways of knowing--and knowledge makers (Haraway 1988). Yet this shift in topical contexture requires our attention in our empirically-grounded theorizing, in our methods, and in our interventions.…”

mentioning

confidence: 99%

Seizing the Digital

Vertesi

2016

Engaging STS

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Abstract!Digital systems pervade classic STS sites of interest, from connecting laboratories to mediating lay-expert divides. But STS has so far been reticent to build the theoretical and analytical perspectives necessary for embracing digital systems as an important element of contemporary fieldwork, research, and practice. This paper charts a course for bringing STS concepts to bear on digital systems and vice versa, bringing our lingering concern with questions from the sociology of knowledge to bear on digitally-enacted and mediated scientific and technical practices. It shows how we can eschew the language of technological determinism inherent to discussion about digital systems outside of STS, asking instead questions germane to STS theory and practice such as the configuration of such systems to include and exclude, the epistemic entanglements of using digital tools in research practice, and the potential to build new systems that suggest alternative arrangements.! ! !

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Three truth‐spots

Cited by 141 publications

References 22 publications

Knowledge environments in universities

Knowledge environments in universities

The Imprecise Wanderings of a Precise Idea: The Travels of Spatial Analysis

Seizing the Digital

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