Hans Radder

In his influential book, "Changing Order", H.M. Collins puts forward the following three claims concerning experimental replication. (i) Replication is rarely practiced by experimentalists; (ii) replication cannot be used as an objective test of scientific knowledge claims, because of the occurrence of the so-called experimenters' regress; and (iii) stopping this regress at some point depends upon the enculturation in a local community of practitioners, who tacitly learn the relevant skills. In my paper I discuss and assess these claims on the basis of a more comprehensive analysis of experimentation and experimental reproducibility. The main point is that Collins' claims are not, strictly speaking, wrong, but rather too one-sided and therefore inadequate. This point also calls for a reconsideration of the radical (social constructivist) conclusions that Collins has drawn from his studies of scientific experimentation.

This paper proposes a framework for a critical philosophy of technology by discussing its practical, theoretical, empirical, normative and political dimensions. I put forward a general account of technology, which includes both similarities and dissimilarities to Andrew Feenberg's instrumentalization theory. This account characterizes a technology as a "(type of) artefactual, functional system with a certain degree of stability and reproducibility". A discussion of how such technologies may be realized discloses five different levels at which alternative choices might be made. On this basis, I argue that a critical philosophy of technology should analyse and assess the choices that have, and have not, been made in actual practice, and contribute to social experiments that aim at more democratic and more desirable alternatives.

Universities are occupied by management, a regime obsessed with ‘accountability’ through measurement, increased competition, efficiency, ‘excellence’, and misconceived economic salvation. Given the occupation’s absurd side-effects, we ask ourselves how management has succeeded in taking over our precious universities. An alternative vision for the academic future consists of a public university, more akin to a socially engaged knowledge commons than to a corporation. We suggest some provocative measures to bring about such a university. However, as management seems impervious to cogent arguments, such changes can only happen if academics take action. Hence, we explore several strategies for a renewed university politics