Sorin Borza, Discursive Reason and Understanding in Modern Knowledge Communities: The Influence of “Networked” Interpretations on the Narrative Reconfiguration of Reality

The analysis we propose aims at identifying those limitations of the acts of knowledge that have emerged under the pressure of bureaucracy and politicization of institutions that administer public knowledge—the school at all levels, research centers, academies, etc. It seems of first urgency to examine without prejudice some topics such as: 1) knowledge and the institutions that manage it. We note the institutionalization of the forms of the procedural unfolding of knowledge and the standardization of the narratives that express it. This fact has social consequences that are easy to identify: no knowledge (truth) is recognized unless it enters the circuit of the institutions that manage the knowledge networks and alternative narratives (to the standard ones) develop epistemologically relevant effects only when they are allocated relevant expression space (the institutional mechanisms of authoritarian imposition block any attempt at non-conforming discourse). 2) formal narratives of knowledge and their political function prove the entry of the sciences into the circuit of the economy of symbolic goods. In social practice, the mutual negotiation between the various forms of public authority and the (compliant) education systems is transparent. Public education puts into circulation metanarratives about science that have an implicit ideological dimension

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