Work

From Value to Valuation: Pragmatist and Hermeneutic Orientations for Assessing Science on the International Space Station

Year: 2021
Type: article
Abstract: Based on a study of the International Space Station (ISS), this paper argues that – as a set of orientations for sociological inquiry – pragmatism and hermeneutics are confluent frameworks to examine valuation as a social process. This confluence is grounded on their common attunement to valuing as a problematic and relational process, their equally common updates with theories of institutions, and a further conceptual development regarding the temporalities of valuation. I advance the argument in four steps. First, looking at how the question about the “scientific value” of the ISS is far from settled, I show how valuation is always about something considered problematic and indeterminate. Second, characterizing the ISS at the intersection of different criteria of assessment, I stress the nature of valuation as a fundamentally perspectival and interpretive process, and show how a hermeneutic approach can complement some of the limitations of pragmatism in this regard. Third, I look at the question of institutions considering how some modes of assessment sediment more successfully than others. Fourth, I argue that, while providing insights towards it, pragmatist and hermeneutic approaches to valuation have not fully grasped its temporal nature as a process, and outline ways to open this line of inquiry. I conclude with some ideas for studies in sociology of science to re-entangle detailed case studies of scientific practice with the study of how institutions make claims of worth about the nature of science, I propose ways to extend these arguments to other studies of what I calliridescent institutions, and I make some considerations about our stance as sociologists in these valuation disputes.
Institution: Cardiff University
Language: English
Open Access status: hybrid
Estimated APC paid: $2,780
Award: G453624223
OpenAlex ID: W3209706782
FWCI: 1.038
Cites: 100
Cited by: 20
Related to: 10