Jonathan R. Cole – författare

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In these seventeen essays, distinguished senior scholars discuss the conceptual issues surrounding the idea of freedom of inquiry and scrutinize a variety of obstacles to such inquiry that they have encountered in their personal and professional experience. Their discussion of threats to freedom traverses a wide disciplinary and institutional, political and economic range covering specific restrictions linked to speech codes, the interests of donors, institutional review board licensing, political pressure groups, and government policy, as well as phenomena of high generality, such as intellectual orthodoxy, in which coercion is barely visible and often self-imposed. As the editors say in their introduction: "No freedom can be taken for granted, even in the most well-functioning of formal democracies. Exposing the tendencies that undermine freedom of inquiry and their hidden sources and widespread implications is in itself an exercise in and for democracy."

In these seventeen essays, distinguished senior scholars discuss the conceptual issues surrounding the idea of freedom of inquiry and scrutinize a variety of obstacles to such inquiry that they have encountered in their personal and professional experience. Their discussion of threats to freedom traverses a wide disciplinary and institutional, political and economic range covering specific restrictions linked to speech codes, the interests of donors, institutional review board licensing, political pressure groups, and government policy, as well as phenomena of high generality, such as intellectual orthodoxy, in which coercion is barely visible and often self-imposed. As the editors say in their introduction: "No freedom can be taken for granted, even in the most well-functioning of formal democracies. Exposing the tendencies that undermine freedom of inquiry and their hidden sources and widespread implications is in itself an exercise in and for democracy."

Until the middle of the twentieth century, few thought of science as a social system, instead seeing scientific discovery as the work of individual geniuses. Columbia University’s Department of Sociology played a pivotal role in advancing the social study of science. Researchers of the “Columbia Program” analyzed how science works as a social institution, exploring its norms, values, and structure.Smoother Pebbles presents a collection of essays authored or coauthored by Jonathan R. Cole, a leading Columbia Program figure, that trace the development and institutionalization of the sociology of science. Spanning from the 1960s to the 2020s and including both empirical and theoretical studies of science, the book is at once wide-ranging and united by core questions. Are scientists rewarded for the merits of their work or for other reasons? How does the system of social stratification in science operate? Has the funding of scientists been the result of an “old boys’ network”? How fair is the peer review process? In what ways does science fall short of its universalistic ideals? What factors have constrained opportunities for women in science? How has science fared amid attacks on academic freedom and free inquiry at universities? Cole’s introduction contextualizes both individual essays and the major concerns of the Columbia Program. Smoother Pebbles is essential reading for those interested in the growth and crucial questions of the sociology and social studies of science.

Until the middle of the twentieth century, few thought of science as a social system, instead seeing scientific discovery as the work of individual geniuses. Columbia University’s Department of Sociology played a pivotal role in advancing the social study of science. Researchers of the “Columbia Program” analyzed how science works as a social institution, exploring its norms, values, and structure.Smoother Pebbles presents a collection of essays authored or coauthored by Jonathan R. Cole, a leading Columbia Program figure, that trace the development and institutionalization of the sociology of science. Spanning from the 1960s to the 2020s and including both empirical and theoretical studies of science, the book is at once wide-ranging and united by core questions. Are scientists rewarded for the merits of their work or for other reasons? How does the system of social stratification in science operate? Has the funding of scientists been the result of an “old boys’ network”? How fair is the peer review process? In what ways does science fall short of its universalistic ideals? What factors have constrained opportunities for women in science? How has science fared amid attacks on academic freedom and free inquiry at universities? Cole’s introduction contextualizes both individual essays and the major concerns of the Columbia Program. Smoother Pebbles is essential reading for those interested in the growth and crucial questions of the sociology and social studies of science.

States and institutions in both conventionally authoritarian and formally democratic societies overtly circumscribe freedom in any number of ways. Yet there are also subtler forms by which authorities and cultural forces compromise the choices of individuals in ways that do not seem, at first glance, to be coercive. This book brings together a distinguished set of scholars to examine covert constraints on academic, political, and economic freedom from a variety of angles, developing surprising and timely new insights.Ranging across philosophy, economics, law, health, science, art, and the media, luminaries from different fields expose threats to freedom within avowedly liberal and democratic institutions and cultures. Their incisive essays, both analytical and historical, emphasize how economic inequality, academic orthodoxy, media control, racism, and gender roles undermine the potential for human flourishing. By considering such multifarious noncoercive threats, they illuminate the vexed notion of freedom. Lively and learned, this book offers a provocative and urgent understanding of the often-unacknowledged forces that restrict our choices.Contributors include David Bromwich, Eric Foner, Robert Gooding-Williams, Michael Ignatieff, Laura Kipnis, Anya Schiffrin, Joseph E. Stiglitz, and Geoffrey R. Stone. In an essay and an interview with the volume editors, Noam Chomsky addresses the neoliberal assault on academic freedom.

States and institutions in both conventionally authoritarian and formally democratic societies overtly circumscribe freedom in any number of ways. Yet there are also subtler forms by which authorities and cultural forces compromise the choices of individuals in ways that do not seem, at first glance, to be coercive. This book brings together a distinguished set of scholars to examine covert constraints on academic, political, and economic freedom from a variety of angles, developing surprising and timely new insights.Ranging across philosophy, economics, law, health, science, art, and the media, luminaries from different fields expose threats to freedom within avowedly liberal and democratic institutions and cultures. Their incisive essays, both analytical and historical, emphasize how economic inequality, academic orthodoxy, media control, racism, and gender roles undermine the potential for human flourishing. By considering such multifarious noncoercive threats, they illuminate the vexed notion of freedom. Lively and learned, this book offers a provocative and urgent understanding of the often-unacknowledged forces that restrict our choices.Contributors include David Bromwich, Eric Foner, Robert Gooding-Williams, Michael Ignatieff, Laura Kipnis, Anya Schiffrin, Joseph E. Stiglitz, and Geoffrey R. Stone. In an essay and an interview with the volume editors, Noam Chomsky addresses the neoliberal assault on academic freedom.

The drastically changed climate in which research universities and other institutions of higher education now function has led to grave doubts about how these institutions will operate in the future. In "The Research University In A Time Of Discontent", distinguished scholars address this concern, drawing examples and making recommendations based on their own experiences as academic administrators and faculty members. (Education)