Epistemische Gerechtigkeit als Anforderung an Wissenschaft und Universitäten

Abstract

The article applies the concept of epistemic injustice to science and universities. It is placed in the context of the social constitution of scientific cognitive practice. Miranda Fricker’s concept, when extended to include forms of distributive and participatory epistemic injustice, proves powerful in analyzing normative problems in science: a) Discrimination and a lack of diversity in the research process call into question the validity of scientific claims. b) Disadvantages in access to scientific education inflict injustice on people who want to know and prevent the development of the necessary diversity among researchers and teachers. c) Research that only selectively addresses the knowledge needs of groups and sectors is unjust and jeopardizes the rationality of discourse and action in society. d) The unequal participation of social stakeholders in decisions on the orientation and development of universities – illustrated by the example of university boards – is part of a one-sided preference for economic interests.
The perspective of epistemic justice opens up the connection between various challenges in science and shows their common normative point of reference. Justice is placed in its rightful place as a guiding principle of normative reflection on science – complementing and illuminating the freedom of science that dominates the discourse.