Research

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Part of my process with this project involved auditing a class, “Anthropology of Science,” at Reed College. Since I don’t have a cultural or traditional relationship with bogs, one of the main avenues for me to pay attention and engage with bogs is to learn the science.

I had a lot of mixed feelings about this. Could I honor and learn from these beings using a knowledge system that doesn’t accept indigenous knowledge systems or those based in different values or non-western cultures? A knowledge system that only became interested in wetlands after noticing some of the knock on effects of their widespread destruction? (see for instance https://www.fws.gov/sites/default/files/documents/Wetlands-Losses-in-the-United-States-1780s-to-1980s.pdf)

The readings and discussion helped me gain context and critical understanding of how and why science came to be what it is, how it functions, and how within a very narrow range of parameters and questions, it can produce more, and more specific, knowledge than perhaps any knowledge system before it. I learned about the values at play in the development of the discipine and about why it is not able to gauge morally what questions are valuable, or what ecosystems are valuable. It is only able to value what produces knowledge that it can measure. Some of the texts that were important to me are listed below:

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