Abstract

in his recent text Sustainable Knowledge, Robert Frodeman argues that the unchecked proliferation of academic knowledge is unsustainable. While his account provides a basis for more sustainable disciplinary practices, it fails to show how the knowledge produced by such practices is ultimately superior to traditional academic knowledge. This essay provides an epistemic justification for sustainable knowledge. It begins by introducing the maker’s knowledge tradition as an alternative to traditional academic knowledge. It then expands and advances this tradition through Dewey’s naturalized epistemology. Ultimately, it develops an account of knowledge that is not only of a higher quality than traditional knowledge but...