IN: Bruno Latour (French: [latuR]; born 22 June 1947) is a French philosopher, anthropologist and sociologist. He is especially known for his work in the field of science and technology studies (STS). After teaching at the Ecole des Mines de Paris (Centre de Sociologie de l'Innovation) from 1982 to 2006, he became Professor at Sciences Po Paris (2006-2017), where he was the scientific director of the Sciences Po Medialab. He retired from several university activities in 2017.

In a 2004 article, Latour questioned the fundamental premises on which he had based most of his career, asking, "Was I wrong to participate in the invention of this field known as science studies?" He undertakes a trenchant critique of his own field of study and, more generally, of social criticism in contemporary academia. He suggests that critique, as currently practiced, is bordering on irrelevancy. To maintain any vitality, Latour argues that social critiques require a drastic reappraisal: "our critical equipment deserves as much critical scrutiny as the Pentagon budget." (p. 231) To regain focus and credibility, Latour argues that social critiques must embrace empiricism, to insist on the "cultivation of a stubbornly realist attitude -- to speak like William James". (p. 233)  Latour suggests that about 90% of contemporary social criticism displays one of two approaches which he terms "the fact position and the fairy position." (p. 237) The fairy position is anti-fetishist, arguing that "objects of belief" (e.g., religion, arts) are merely concepts created by the projected wishes and desires of the "naive believer"; the "fact position" argues that individuals are dominated, often covertly and without their awareness, by external forces (e.g., economics, gender). (p. 238) "Do you see now why it feels so good to be a critical mind?" asks Latour: no matter which position you take, "You're always right!" (p. 238-239) Social critics tend to use anti-fetishism against ideas they personally reject; to use "an unrepentant positivist" approach for fields of study they consider valuable; all the while thinking as "a perfectly healthy sturdy realist for what you really cherish." (p. 241) These inconsistencies and double standards go largely unrecognized in social critique because "there is never any crossover between the two lists of objects in the fact position and the fairy position." (p. 241)  The practical result of these approaches being taught to millions of students in elite universities for several decades is a widespread and influential "critical barbarity" that has--like a malign virus created by a "mad scientist"--thus far proven impossible to control. Most troubling, Latour notes that critical ideas have been appropriated by those he describes as conspiracy theorists, including global warming skeptics and the 9/11 Truth movement: "Maybe I am taking conspiracy theories too seriously, but I am worried to detect, in those mad mixtures of knee-jerk disbelief, punctilious demands for proofs, and free use of powerful explanation from the social neverland, many of the weapons of social critique." (p. 230)  The conclusion of the article is to argue for a positive framing of critique, to help understand how matters of concern can be supported rather than undermined: "The critic is not the one who lifts the rugs from under the feet of the naive believers, but the one who offers the participants arenas in which to gather. The critic is not the one who alternates haphazardly between antifetishism and positivism like the drunk iconoclast drawn by Goya, but the one for whom, if something is constructed, then it means it is fragile and thus in great need of care and caution."

How does the think critique is "bordering on irrelevancy"?

OUT: The critic is not the one who alternates haphazardly between antifetishism and positivism like the drunk iconoclast drawn by Goya,


IN: Joshua Lawrence Chamberlain (born Lawrence Joshua Chamberlain, September 8, 1828 - February 24, 1914) was an American college professor from the State of Maine, who volunteered during the American Civil War to join the Union Army. He became a highly respected and decorated Union officer, reaching the rank of brigadier general (and brevet major general). He is best known for his gallantry at the Battle of Gettysburg, for which he was awarded the Medal of Honor. Chamberlain was commissioned a lieutenant colonel in the 20th Maine Volunteer Infantry Regiment in 1862 and fought at the Battle of Fredericksburg.

Chamberlain was born in Brewer, Maine, the son of Sarah Dupee (nee Brastow) and Joshua Chamberlain on September 8, 1828. Chamberlain was of English ancestry, and could trace his family line back to twelfth century England, during the reign of King Stephen. He was the oldest of five children. It is said that he was his mother's favorite while his father was tough on him. He was very involved in his church, mostly singing in the choir. His mother encouraged him to become a preacher while his father wanted him to join the military, but he felt a reluctance towards both options. He suffered a speech impediment until shortly after graduating from Bowdoin College. He entered Bowdoin College in Brunswick, Maine, in 1848 with the help of a local tutor, professor William Hyde. Chamberlain learned to read Ancient Greek and Latin in order to pass the entrance exam. While at Bowdoin he met many people who would influence his life, including Harriet Beecher Stowe, the wife of Bowdoin professor Calvin Stowe. Chamberlain would often go to listen to her read passages from what would later become her celebrated novel, Uncle Tom's Cabin. He also joined the Peucinian Society, a group of students with Federalist leanings. A member of the Phi Beta Kappa academic honor society and a brother of the Alpha Delta Phi fraternity, Chamberlain graduated in 1852.  He married Fanny Adams, cousin and adopted daughter of a local clergyman, in 1855, and they had five children, one of whom was born too prematurely to survive and two of whom died in infancy. Chamberlain studied for three additional years at Bangor Theological Seminary in Bangor, Maine, returned to Bowdoin, and began a career in education as a professor of rhetoric. He eventually went on to teach every subject in the curriculum with the exception of science and mathematics. In 1861 he was appointed Professor of Modern Languages. He was fluent in nine languages other than English: Greek, Latin, Spanish, German, French, Italian, Arabic, Hebrew, and Syriac.  Chamberlain's great-grandfathers were soldiers in the American Revolutionary War. One, Franklin Chamberlain, was a sergeant at the Siege of Yorktown. His grandfather, also named Joshua Chamberlain, was a colonel in the local militia during the War of 1812 and was court-martialed (but exonerated) for his part in the humiliating Battle of Hampden, which led to the sacking of Bangor and Brewer by British forces. His father also had served during the abortive Aroostook War of 1839.

when did he graduate college?

OUT:
Chamberlain graduated in 1852.