Isabelle Stengers
Isabelle Stengers (born 1949) is a Belgian philosopher of science trained initially as a chemist and affiliated as a professor with the Université Libre de Bruxelles.[1][2] She rose to prominence through collaborations with Nobel laureate Ilya Prigogine, co-authoring seminal texts that integrated non-equilibrium thermodynamics, chaos theory, and the irreversibility of time into philosophical analyses of nature and knowledge.[3][1] Stengers critiques the imperialistic claims of modern science—its presumption of timeless, universal truths divorced from context—while upholding science's experimental potency against facile relativism, advocating instead for knowledge practices attuned to relational dynamics, contingency, and multiplicity.[4] Her major works encompass Order Out of Chaos (1984, with Prigogine), which reframed scientific understanding of order emerging from disequilibrium, and The Invention of Modern Science (1993), which traces the contingent power relations and exclusions enabling science's modern ascendancy.[3][4] Influenced by Alfred North Whitehead's process philosophy, Stengers advances "cosmopolitics," a framework for composing heterogeneous collectives of human and nonhuman actors to navigate ecological disruptions without succumbing to deterministic or apocalyptic narratives.[5][6]Early Life and Education
Formative Years and Initial Interests
Isabelle Stengers was born in 1949 in Brussels, Belgium.[7] She is the daughter of Jean Stengers, a Belgian historian known for his work on Belgian history and the Belgian Congo.[7] Growing up in the post-World War II era, Stengers encountered a Belgian educational landscape that prioritized scientific literacy and technical skills to support economic recovery and modernization, fostering her early engagement with empirical disciplines.[8]
Her initial intellectual interests gravitated toward chemistry, attracted by its focus on observable reactions and systematic experimentation rather than abstract theorizing.[9] This orientation reflected the practical, problem-solving ethos prevalent in mid-20th-century scientific education in Western Europe, where chemistry served as a gateway to understanding natural processes through direct manipulation and measurement.[10]