 One outcome of the historical turn in the philosophy of science and its emphasis on scientific practice was a focus on the complex social interactions that inevitably surround and infuse the generation of scientific knowledge. Relations between experts, their students, and the public, collaboration and competition between individuals and institutions, and social, economic, and political contexts became the subjects of an approach to studying the sciences known as the sociology of scientific knowledge, or SSK. Though in theory, a commitment to studying the sciences from a sociological perspective is interpretable in such a way as to be neutral with respect to realism (Lewens 2005; cf. Kochan 2010), in practice, most accounts of science inspired by SSK are implicitly or explicitly antirealist. This antirealism in practice stems from the common suggestion that once one appreciates the role that social factors (using this as a generic term for the sorts of interactions and contexts indicated above) play in the production of scientific knowledge, a philosophical commitment to some form of “social constructivism” is inescapable, and this latter commitment is inconsistent with various aspects of realism.