 Control. Experimental contexts, in which scientists elicit regularities in the behavior of the objects of study by manipulating them under controlled conditions, are often taken to generate epistemically privileged evidence about the objects of study. Such evidence is thought to ground knowledge of how the objects “really are,” in contrast with evidence about the objects of study generated through “subjective” methods, such as participant observation, dialogue, political engagement, and caring for their needs. Feminists argue that control is a stance of social, often male, power. The epistemic privilege it enjoys reflects both androcentrism and the prestige attached to the “masculine” (Merchant 1980). The control ideal underrates the epistemic value of experiences gained from loving or cooperative engagement with the objects of study. Theories produced by control generate only a partial view of the potentialities of the objects of study, reflecting and serving interests in control over the objects, but not interests in engaging with the objects in other ways, or in enabling the objects of study, if human, to govern themselves (Tiles 1987).