science and society

Science and Society

Canada Foundation for InnovationOctober 24, 2006

Science and SocietyCanada Foundation for Innovation – October 24, 2006

Why do we have science anyway?

To improve the human condition

To provide natural explanations of the nature and workings of the natural world

Whether we like the answers or not!

Science is limited to human cognition of the objective world….

Lu Yonxiang, President, Chinese Academy of Science, 2005

Baseline assertion:

Science and technology are ever-more imbedded in every aspect of modern life!

Corollaries:

For people to prosper in modern society, they need fundamental understanding and comfort with S&T

For science to prosper and be maximally productive, the science-society relationship must be both positive and strong

We have a problem

The science-society relationship is experiencing substantial tension

Is at risk of significant erosion

As Charles Dickens would say…..

We’re living in the best of times

And the worst of times

On the one hand

We’re living in the best of scientific times

Advances in science are coming at a fantastic pace

The rate of incremental advance is accelerating

New technologies are enabling quantum jumps in understanding

L. Chang, M.D., T. Ernst, Ph.D., O. Speck, Ph.D.Harbor-UCLA Medical CenterGenerating words (left brain dominant)

LeftLeft

RightRight

DorsalDorsal

VentralVentralAnteriorAnterior

posteriorposteriorLL

SMASMA

Broca’s areaBroca’s area

Parietal CortexParietal Cortex

Functional MRI of a “normal” subject writing a talk

Chang, et al.

Descartes

Mind and Body are InseparableMind and Body are Inseparable

Descartes Freud

On the other hand….

Other issues within science are not going so well…and negatively affect the broader (societal) context for science

Incidents of scientific misconduct

Human subjects concerns

Animal welfare issues

Conflict of interest problems

“Publishing by press release”

These are factors internal to science…

The context for science and society is also influenced by external factors….

Government regulations, priorities and funding

Events of 9/11/2001 dramatically affected science

Travel restrictions

New research priorities

Bioterrorism

Cybersecurity

Transportation safety

Food safety

Much is now being influenced by a resurgence of the “SCIENCE-INNOVATION-ECONOMIC COMPETITIVENESS” factor

American Competitiveness Initiative

Doubles funding over 10 years for physical sciences and engineering at NSF, DOE, NIST

Strengthens K-12 math and science education through teacher training and new curriculum materials

Makes R&D tax credit for industry permanent

Many countries are recognizing the science-economy (jobs) imperative

Canada

European Union

Israel

Australia

Belgium

Sweden

The Canada Foundation for Innovation (CFI) is the epitome of a country recognizing this science-economy relationship!

The science-innovation-economic factor emphasizes that all people need familiarity and comfort with science and technology

Something else is going on in how people relate to science and technology

There’s increased tension in the relationship

People generally still respect science and technology….

US public’s view of scientific research

National Science Board, Science and Engineering Indicators - 2002

But they have little understanding of what is and is not science

60% of Americans believe in extrasensory perception

41% think astrology is somewhat scientific

47% still do not answer “true” to the statement: “Human beings developed from earlier species of animals”

Science and Engineering Indicators, 2004

What do Europeans consider as scientific?

Medicine – 89%

Physics – 83%

Astronomy – 70%

History – 34%

Astrology – 41%

Homeopathy – 33%

Source: Eurobarometer, 2005

There’s a lesson here!

People need to know about science as an enterprise

What makes something scientific?

The limits of scientific investigation

Natural explanations of the natural world

There is increasing tension in the science-society relationship, in part because

A new dimension has been added to the public’s view of and behavior toward science and technology

Historically, science and technology have been evaluated primarily on the basis of their costs/risks and benefits

Now, values (and politics) are being overlaid onto “simple” risk/benefit calculations

Scientific issues that abut against values

Embryonic stem cell research

Studying “personal” topics

“Intelligent Design” versus evolution in science classrooms and science museums

Intelligent design claims to believe in gradual change

But a supernatural being guided the process

Claims to be a scientific, alternative theory to evolution

Advocates argue “teach both theories” in science classes

The latest attempt to bring religion into the science classroom

= “Intelligent design” initiative eruption

Source: Miller, et. al. Science 313, 765 (2006).

Many neuroscience issues abut against human values

The nature of the mind Mind-body-soul concepts

Free will vs. determinism

The ability for anyone to look into your brain and watch your mind in action Darkest secret thoughts

How to relate to brain disordered individuals Personal responsibility for your brain diseased

behavior

Overlay of values is having serious consequences for the whole science-society relationship

Society wants to influence science

Rather than just the reverse

Creating a divide between science and the rest of society

We can’t just “educate” our way out of it

The problem is not just lack of understanding

People do understand much of what we’re saying or want to do

They don’t like it

The conflict with their core values trumps their view of societal benefits

Only scientists are bound to “stick to the science”

What can we do?

Continue protesting/lamenting the situation

Adopt a more assertive strategy

Engage with the public on the issues

Try to find common ground

Public Understanding +

Public Education +

Communicating Communicating to the public with the public

We need to change not only the style and content but also the intent of the conversation:

We need to hear from the public about:

Their concerns about science and technology and their concomitants

Risks and benefits

Encroachment on human values

Their priorities among research areas

Questions they would like or need us to answer

Help frame the research agenda

The engagement movement is gathering substantial momentum

United Kingdom

European Union as a whole

Canada

Fundamentals of effective engagement of the public with S&T:

Build relationships with stakeholders, striving to foster mutual confidence and respect. Be inclusive of diverse perspectives, sectors and

cultures.

Practice “active listening”

Build communication around issues informed by S&T, rather than specifics of the S&T itself.

Practice openness Put information, ideas and debate in the public realm

Science Communications and Opportunities for Public Engagement, Canadian Council of Science and Technology Advisors, 2003

One can’t deal with

Evangelical fundamentalists

Evangelical atheists

Militant agnostics

One can work with

Undecideds

Rational middle

AAAS Public Engagement Programs

Dialogue on Science, Ethics and Religion (DoSER)

Center for Public Engagement with Science and Technology

AAAS Center for Public Engagement with Science and Technology Town meetings

Family science days

Topical public workshops

Meet the scientists events

Broadcast opportunities

Partnerships with science museum and centers

Active outreach

Residential communities

Religious institutions

AAAS “Glocal” strategy

Working with local opinion leaders and resources

Local media and op-eds

Clergy

School officials

Local government leaders/politicians

Science museums and centers

Community groups

= “Intelligent design” initiative eruption

= AAAS intervention

56Donald Kennedy, Science, April 8, 2005

As we enter this difficult era for science and society

We Need to Restore Equilibrium to the Science-Society Relationship

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