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In this paper, we reflect on our experience as science and technology studies researchers who were members of the working group that produced A Synthetic Biology Roadmap for the UK in 2012. We explore how this initiative sought to govern an uncertain future and describe how it was successfully used to mobilize public funds for synthetic biology from the UK government. We discuss our attempts to incorporate the insights and sensibilities of STS into the policy process and why we chose (...) |
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This inclusive cross-cultural study rethinks the nexus between engineering education and context. In so doing the book offers a reflection on contextual boundaries with an overall boundary crossing ambition and juxtaposes important cases of critical participation within engineering education with sophisticated scholarly reflection on both opportunities and discontents. -/- Whether and in what way engineering education is or ought to be contextualized or de-contextualized is an object of heated debate among engineering educators. The uniqueness of this study is that this (...) |
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Science policy mandates across the industrialized world insinuate more active roles for publics, their earlier participation in policy decisions, and expanded notions of science and technology governance. In response to these policies, engaged scholars in science studies have sought to design and conduct exercises aimed at better attuning science to its public contexts. As demand increases for innovative and potentially democratic forms of public engagement with science and technology, so also do the prospects for insights from science studies to contribute (...) |
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Engaged scholarship is an intellectual movement sweeping across higher education, not only in the social and behavioral sciences but also in fields of natural science and engineering. It is predicated on the idea that major advances in knowledge will transpire when scholars, while pursuing their research interests, also consider addressing the core problems confronting society. For a workable engaged agenda in science and technology studies, one that informs scholarship as well as shapes practice and policy, the traditional terms of engagement (...) |
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In lieu of an abstract, here is a brief excerpt of the content:Social Epistemologists at the Crossroads:Authorizing Agents of ChangeJames H. CollierIn this issue of Philosophy and Rhetoric, Thomas Basbøll and Christine Isager and Sine Just provide a vital, constructive forum for discussing the first and second editions of Philosophy, Rhetoric, and the End of Knowledge (PREK) and Steve Fuller's broader project of social epistemology. More specifically, both Basbøll's review and Isager and Just's suggest innovative proposals for applying and assessing (...) |
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There is a widespread approach to the teaching of ethics to engineering students in which the exclusive focus is on engineers as individual agents and the broader context in which they do their work is ignored. Although this approach has frequently been criticised in the literature, it persists on a wide scale, as can be inferred from accounts in the educational literature and from the contents of widely used textbooks in engineering ethics. In this contribution we intend to: (1) Restate (...) |
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This article examines the foundation myths of Brazil in the last two centuries, paying particular attention to the relationship between these myths and governmental attitudes toward the hybridity of Northern and Southern ethnic and technoscientific entities. Based upon this examination, the article argues that it is important to consider both the wider temporal frames and the shifts and sedimentations that have formed current foundation myths and shaped their relation to science and technology. Postcolonial science technology studies theories illuminate aspects of (...) |
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This article is about our relationship with things; about the abundant material geographies that surround us and constitute the very possibility for us to be the beings that we are. More specifically, it is about the question of the possibility of an ethical encounter with things (qua things). We argue, with the science and technology studies tradition (and Latour in particular), that we are the beings that we are through our entanglements with things, we are thoroughly hybrid beings, cyborgs through (...) |
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Science policy mandates across the industrialized world insinuate more active roles for publics, their earlier participation in policy decisions, and expanded notions of science and technology governance. In response to these policies, engaged scholars in science studies have sought to design and conduct exercises aimed at better attuning science to its public contexts. As demand increases for innovative and potentially democratic forms of public engagement with science and technology, so also do the prospects for insights from science studies to contribute (...) |
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Social Construction of Technology (SCOT) formed a key component of the ‘new sociology of technology’, which emerged in mid-1980s and heralded the entry of social constructivist theory into the domain of technology from science. A large number of empirical case studies were generated using SCOT methodology in the following three decades, encompassing a wide range of technological artefacts or systems. This essay reviews the trajectory of SCOT as a distinct intellectual tradition in technology studies. First, an attempt is made to (...) |
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Health research ethics training is highly variable, with some researchers receiving little to none, which is why ethical frameworks represent critical tools for ethical deliberation and guiding responsible practice. However, these documents' voluntary and abstract nature can leave health researchers seeking more operationalised guidance, such as in the form of checklists, even though this approach does not support reflection on the meaning of principles nor their implications. In search of more reflective and participatory practices in a pandemic context with distance (...) |
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