This study provides an overview of social media usage among researchers in Malaysia and examines factors affecting their use for science communication. The online questionnaire gathered the opinions of 425 researchers from over 20 science disciplines. The descriptive analysis highlighted usage preferences for 10 commonly used social media, while statistical analysis in particular MANOVA and correlation analysis, identified significant factors influencing researchers’ social media use. Up to 62% of respondents believe that social media is more effective in reaching the public, (...) compared to other media. WhatsApp, Facebook, YouTube, Google Scholar, and ResearchGate are routinely used or perceived as beneficial to use. However, Twitter, Instagram, WordPress, and LinkedIn are seldom used because they are less preferred for science communication. Seniority, perceived importance, and perceived credibility are significantly correlated with both intention and actual use. Meanwhile, age and experience are significantly correlated with actual use, but not the intention. Researchers are likely to post and share more on social media if they believe that science communication is important or if they are credible enough to present a scientific consensus. This study offered important insights into the perceptions, concerns, and factors influencing their use for science communication. By determining the perceptions, concerns and motivators affecting researchers, the findings shed light on effective ways to promote researchers’ use of social media to communicate scientific knowledge. (shrink)

Even before it had been developed there had already been skepticism among the general public concerning a vaccine for COVID-19. What are the factors that drive this skepticism? While much has been said about how political differences are at play, in this article I draw attention to two additional factors that have not received as much attention: witnessing the fallibility of the scientific process play out in real time, and a perceived breakdown of the distinction between experts and non-experts.

The complex societal challenges of the twenty-first Century require scientific researchers and academically educated professionals capable of conducting scientific research in complex problem contexts. Our central claim is that educational approaches inspired by a traditional empiricist epistemology insufficiently foster the required deep conceptual understanding and higher-order thinking skills necessary for epistemic tasks in scientific research. Conversely, we argue that constructivist epistemologies provide better guidance to educational approaches to promote research skills. We also argue that teachers adopting a constructivist learning theory (...) do not necessarily embrace a constructivist epistemology. On the contrary, in educational practice, novel educational approaches that adopt constructivist learning theories often maintain traditional empiricist epistemologies. Philosophers of science can help develop educational designs focused on learning to conduct scientific research, combining constructivist learning theory with constructivist epistemology. We illustrate this by an example from a bachelor’s program in Biomedical Engineering, where we introduce conceptual models and modeling as an alternative to the traditional focus on hypothesis testing in conducting scientific research. This educational approach includes the so-called B&K method for constructing scientific models to scaffold teaching and learning conceptual modeling. (shrink)

Dezinformacije, propagandni sadržaji, teorije zavere, pseudo-naučna tumačenja i slični obmanjujući narativi do kojih dolazimo putem svojih internet pretraživača predstavljaju ozbiljnu pretnju sticanju istinitih verovanja i očuvanju demokratskih vrednosti. Imajući to u vidu, njihova široka prisutnost u našim internet pretragama postavlja relevantna pitanja, uključujući ona koja su predmet istraživanja ovog rada: (a) kako i do koje mere se može razumeti epistemičko okruženje koje podržava njihovo širenje; (b) kome pripisati odgovornost za njihovo usvajanje i distribuciju; i (c) koje mere i strategije mogu (...) biti preduzete kako bi se njihov uticaj na javno mnjenje ublažio u zadovoljavajućoj meri? U nameri da donekle odgovorimo na ova tri usko povezana pitanja, bavićemo se socijalno-saznajnim karakteristikama Gugl pretraživača, načinima na koji on utiče na kvalitet naših epistemičkih praksi i strategijama za poboljšanje korisnikovog saznajnog položaja. Posebna pažnja biće posvećena pitanju podele odgovornosti između internet pretraživača (pružaoca usluge pretraživanja) i korisnika interneta (saznajnog subjekta). Unutar stanovišta koje mi zastupamo, teret odgovornosti se ravnomerno raspoređuje na korisnika i pretraživača. (shrink)

Qu'entend-on par enchantement et désenchantement du monde? Quelles seraient les voies à suivre pour susciter un réenchantement du monde qui sera le fait de l’humain lui-même? La raison et la rationalité sont-elles les causes des maux de nos errements ou des outils pour les contrer? Suffira-t-il d’avoir « foi en la raison » pour surmonter les défis que l’humanité s’est elle-même imposés par négligence et irresponsabilité.

Der Sammelband umfasst Aufsätze zu den Grundfragen, Anwendungen und Grenzen des Unterrichts des Argumentierens, in allen Fächern und mit Fokus auf die Fächer Philosophie und Ethik. Dabei werden Fragen wie diese behandelt: Welchen Zielen dient das Argumentieren und welche verfolgt der Unterricht des Argumentierens? In welchem Verhältnis stehen diese zu anderen Zielen des Unterrichts? Welche Kenntnisse, Fähigkeiten und Tugenden des Argumentierens sollen eingeübt werden und wie? Die vorgeschlagenen Antworten sind nicht nur für Personen aus der Fachdidaktik, sondern auch aus der (...) Philosophie und der Schullehrpraxis aller Fächer interessant. Der Band trägt damit auch zur stärkeren Etablierung des Felds der Argumentationsdidaktik bei. (shrink)

Despite decades of concerted efforts to communicate to the public on important scientific issues pertaining to the environment and public health, gaps between public acceptance and the scientific consensus on these issues remain stubborn. One strategy for dealing with this shortcoming has been to focus on the existence of scientific consensus on the relevant matters. Recent science communication research has added support to this general idea, though the interpretation of these studies and their generalizability remains a matter of contention. In (...) this paper, we describe results of a qualitative interview study on different models of scientific consensus and the relationship between such models and trust of science, finding that familiarity with scientific consensus is rarer than might be expected. These results suggest that consensus messaging strategies may not be effective. (shrink)

A summary of the philosophical literature on trust.

ABSTRACT Moral hazards are ubiquitous. Green ones typically involve technological fixes: Environmentalists often see ‘technofixes’ as morally fraught because they absolve actors from taking more difficult steps toward systemic solutions. Carbon removal and especially solar geoengineering are only the latest example of such technologies. We here explore green moral hazards throughout American history. We argue that dismissing (solar) geoengineering on moral hazard grounds is often unproductive. Instead, especially those vehemently opposed to the technology should use it as an opportunity to (...) expand the attention paid to the underlying environmental problem in the first place, actively invoking its opposite: ‘inverse moral hazards’. (shrink)

Appeals to human nature are ubiquitous, yet historically many have proven ill-founded. Why? How might frequent errors be remedied towards building a more robust and reliable scientific study of human nature? Our aim is neither to advance specific scientific or philosophical claims about human nature, nor to proscribe or eliminate such claims. Rather, we articulate through examples the types of errors that frequently arise in this field, towards improving the rigor of the scientific and social studies. We seek to analyze (...) such claims rhetorically, cognitively, and epistemically. Namely, how do we think about human nature? Claims about human nature, we show, are susceptible to widely exhibited deficits in cognitive tendencies such as framing, confirmation bias, satisficing, and teleological perspectives, as well as motivated reasoning. Such missteps foster methodological, empirical, and psychological mistakes and biases. Specifically, they promote the naturalizing error, whereby cultural ideology and values are projected onto an apparently objective description of nature. Concrete remedies are offered to aid scientists in conducting and reporting their research goals and findings more responsibly and effectively (relevant also to educators and other communicators who convey these findings publicly). Recommendations include acknowledging that human nature claims are often context-dependent, seeking multiple critical perspectives, and explicitly labeling uncertainties. (shrink)

Three interdependent factors are behind the current Covid-19 pandemic distorted narrative: (1) science´s culture of “publish or perish”, (2) misinformation spread by traditional media and social digital media and (3) distrust of technology for tracing contacts and its privacy-related issues. In this short paper, I wish to tackle how these three factors have added up to give rise to a negative public understanding of science in times of a health crisis, such as the current Covid-19 pandemic and finally, how to (...) confront all these problems. (shrink)

A challenge faced by defenders of the precautionary principle is to clarify when the evidence that a harmful event might occur suffices to regard this prospect as a real possibility. Plausible versions of the principle must articulate some epistemic threshold, orde minimisrequirement, which specifies when precautionary measures are justified. Critics have argued that formulating such a threshold is problematic in the context of the precautionary principle. First, this is because the precautionary principle appears to be ambiguous about the distinction between (...) risk and uncertainty: should the principle merely be invoked when evidential probabilities are absent, or also when probabilities have low epistemic credentials? Secondly, defenders of the precautionary principle face an aggregation puzzle: in judging whether or not thede minimisrequirement has been met, how should first-order evidential probabilities and their second-order epistemic standing be aggregated? This article argues that the ambiguity can be resolved, and the epistemological puzzle can be solved. Focusing on decisions in the context of climate uncertainty, I advance a version of the precautionary principle that serves as a plausible decision rule, to be adopted in situations where its main alternative—cost–benefit analysis—does not deliver. (shrink)

The paper seeks to contribute to clarifying agnotology as an ‘epistemic strategy’, conceived as ‘epistemically damaging and hurt[ing] the production of knowledge’. My general claim is that the grammar of intentions ‘embedded’ in agnotological arguments is often not considered accurately. I use considerations from the philosophy of action as a theoretical framework to make more explicit what is implied in agnogenetic manoeuvres. Agnotology, as a ‘theory’ about epistemic states, in particular knowledge and ignorance, would be seriously incomplete without that component. (...) The following can thus be read as a contribution to an analysis of the presuppositions of the strategic variant of Agnotology. My first claim is that the more common objections to the introduction of intentions are in no way definitive. My second, more specific, claim is that we need a room, in our conceptual toolbox, for ‘anti-epistemic intentions’, which play a key role in agnotological arguments. (shrink)

In our interactions with science, we are often vulnerable; we do not have complete control of the situation and there is a risk that we, or those we love, might be harmed. This is not an emotionall...

Philosophers of mind (from eliminative materialists to psychofunctionalists to interpretivists) generally assume that a normative ideal delimits which mental phenomena exist (though they disagree about how to characterize the ideal in question). This assumption is dubious. A comprehensive ontology of mind includes some mental phenomena that are neither (a) explanatorily fecund posits in any branch of cognitive science that aims to unveil the mechanistic structure of cognitive systems nor (b) ideal (nor even progressively closer to ideal) posits in any given (...) folk psychological practice. Indeed, one major function of scientific psychology has been (and will be) to introduce just such (normatively suboptimal but real) mental phenomena into folk psychological taxonomies. The development and public dissemination of IQ research over the course of the 20th Century is a case in point. (shrink)