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The scientist's education and a civic conscience.

Kelling J Donald¹, Jeffrey Kovac

¹Department of Chemistry, University of Richmond, Richmond, VA 23173, USA. kdonald@richmond.edu

Science and Engineering Ethics

|October 26, 2012

Summary

This paper advocates for a civic science curriculum, integrating scientific knowledge with civic responsibility. It proposes using historical and contemporary science policy controversies to engage students in scientific inquiry and its societal impact.

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Area of Science:

Science Education
Civic Science
Science Policy

Background:

Traditional science curricula often separate scientific content from societal implications.
There is a growing need to connect scientific literacy with civic engagement and responsibility.
Understanding the role of scientists in public discourse is crucial for informed citizenry.

Purpose of the Study:

To advocate for and outline mechanisms for a civic science curriculum.
To explore the integration of scientific knowledge with civic responsibility in college-level science courses.
To demonstrate how studying science controversies can enhance scientific understanding and civic awareness.

Main Methods:

Proposing an in-course approach to historical and contemporary scientific controversies.
Utilizing scientific content to analyze and inform debates on science policy.
Examining case studies of scientists as engaged citizens (e.g., Linus Pauling, Alfred Nobel, Joseph Rotblat).

Main Results:

Students can gain a deeper understanding of scientific inquiry by analyzing controversies.
The curriculum can highlight the influence of scientists on public perception and policy.
Integrating civic responsibility enhances the relevance of science education.

Conclusions:

A civic science curriculum can effectively bridge scientific knowledge and civic duty.
Science professors play a vital role in fostering students' social conscience regarding science.
This approach prepares students to recognize science's contribution to public policy and global governance.