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Teaching Responsible Research and Innovation: A Phronetic Perspective.
Niels Mejlgaard1, Malene Vinther Christensen2, Roger Strand3
1Danish Centre for Studies in Research and Research Policy, Department of Political Science, Aarhus University, Bartholins Allé 7, 8000, Aarhus C, Denmark. nm@ps.au.dk.
Science and Engineering Ethics
|February 9, 2018
Summary
This study explores teaching Responsible Research and Innovation (RRI) in higher education. It proposes using the concept of phronesis to cultivate practical wisdom for responsible scientific conduct in complex environments.
Area of Science:
- Science and Technology Studies
- Higher Education Research
- Ethics in Science
Background:
- Growing emphasis on aligning research with societal values and needs.
- Need to foster a culture of Responsible Research and Innovation (RRI) among scientists and engineers.
- Focus on integrating RRI principles into higher education curricula.
Purpose of the Study:
- To investigate RRI teaching practices in higher education institutions.
- To identify generic aspects of RRI pedagogy that promote societal responsibility.
- To explore the utility of Aristotelian phronesis in RRI education.
Main Methods:
- Qualitative research approach.
- Interviews with educators and stakeholders.
- Review of academic literature and policy documents on RRI.
Main Results:
- Identified key pedagogical strategies for fostering care and societal obligation in RRI teaching.
- Presented exemplary cases of RRI-related educational initiatives.
- Demonstrated the relevance of phronesis for developing practical wisdom in RRI.
Conclusions:
- RRI teaching should cultivate students' practical wisdom (phronesis) for navigating complex research landscapes.
- Educational approaches should equip future scientists and engineers to act virtuously and responsibly.
- Phronesis offers a valuable conceptual framework for effective RRI pedagogy.
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