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Societal Readiness Thinking Process 2.0: Incorporating Epistemic Reflexivity for Responsible Innovation.

Robert Braun1, Michael J Bernstein2, Arnab Chakraborty3

  • 1Social and Sustainable Transformation Research Group, Institute for Advanced Studies - Institut für Höhere Studien, Josefstädter Straße 39, Vienna, 1080, Austria. braun@ihs.ac.at.

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Summary
This summary is machine-generated.

This study introduces reflexive Societal Readiness Thinking Tool 2.0 (SRTT 2.0) to enhance responsible innovation. It helps researchers critically examine assumptions and foster collaborative learning for more ethical R&I practices.

Keywords:
AIRREpistemic reflexivityEthnomethodologyRRIScience and technology studiesSocietal readiness

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Area of Science:

  • Science and Technology Studies (STS)
  • Sociology of Innovation
  • Responsible Research and Innovation (RRI)

Background:

  • Existing frameworks like the Societal Readiness Thinking Tool (SRTT) aid ethical reflection in research and innovation (R&I).
  • However, these tools can oversimplify reflexivity into procedural checklists or impact assessments.
  • There's a need for deeper, more integrated approaches to societal dimensions in R&I.

Purpose of the Study:

  • To develop and introduce the reflexive Societal Readiness Thinking Tool 2.0 (SRTT 2.0) process.
  • To incorporate epistemic reflexivity and ethnomethodological sensitivity into R&I readiness assessments.
  • To foster critical engagement with sociotechnical imaginaries and institutional 'relations of ruling' within R&I projects.

Main Methods:

  • Utilized ethnomethodological observations and reflexive questionnaires.
  • Conducted an initial workshop within the Horizon Europe project AGRO4AGRI.
  • Developed a three-part reflexive process: observation of situated practices, reflexive questioning of positionalities, and collaborative workshops for institutional learning.

Main Results:

  • Identified three patterns hindering reflexivity: deflection via safeguards, outsourcing to experts/stakeholders, and substitution with compliance.
  • These patterns limit interdisciplinary learning and critical engagement within R&I projects.
  • SRTT 2.0 aims to overcome these obstacles by promoting critical interrogation of assumptions and sociotechnical imaginaries.

Conclusions:

  • The reflexive SRTT 2.0 process enhances Responsible Research and Innovation (RRI) by fostering collaborative, empathetic, and institutional learning.
  • It enables researchers to engage more meaningfully with inclusion and critically question dominant narratives.
  • SRTT 2.0 offers a transferable pathway for cultivating more reflexive and responsible innovation practices.