scholarly journals Techno-scientific hybrids. Science communication in pursuit of an academic identity

2009 ◽  
Vol 08 (01) ◽  
pp. E
Author(s):  
Nico Pitrelli ◽  
Yuri Castelfranchi
Keyword(s):  
Science Communication ◽  
Recent Article ◽  
Academic Identity ◽  
Good Science ◽  
Innovative Research ◽  
The World ◽  
University Curricula

A recent article published in Science Communication addresses the training issue in issue in our discipline. Henk Mulder and his colleagues discuss the shared features that university curricula should or could have to favour the full admission of science communication into the academic circle. Having analysed analogies and differences in the curricula that a number of schools provide all over the world, the authors reached the conclusion that much remains to be done. Science communication seems far from having found shared fundamental references, lessons that cannot be missed in the practical-theoretical education of future professionals or researchers in this discipline. What should one study to become a good science communicator? And to make innovative research?

scholarly journals Observations of PCST2014

2014 ◽  
Vol 13 (03) ◽  
pp. R04
Author(s):  
Nancy Longnecker
Keyword(s):  
Science Communication ◽  
International Network ◽  
Good Science ◽  
The World ◽  
Unique Experience ◽  
The Individual ◽  
Large Conference

Attendance at any large conference is highly personal and every registrant has a unique experience. The value to the individual depends on which sessions they attend, whom they connect with and what outcomes eventuate from what they learn and the networking they do. The networking and feedback can be life changing as it was for me when I attended PCST in 1996 in Melbourne. PCST2014 was a successful conference that provided many options for delegates. This was my fifth PCST and I was glad to have made the long trip to Brazil. One of the most successful aspects of PCST2014 was the opportunity to hear voices that I had not heard at previous PCSTs. The opportunity to hear about interesting work and different perspectives is one of the main advantages of this large, diverse, international network. Some reflective presentations eloquently articulated the familiar but evolving framework of the science communication discipline. Some provocative presentations pushed me to consider new and different perspectives or methodologies. Some case study presentations illustrated that good science communication is happening around the world. All types are particularly useful to those of us at a crossroad in our career, considering where to invest our energy, expertise and time.

scholarly journals Make me authentic, but not here: Reflexive struggles with academic identity and authentic leadership

2017 ◽  
Vol 48 (3) ◽  
pp. 253-270 ◽  
Author(s):  
Leah Tomkins ◽  
Alyson Nicholds
Keyword(s):  
Business School ◽  
Authentic Leadership ◽  
Academic Identity ◽  
Identity Work ◽  
Early Career ◽  
Subject Position ◽  
Mba Students ◽  
The World ◽  
Auto Ethnography ◽  
The Subject

This article presents a reflexive auto-ethnography of the experience of teaching authentic leadership to MBA students. It traces parallels between the challenges of authentic leadership and the challenges of academic identity work, grounded specifically in the experience of having to teach something one does not fully endorse. Both authentic leadership and academic identity work emerge as struggle – riddled with false starts, best intentions and self-deception, and entwined in the politics of pragmatism, idealism, ambition and survival. The subject position of the mature entrant to academia who is also an ‘early career scholar’ is likened to an awkward adolescent, experimenting with shades of independence/dependence, resistance/compliance and voice/silence. Based on these reflections, having authentic leadership on the curriculum involves a particular kind of identity regulation for students and academics alike, running counter to philosophical notions of authenticity as striving for one’s own way in the world. Authentic leadership will only flourish in the business school if academics muster the courage to acknowledge its relevance for our own role as teacher-leaders, rather than simply teaching or writing to its abstract, ideological appeal.

Do Doomsday's Proponents Think We Were Born Yesterday?

Philosophy ◽  
2001 ◽  
Vol 76 (3) ◽  
pp. 443-450
Author(s):  
Timothy Chambers
Keyword(s):  
Coming Out ◽  
Recent Article ◽  
The World

In a recent article, John Leslie has defended the intriguing Carter-Leslie ‘Doomsday Argument’ (Philosophy, January 2000). I argue that an essential presupposition of the argument—that ‘the case of one's name coming out of [an] urn is sufficiently similar to the case of being born into the world’—engenders, in turn, a parallel ‘Ussherian Corollary’. The dubiousness of this Corollary, coupled with independent considerations, casts doubt upon the Carter-Leslie presupposition, and hence, dooms the Doomsday argument.

scholarly journals How Cognitive Frameworks Shape the American Approach to International Relations and Security Studies

2019 ◽  
Vol 4 (3) ◽  
pp. 321-344 ◽  
Author(s):  
Christine Cheng ◽  
Alison Brettle
Keyword(s):  
Social Psychology ◽  
Social Identity ◽  
International Relations ◽  
Academic Identity ◽  
Security Studies ◽  
Contextual Analysis ◽  
Cognitive Frames ◽  
Identity Processes ◽  
The World ◽  
Diverse Discipline

AbstractWhy do American perspectives of international relations (IR) continue to hold sway over an increasingly diverse discipline? What actually constitutes “Americanness” in IR? Who is considered “American” in IR? These are the central questions we explore in this essay. Drawing on cognitive and behavioral insights from social psychology, we argue that there is a distinct “American approach” to international relations and security studies and that this approach is a product of Western cognitive frames. We identify three factors that represent the American approach's hyper-Westernized framing: individualism, equality, and a preference for causal rather than contextual analysis, and a preference for egalitarianism. We argue that these are reinforced by two social identity processes—academic identity and national identity. The consequences of “being American” in IR and security studies suggest not only problems of attention and accuracy, but an inherent failure to appreciate that Western—and particularly, American—ways of seeing and valuing the world are not universal.

Climate science and YouTube: deniers, memes, and Trojan horses

2020 ◽  
Author(s):  
Simon Clarke
Keyword(s):  
Climate Change ◽  
Search Engine ◽  
Science Communication ◽  
Primary Source ◽  
Climate Science ◽  
Anthropogenic Climate Change ◽  
Educational Video ◽  
Video Content ◽  
The Past ◽  
The World

<p>YouTube is the world's second largest search engine, and serves as a primary source of entertainment for billions of people around the world. Yet while science communication on the website is more popular than ever, discussion of climate science is dominated by - largely scientifically untrained - individuals who are skeptical of the overwhelming scientific consensus that anthropogenic climate change is real. Over the past ten years I have built up an extensive audience communicating science - and climate science in particular - on YouTube, attempting to place credible science in the forefront of the discussion. In this talk I will discuss my approach to making content for the website, dissect successful and less successful projects, review feedback from my audience, and break down my process of converting research into entertaining, educational video content.</p>

Further Comment

1997 ◽  
Vol 67 (3) ◽  
pp. 583-596 ◽  
Author(s):  
Haithe Anderson ◽  
Patti Lather
Keyword(s):  
Social Change ◽  
Feminist Theory ◽  
Recent Article ◽  
Equal Access ◽  
Writing Style ◽  
The World ◽  
Style Of Writing

Can accessible and clear writing styles unlock the power of feminist theory? Can clearly articulated ideas change the world? Some academic feminists think so. They feel that feminist theory should be measured against its ability to contribute to social change. Anything less and their work would look merely academic. Patti Lather's work, judging by her recent article, "Troubling Clarity: The Politics of Accessible Language" (Fall 1996), has been criticized by other feminists precisely because her desire to appeal to intramural readers appears to overshadow her commitment to extramural change. Gaby Weiner (1993), for example, implies that Lather's use of dense prose denies equal access to the interesting ideas that her complicated style of writing contains. Weiner assumes, as do other feminists, that feminist theory in education should be written in a clear and accessible way so that it can reach beyond the classroom to edify the world. Lather responds to this call for clarity by defending her complex writing style and her desire "to be heard," as she writes, "in the halls of High Theory." She justifies her position by pointing out that academic feminists "can't do everything and that the struggle demands contestation on every front" (p. 526).

scholarly journals How Vergil expanded the Underworld in Aeneid 6

2001 ◽  
Vol 47 ◽  
pp. 103-116 ◽  
Author(s):  
Raymond J. Clark
Keyword(s):  
Recent Article ◽  
The World ◽  
The Stranger

In a recent article published in the CQ I argued the likelihood that in comparable underworld scenes Vergil modelled Charon's challenge to Aeneas in Aeneid 6.388–97 on Aeacus' challenge to Heracles in a surviving fragment of the tragedy Pirithous composed by either Euripides or Critias, and I took the episode to be a reinforcement or a possible modification of E. Norden's suggestion that Aeneas' descent into the Underworld is modelled on a catabasis of Heracles. In the play Aeacus sees a figure approaching him and demands to know of the stranger both his identity and his business in coming. Heracles responds by giving his name and explaining that he has come hither at Eurystheus' command to fetch Cerberus alive from Hades and bring him to Mycenae's gates. Heracles must then have overcome Aeacus. for we next find Theseus and Heracles conversing in the Underworld about Pirithous. Earlier in the play Pirithous had lamented that he still languishes in Hades for having attempted, with Theseus as his accomplice, to carry off from the world below the goddess Persephone to be his bride. In the usual version both heroes are caught and punished in the world below and only Theseus is rescued by Heracles. In this play, however, Heracles now heaps praise upon Theseus for his loyalty in electing to stay with his friend Pirithous in Hades. Heracles then rescues both heroes.

scholarly journals The Credibility Game

2020 ◽  
Vol 82 (8) ◽  
pp. 535-541
Author(s):  
Douglas Allchin
Keyword(s):  
Media Literacy ◽  
Science Communication ◽  
16Th Century ◽  
Scientific Controversy ◽  
Student Centered ◽  
Good Science ◽  
News Stories ◽  
Science Media ◽  
Basic Concepts ◽  
False News

Science denial, misinformation, and science con-artists are on the rise. We are plagued by anti-vaxxers, climate change naysayers, and promoters of ineffective fad diets and medical cures. The scientifically literate citizen or consumer needs skills in differentiating good science and trustworthy sources from impostors. Here, I present a series of student-centered activities that help students inquire into the nature of credibility and the problems of expertise, mediated knowledge, and science communication. I open with a playful guessing game about “fantastic beasts” reported in the 16th century, then follow with more modern examples. I then describe a science version of “To Tell the Truth,” a reflective exercise on “Finding the Expert,” and then a student opportunity to explore deceptive strategies by trying to bluff their classmates with false news stories about science. These all develop basic concepts in science media literacy and prepare students for more serious investigation into a contemporary scientific controversy.

scholarly journals Changing standpoint on issues, by playing

2010 ◽  
Vol 09 (02) ◽  
pp. C02
Author(s):  
Sally Duensing
Keyword(s):  
San Francisco ◽  
Science Communication ◽  
Limited Time ◽  
Mutual Exchange ◽  
The Public ◽  
Strong Point ◽  
The World

Sally Duensing previously worked at the Exploratorium in San Francisco and is now based in London where she carries out research on science communication. In this interview, she tells about her experience as an evaluator of the Decide project, one of the most successful discussion games ever designed. Years after its creation, Decide is still used nearly all over the world. Its main strong point is that it allows to grasp the standpoint of the others and, at the same time, to express your own standpoint in a mutual exchange of experience; in addition, the interface and the game rules allow to overcome any cultural and age gaps. However, sometimes the public expects a debate with an expert rather than a dialogue among peers, whereas on other occasions the debate was inhibited especially by the presence of a scientist. In museums, discussion games often clash with the needs of members of the public, who generally have limited time. However they can still be useful to the museum activities when the results of the discussions are used to program other activities: it is a way to gather valuable information on the public’s orientations which is often underrated.

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