Ethics and science.The responsibility of the scientist

The article discusses the relationship between science and morality, the history of this relationship, and the reasons for a recent surge of interest in this issue. An attempt is made to identify internal and external mechanisms that regulate morality. The authors reason that among the most important of them are conscience, responsibility, and public opinion. The paper specifically addresses the problem of the responsibility of science, the structure of responsible actions, as well as new social relations emerging in the modern world.

Novel Reflections on the Autonomy and Responsibility of Science

This paper explores how cultural understandings of the autonomy and responsibility of science in modern society are manifested in two contemporary science novels about research misconduct in biomedical research. In doing so, it looks at several facets of the societal impact of and on public and private biomedical research, especially with respect to changing authority relations and their epistemic and institutional consequences. The analysis focuses on the multi-layered ways in which social and epistemic interests are treated in Allegra Goodman’s Intuition and Jennifer Rohn’s The Honest Look. Goodman’s novel demonstrates how, intensified by the economization of science, internal cultural and institutional aspects of the scientific field enable social configurations that, among others, encourage scientific malpractice and lead to the delay of research projects epistemically and socially worth pursuing. In contrast, Rohn’s novel exemplifies the corrosion of the ideal scientific ethos by profit-driven practices in private-sector biomedical sciences. The concluding discussion juxtaposes these findings with pertinent contemporary phenomena in modern science systems to provide a more substantial understanding of the interpenetration between science and other social spheres.

Science Communication as a Boundary Space: An Interactive Installation about the Social Responsibility of Science

Science communication has traditionally been seen as a means of crossing the boundary of science: moving scientific knowledge into the public. This paper presents an alternative understanding. Drawing upon a particular case of social science communication in the form of an interactive installation about the social responsibility of science, it develops the concept of boundary space where phenomena can simultaneously belong to science and nonscience. In addition, the paper describes how the installation functions as a space for interaction between knowledge communication and knowledge production. The paper argues that we should understand science communication as a social practice, which allows scientists and nonscientists to cooperate in performing science as an important part of society. The aim is to add a new kind of analysis to traditional criticisms of deficit-thinking and popularization by asking what can we say more about science communication if we understand it as part of (rather than separated in time and space from) science as a social activity.

EPISTEMOLOGI PENCAPAIAN ILMU AL-GHAZALI

The basic nature of science is to develop, even though it is still necessary to develop a science strategy so that science is in accordance with the existing objectives and also the rules of applying science. Al-Ghazali divided the principles of the application of science into seven and the strategy for developing science into six strategies. This cannot be separated from the responsibility of science, scientists, and also the community. Because all three are interrelated. Of the six strategies for developing knowledge, basically, all the sciences already have those strategies.

The ‘vocation’ redux: A post-Weberian perspective from the sociology of knowledge

This article engages the Weberian view on the scholarly vocation from a perspective informed by ‘strong reflexivity’. The reflexivist perspective is grounded in a sociological understanding of knowledge that calls for a coherent reformulation of the relation between the social nature and social function of science, and of the cognitive and axiological posture of scholarship understood as socio-political praxis. Drawing on the sociology of knowledge, the article argues that Weber’s perspective is untenable conceptually and practically. Strong reflexivity, here illustrated through Standpoint Feminism and Bourdieusian sociology, permits a coherent delineation of the problem of the scholarly vocation, in a way that reconciles the social origins, efficacy and responsibility of science, and hence allows for a more realist reformulation of the cognitive, social and moral dilemmas we face as scholars, educators, and citizens.

Making Space for Space Traders

Should a focus on empowering education for a socially just world stretch across schooling generally? Is it really the responsibility of science educators to focus on such a struggle? We believe the answer to both questions is an enthusiastic “yes” and in this article report on the planning and execution of a 6th grade science unit designed to spark classroom dialogue around issues of bias in science and in society. We begin with a brief grounding in the relevant literature of culturally relevant science teaching before introducing the context of the unit and the methods of study. We then describe the planning and execution of the unit. We close with lessons that we feel important to carry forward into later replications and recommendations for future research.