2' Science, society and museums

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2. Science, society and museums
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One dimensional communication The deficit
model
MEDIA
PUBLIC
SCIENCE
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The deficit model assumptions

• the assumption that public understanding of
  science largely coincides with scientific
  literacy, i.e. with the ability to understand
  science correctly as it is communicated by the
  experts, which is measured by appropriate
  questions on scientific methods and contents
• the assumption that this understanding, once
  achieved, guarantees favourable attitudes towards
  science and technological innovation
• the tendency to problematize the relationship
  between science and the public only as regards
  the latter term of the relationship, i.e. the
  public

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(Some) Lessons learned

• Lesson one communication does not equal
  knowledge, knowledge does not equal support

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(Some) Lessons learned

• Lesson two communication is not just about
  talking, but also about listening

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(Some) Lessons learned

• Lesson three there are several types of
  knowledge and several types of rationality
  involved in the science-society relationship

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(Some) Lessons learned

• Lesson four public perception of scientific
  expertise (and its role for policy decisions) has
  changed

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(Some) Lessons learned

• Lesson five citizen engagement cannot be
  stwiched on and off at will, depending on
  specific policy needs

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What is public participation in technoscience?
A broad working definition

• the diversified set of situations and activities,
  more or less spontaneous, organized and
  structured, whereby non experts become involved,
  and provide their own input to agenda setting,
  decision-making, policy forming and knowledge
  production processes regarding science

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Why dialogue?

• Science is changing
• The public is changing
• Policy making is changing

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Why dialogue?

• Dialogue is not just a way to reach the public
  or to reach policy makers
• It means recognising that science in the lab
  and science in public spaces (museums,
  festivals, advertising, cinema, etc) are no
  longer developing in separate realms
• Dialogue is essential if we want to talk about
  real science (see John Ziman, Real Science)

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What do we need?

• Building roots to a participatory approach to
  science and technology issues
• Engagement, promoting social environments,
  valuing non-expert knowledge and cultural
  diversity, etc. are essential prerequisites
• The vast majority of museums and science centres
  are NOT perceived as a place for dialogue

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A dialogic exhibit

• Capability of reacting to visitors unexpected
  inputs
• Non-predictable response to the visitors expected
  inputs
• Capability to talk, but also listen to the
  visitors
• Capability of incorporating the visitors
  previous knowledge
• Capability of acting as a stimulus for
  conversation among the visitors