How Post Normal views of science have contributed to a model of communication about biotechnology

Show simple item record France, Beverly en
dc.contributor.editor Sardar, Z en 2011-02-03T02:23:20Z en 2011 en
dc.identifier.citation Futures 43:166-172 2011 en
dc.identifier.issn 0016-3287 en
dc.identifier.uri en
dc.description.abstract The political debate on genetic engineering in New Zealand during 2001–02 provided a focus for the development of a model for communication about biotechnology. Ravetz’s challenge to develop a pedagogy to explore a Post Normal view of science was taken up by this author when she developed strategies for biology teachers to examine biotechno- logical processes and products from a Post Normal science viewpoint. This view of system uncertainties strongly influenced the inclusion of risk as an element that affected a person’s‘view’of biotechnology within this communication model.Further development of this problem-solving spectrum of Post Normal science is possible if biotechnology is analysed from a technological epistemological perspective where a biotechnological outcome can be judged according to its fitness for purpose.If this occurs there are opportunities for biotechnology to be characterised as an example of Post Normal science from a scientific as well as a technological epistemology. Such analysis could provide opportunity for such an integrative perspective to be proposed and characterised. en
dc.publisher Elsevier en
dc.relation.ispartofseries Futures en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from en
dc.rights.uri en
dc.title How Post Normal views of science have contributed to a model of communication about biotechnology en
dc.type Journal Article en
dc.identifier.doi 10.1016/j.futures.2010.10.005 en
pubs.begin-page 166 en
pubs.volume 43 en
dc.description.version AM - Accepted Manuscript en
dc.rights.holder Copyright: 2010 Elsevier Ltd. en
pubs.end-page 172 en
pubs.publication-status Published en
dc.rights.accessrights en
pubs.subtype Article en
pubs.elements-id 193961 en Education and Social Work en Curriculum and Pedagogy en
pubs.record-created-at-source-date 2010-12-06 en

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