Social Scientist Challenges

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Social Scientist Challenges in UK Family

Social Scientist Challenges in UK Family


At the level of political declarations, the World Conference on Science in Budapest in 1999, raised as a major contemporary challenges to generate a new social contract for science and technology, understood as the adaptation of science and technology to the new political, social and environmental. The statement emphasizes two components of the challenge of developing a new social contract: the first is the need to target the systems of science and technology to the needs of the people, so conducive to a comprehensive social development of countries in the also attended the social demand is no market value and the second is the need to open the public policy on science and technology to the sensibilities and views of affected citizens and stakeholders, so as to facilitate the practical feasibility of innovation and deepen the democratization of the systems. (Wynne, 2005, Pp.67-94)

One of the focuses of discussion on this new contract is the role assigned to the general public in this process. While there is an almost universal consensus on the importance of democratization of science and technology are not so clear points regarding what should be democratized, who should be involved, or what are the most appropriate mechanisms to carry out this process.

Social Contract for Science and Technology

The idea that science and technology are means available to meet the needs of the population and strengthening social values, and therefore must be sustained and supported by society, is expressed as the basis on which to set the social contract for science. This idea appears in different shades from the eighteenth century and even since the birth of modern science.

From the standpoint of education, it is important to note some of the causes that can give relevance to the treatment of STS interactions in basic education. First, we noted that many students of science education may seem uninteresting. This is understandable when one considers that often appear scientific subjects so that students see them as something purely abstract and formal, especially in the case of physics and chemistry. But just look at the history of science to realize that scientific progress has been marked by controversy, the fight for freedom of thought, persecution, finding solutions to large and small problems that humanity had raised, and all this is far from boring and monotonous.

It is however over the twentieth century when science and technology show a gradual shift from the periphery to the center of social considerations, and state educational policy. Science policy, the space in which the social contract is explicit about the science, is a fairly recent phenomenon. The appearance in 1945 of the Vannevar Bush report, Science: The border unattainable, which marks the emergence of science policy for coordinated by the State in the West. (Yuval, 2006, Pp.193-209)

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