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Ed 151 147 Se 023 094 ^ : , DOCUMENTRESUME I $ ED151 147 . ,, SE 023 094 _,- ^: tt, : . I AUTHOR Caldwell, Lynton'K.; And Otheri ' . TITLE Science and pocial Evolution: ImplicationsforPuiplic-. 'Policy. A Guide to Advanced' Study. INSTITUTION& Indiana Univ., Bloomington. School of Public and. ./ EnwirOnmgiltal Affairs. SPON8 AGENCY National Science FoUndation, Washingtom,D.C. Dec 76 ... PUB DATE , NOTE 289p.; For related documents,see SE 023 093-095; , i 'Pages 137-152 missing from.dccumentpriorto being' shipped to EDRS for filming; Best COpy Available --., . EDRS PRICE MF-$0.83 HC-$15.39 Plus Postage. DESCRIPTORS Bibliographies; Curriculum Guides; *Ethical Values; Policy Formation; *PublicPolicy; Science,Education; *Sciences; Social ValueS*Teaching Guides; -- ..-, Technology; *Values ABSTRACT _.- . Presented are study guideArfcr selected aspectsof, public policy for science and technology, and theirdmpact upon society and publid affairs. Each guide includes atopic outline, -bibliography, and leading questions. The topics include:(1) Science and Man's Self Image;(2) Sdience and Soc0.1 Relationships; and (3) Science, Technology, 'and Human Valuesl. (SL) . ***********************************************************************c. Reproductions supplied by EDRS are thebest that can-pe made * * . * * . from the'original document. * *********************************************************************** / _-/ LLJ --/ --/ LC F- LU -J _ ii t./I >> is- ce FS 0 w ....1 0 .A4 ..., 4 > , < /- Z Oa3 ii D z < < < ,0 > cc z 0 -J,... 5 .:( 'Li 0 ea Z- Z 03 0F- !" 724`iI 1.1.1 Z 0 at, z 03 zcc,',69Z. o -, A al, nr"%r 0.. oO I.Li Ce C.) CL Co - 1 +r,. 1.+7I CIO Nag E CO3S- A NIP SCIENCE AND SOCIAL EVOLUTION IMPLICATIONS FOR PUBLIC -POLICY, ,A GUIDE TO ADVANCED STUDY I 3/ - Interactions of science and tefhnology with major aspects ofyhuman experience, physiological, psy- chological, ecological, economic, esthetic, ethical, r and political; interactive and evoluticinary impact upon 'social structures, processes, beliefs, and values, transforming culture and societN changing behaviors, "expectations, relationships, abd roles, and reshaping pklic policies, laws, and institutions. Prepared by Lyntdn N. Caldwell William B. (Wine and Others School of Public and Environmental Affairs Indiana University Bloomington December 1976 3 1_ O 4 ACK NOWLEDGME MIS 1 Preparation andPublication of this Study Guide was assisted by a Brant from The National 'Science Foundation j A large number of people participated i?i the preparation of this publication. In addition to the authors/those most directly and recently involved include the following: Liv Aamodt; Robert Bartlett, Thomas Baugh, Dennis Falck, Catharine Hoff, Susan Louden, and Althea Tomijima.. Special acknowledgment belongs to my. secr.etarx.Mrs. Jan Lundy, for her editorial assistance and for the typing 4. of final pages as well as the retyping of; pages, due to additions and revisions; and to the staffs of the IQdiana University 'Libraries generallx especially to the librarians. in the Government Publications and the Reference De- partments, for their unfailing patience and cooperation. 4it t So TABLE OF CONTENr- 1. PAGES PRELIMINARIES :# 4 .: .. ..) . -. Acknowledgments. .. i . A Preliminary Statement..4.......... , .. v . b 'A Note on the Revised Volume , ik 4 I ' SCIENCE AND 'MAN'S SELF 'IMAGE , 01. Ch&nging Views of Man: The' Mirror of Science. 43' 02. InterpretationandControlofHuman' Behavior 27 03. Impact of Technological Systenis and Automation 59 It * SCIENCE AND SOCIAL itELATIONSHIFi 1 04. Quantities and' Qualities ofHuman Populations 87 05.Biopolitical Relationships:_,Man and The Biosphere )17, 06.Sociology of Knowledge: The Expanding N8osphere 153 07.Science Fiction: Utopias, Criticism, and Conjecture 181 08sEstheticE,$tience: Concepts, Media, Techniques 201 111 SCIENCE, TECHNOLOGYAND HUMAN, VALUES I 09.The Ethics of Science and aScience ofEthics 235 10.Perspectives on Life: Tele'ology Cosmology Religion 257 11.Prospects for a Practical Science of Human Society 28, SCIENCEAND`SOCIAL EVOLUTION"' IMPLICATIONS FOR PUBLIC POLICY, 111 A''Preliminary Statement The- following.outrines of topics, questions, and reading's are intended as guides to the study of selectddaspects of public policy for science and technology and their impact upon society and public affairs. The emphilsis of this volume is upon the roles of science and technolOgy itStKE evolution of human society with particular reference to resulting'implications for public policy: This material is organized as a course appropriate to graduate or upper-division undergraduate instruction. Its-scope is comprehensive and implies a high 'level 'of generality if the course were offered in a two-semester or three-quarter academic year. But each of the eleven main topics into which the subject matter has been divided may be studied in depth ,and detail, and contains sufficient Material for intensive study where desired. The Study Guide was developed over a two-year period, with assistance from the National' Science Foundation, andas been revised following six years of experience. It is one of three study guides prepared with NSF assistanCe, the otheriTMa being Science, Technology and Public Policy (revised 1972), and Environmental `Policy raw, and-Administration (in-twEi volurnes,1974--Supplement and 'Index 1976). The instructional purpose which these study guides werein- tended toassist was experimental,the field of study being relatively new to universities in America or abroad. Outlines of similar Or related courses offered in other universities were examined, not necessarily, for the purpose of borrowing from Or improving upon them but rather to see how other institutions were dealing with the instructional problems of the field. If there is a one best way to study pOblic policy for science and tech'nplogy the ,authors and revisers of this study guide have not found.it. There are many, approaches to fhe field of study. The advantages .of some over others appear to depend in large Measure upon, the character of theinstitutions offering, the instruction, uponthe qualifications and interests of the- instructors, and upon the needs and backgrounds of the students. This study guide should, therefore, be 'regarded aS a basic instructional f95ility rather than as a model course. The eleven' topics are, in effect) buildingNoCks and can be put together. in many differeh t torribinations. Individual toOts can be taken apart and 'recombined,' the keyed references providing reading-lists for the new combinations. The Study Guide iseasily, adaptable to ,elf- instruction; -the topical abstracts, outlines, questions, and IZeyed references enable the, 'student to follow asystematic, course of learning without the direct 'assistance of textbooks orinstructors. a An outgrOwth of this development in curriculum construction has been'a seleclcoe, but comprehensive, ansotated bibliography in Science, Technology and 'Public Policy prepared' under a contract with the National Science Foundation. This three-volume compilation of references, distributed by the Foundation, covers material published in English between, and including, the years 1945 and 1972. Alfhoygh it has not been updated, it continues to be of assistance to persons working in this field of study. e field and focusof the study of public policy for science andtechnOloW4 have often bees misconstrued. Students in this field are concerned primarily with p lic policy and, secondaritswith the subject matter of science and technology. The must, to 'tile extent of their interest, become students of social or political science even.though their prior training may have been in some other academic, field. The study of public policy for science and technology 4s not ijitended as an answer to the need for an enlarged and improvedputonc understanding of the substance and methods of the sciences. Effoiis to bring understanding of Science to college undergraduates,or to citizensgenerallx could contribute to better public policy for science and technology. But this task involves a, different subject matter. and focur and, ideally, should be undertaken b, the scientists themselves where the subject matter of their own disciplines is taught. In the field of policy studies, the scientists are social scientists, although the assistance of professionals in The physical and biological sciences, medicine, and engineering is also required. As this Volume indicates, scientists holm been extensively involved in the shaping and criticism of science policy and in the application of science and technology. Scientists do, therefore, contribute to the study of public policy for science and technology even though relatively few of them may ever become actively involved init as teachers or., researchers One.may toncepe that the process through which public policy is form- ulated and applied is an appropriate focus for study and yet question whether there is anything so distinctive about public policy -for science and technology as to warrant specicil attention. It might be argued that' the policy process may be studied by political .scientists,but that study of the substance of policy be- longs to the discipline pjimcrily concerned with the subject matter of policje. Fol. example, this reasoning would leave the study of the substance of weather modification to meteorologists, and of water-pollution control largely to chemists. There can be no objection to this approach, provided that the natural scientist- is willing to become a student of the social
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