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DOCUMENT RESUME ED 151 148 , .SE 023 095 $ AUTHOR Caldwell, Lytton Ka; Siddigi;.Toutiq A. TITLE Science, Technology, and Public Policy. A Guide to Advanced /Study. INSTITUTION Indiana Univ., Bloomington. School of Public and En'Sronmental Affairs. i . ,/ SPONS AGENCY Sati6nal Science Foundation, -WashtAgton,rD.C. PUB DATE Apr 72 NOTE 487p.; For related documehts, see SE 023 093=094 allnd ED 045-366 EDRS PRIG NF-$1.00 ,HC-$26.11 Plus Postage. -DESCRIPTORS Bibliographies; Curriculum Guides; Policy Formation; *Public Policy; Science Education; *Sciences; Social Development; Study Guides; *Teaching Guides; *Technology ABSTRACT Fresented are study guides fcr selected aspects of public poliCy for science and technolo0, and their impact upon society and public affairs. Each guide includes a topic outline, .bibliography, and leading questions. The topics include:(1) Science and Technology as Social Forces;(2) The Organization of Science and Technolcgy; and (3) Policy Problems of Science and Technology. (SL) . _ r- . **********************,************************************************ * Reproductj.on* supplied 4y EDRS are the best that can be made * * from the original documen't. * *********************************41************************************ a3s 5 6b 1D--0336a SCIENCE A GUIDE, TO ADVANCED STUDY TECHNOLOGY PREPARED <BY L NTON K. CALDWELL AND PUBLIC POLICY AND TOUTP A. SIDDIQI 'SCHOOL OF PUBLIC ANDIENVIRONMENTAL AFFAIRS NDANA UNIYERSITY . PERMISSION TO REPRODUCE THIS U.S DEPARTMENT.OF HEALTH MATERIAL HAS BEEN GRANTED BY EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO D,CED EXACTLY AS RECEI ./ED FROM THE PERSON OR ORGANZATON ORIGIN TO THE EDUCATIONAL (RESOURCES% Al NG IT POINTS OF .1E44 OR OPN'ONS sTArEp DO NOT NECE,SARrLY REPRE P,1FORMATION CENTER (ERIC) AND SENT OF F iCiAL NA'T ONAL INSTITUTE OF USERS OF THE ERIC SYSTEM EDUCATION POSITION OR POLCY I 10 7111111/ V * ) i 4 r l / , A SCIENCE, TECHNOLOGY, AND PUBLIC POKY t 4 A GUIDE TO ADVANCED STUDY 4 r p 6 Prepared by Lyntan K. Caldwell 0 and .I. Toufiq A. Siddiqi S 4 With l.he Assistance of A Giant. atom the National Science Foundation I i A a- r. School of Public and Environmental Affairs ... Indiana University. l , Blooreirigt., Indiana 47401, r April, 1972 4 re. ti ,41 THE STUDY OF PUBLIC POLICY FOR SCIENCE AND TECHNOLOGY A Prellminaty Statement 1 The following outlines of topics, quesilons,and readings are intended as guides to the study of selected aspects of public policy forscience and technologyk and their impactupon.society and public affairs.This material is organizedas a -course appropriate to graduate or upper-division undergraduate instruction.Its scope is comprehensive and implies a,high level of generality if the O course were offered in a two- semester or three-quarter academic year. Rut each of the fifteen main topics into'which the subject matter has been dividedmay be studied indepth- and detail, and contains sufficient material forintensive study .vherte desired. 2 The study guide was developedover a two year period, with assistance from the, National Science Foundation, and has beenrevised following.three years of experience. Thecourse of study which it represents initially warexperignental, the field of study being relativelynew to universities in America or abroad. Outlines of similar or relotedcourses offered in Other universities were examined, not necessarily for the purpose of borrowing fromor improving upon theme but rather to re how other institutionswere dealing with the instructional problems of-the field.If ther% is a one best way,to study publicpolicy `forscience and technology, the -authors and revisers of thi,s- studyguids-have,not found it. There.' are many approaches to the field of study'.The advantages of some over others e appear to depend in large measure upon the chardeter of-the institution-'Offering the instruction and upon theneeds and backgroundsof the students. 3 The objective has therefore been to dev'elop thisstudy guide ,as a basic instructional facility rather than dsa model course.The fifteen topics are, in 'effect, 'building blocks andcan be put together in many different combidations. Individual topics can be taken apart and recombined, the keyedreferences pro- vidifeg reading lists for thenew combinations. Th& study guide is 'easily adaptable to self-instruction; the topical abstracts, outlines, questions, andkeyed references enable the student tolollowa systernatid course of learkrtg without the.dired- assistance of textbooks or instructors. 4 An outgrowth of this development' in curriculfmconstruction has been a selective but comprehensive annotated bibliography inSc ie'hce, Technology, and Public Policy prepared undera contract with the National Scierice Foundation: This three - volume compilation ofjeferences, distributedby the Foundation, covers material published' in English -between .and includingthe years 1945 and 1970. Its use can assist further specialization in the field of study. 1/4 c p Mut 5 The field and focus of the study of public policy for science and technology have often been misconshved.Students in this field are cohcernedprirvily with. publ is pol icy and Secondarily with the subject matter of sc ience and technol'ogy... They must, to the extent of their interest; become students of social or political science even though ,Their prioutraining,rney*ave been in some other acadeinic field.The study of public policy for science and technOlogy is not intendedas an answer to the need for an enlarged and improved public and rstanding of the substanbeand methods of the sciences.Efforts to bringunderstdingsof science to college undergradocites or tocitizens genercqly could- contritoto better' public policy for science and' technology. :BO this task involves a different subject matter and focus and, ideally should be undertaken by the scientists themselvei where the subject matter of their own ines is taught. In the field of policy ,studies, the scientists ore social scientists, fthough the .assistance of ,profession011'-in the physital and biologic'al sciences, Medicine, and'engineering is also required.As this volume indicates, scientjsts-have been extensively in- volved in' the shaping and criticism oif, science 'policy and in .the application -I of science and technology.Scientists do, therefore, contribute tothe study of publicPpolicy for science and technology even though relatively few of them may ever. become actively involved in it as ,teachers or researchers. 6 One may concede that the process through which public policy is formulated and appliedis an appropriate focus for study and yet question whether there is anything so distinctive about public pol icy for science and technologyas to warrant special attention'.It might be argued ?hat the policy processmdy be studied by political scientists, but thatstudy of the substance- of policy belongs to the discipline primarily concerned with the subjpct matter of policy.' For example, this reasoning would leave the study of-the substance of weather modificationto meteorologists, and of water pollution control largely to'chemists. There can be no objection tothis approach, provided that the natural scientist is willing toiler. come a student of the social and political implications of his discipline. But the . ) highly specializedcharacter of rpodem science makes this interdisciplinary approach difficu 7 Understanding of the problems of public policy* in any substantive field requires a synthesis of knowledge of both the substance and professes of policy.This syn- thesis cen be achieved in several ways.It ispossible to achieve it largely because there isiavailable1, to,the student extensive policy-oriented writings by scientists themselves and bynonscientists well-grounded in the scientific, aspects of policy issues.,Synthesis may further result from the various forms of intellectual inter- change between students of the processes of public policy-making and admitvistra- tion, and students of the social implications of science and technology. ii ( t J . 8 The intrinsic importahce of science and technology as subjects for policy studies depends upon their significance in the shaping of human societies.The- tremendous impact of science and scientific technology on the'modern world is' now generally tecognized.Buf, until recently, the effects have been widely 1, assumed to be beneficial and to require no special attention; Since 1945, how- ever, the hitherto small stream of critical comment on the uses and effects of science and technology has swollen to Amazonian proportions..Science and technology have become majot topics for policy consideration in all industrial %societies,in all modern governments, and in international affairs,- Dpngersof The overuse, uoderuse, and misuse of science are becoming patters of public concern.And_at long last, the universities have begun to recognize their own- responsibilities not orily.for advancing understanding of science itself, but also for advancing publia-Understanding.of its impact upon society.It, is not easy to *fit the study of public policy for science and technology into the conventional disciplinary structure of universities.But the great importance of the,issues with which this aspect of policy study is concerned gives hope that this task, which implies new relationships among the disciplines, will somehow be accomplished. r , rf : 174-, A NOTE ON THE REVISEDVOLUME . 4O. 1 Fol lowing the printinvf 500 copies of Volume I of Science, Technology, and Public Policy in 1968',
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