Robert J. Scholnick, ed., American Literature and Science
In: Nineteenth century prose, Band 22, Heft 1, S. 139-140
ISSN: 1052-0406
3873621 Ergebnisse
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In: Nineteenth century prose, Band 22, Heft 1, S. 139-140
ISSN: 1052-0406
In: Revista española de investigaciones sociológicas: ReiS, Heft 49, S. 259
ISSN: 1988-5903
In: Humanity & Society, Band 15, Heft 1, S. 135-146
ISSN: 2372-9708
In: Anglistik: international journal of English studies, Band 32, Heft 3, S. 121-134
ISSN: 2625-2147
In: PLOS ONE
'Public engagement with science' has become a 'buzzword' reflecting a concern about the widening gap between science and society and efforts to bridge this gap. This study is a comprehensive analysis of the development of the 'engagement' rhetoric in the pertinent academic literature on science communication and in science policy documents. By way of a content analysis of articles published in three leading science communication journals and a selection of science policy documents from the United Kingdom (UK), the United States of America (USA), the European Union (EU), and South Africa (SA), the variety of motives underlying this rhetoric, as well as the impact it has on science policies, are analyzed. The analysis of the science communication journals reveals an increasingly vague and inclusive definition of 'engagement' as well as of the 'public' being addressed, and a diverse range of motives driving the rhetoric. Similar observations can be made about the science policy documents. This study corroborates an earlier diagnosis that rhetoric is running ahead of practice and suggests that communication and engagement with clearly defined stakeholder groups about specific problems and the pertinent scientific knowledge will be a more successful manner of 'engagement'.
In: Telos, Heft 78, S. 117-123
ISSN: 0040-2842, 0090-6514
In: Nineteenth century prose, Band 42, Heft 1, S. 238-243
ISSN: 1052-0406
In: Evolutionary studies in imaginative culture, Band 1, Heft 1, S. 159-172
ISSN: 2472-9876
Abstract
This article describes a team-taught environmental studies course called Animal Metaphors. Focusing on animal metaphors in literature and film, the course emphasizes various cognitive and perceptual biases that lead humans to place ourselves above and beyond nature, making us more likely to engage in practices destructive to the environment. Whereas the first iteration of the course underscored various ways in which humans are less rational or moral than we imagine, the new iteration shifted more of the focus to what inspires and motivates humans, gives us emotional resilience, and best creates conditions for mental well-being as we cooperate and collaborate. This seemed an appropriate tack to take in an age commonly referred to as the "Anthropocene." We thus continued to examine our status as evolved animals while also calling more attention to spiritual or ecstatic experience, music, humor, and the uniquely human ability for shared intentionality.
In: Newsletter on science, technology, & human values, Band 3, Heft 3, S. 59-59
ISSN: 2328-2436
In: Utopian studies, Band 28, Heft 2, S. 370-374
ISSN: 2154-9648
In: Journal of European Studies, Band 23, Heft 3, S. 283-298
ISSN: 1740-2379
In: Metascience: an international review journal for the history, philosophy and social studies of science, Band 20, Heft 2, S. 325-328
ISSN: 1467-9981
In: Bulletin of science, technology & society, Band 14, Heft 4, S. 241-241
ISSN: 1552-4183
In: Bulletin of science, technology & society, Band 6, Heft 4, S. 405-405
ISSN: 1552-4183
In: Bulletin of science, technology & society, Band 11, Heft 2, S. 123-124
ISSN: 1552-4183