On Scientific Literacy

Directly and indirectly, I spend a lot of time thinking about scientific literacy. My work on Barry Commoner, for example, treated this topic extensively, as Commoner sought to develop a method of communicating a vernacular science to the public so they could participate in pressing environmental debates. And, more recently, I’m revisiting similar themes when it comes to the relationship between science and policy and expertise and public interests while broaching the history of mercury pollution.

Not so long ago, while looking for something else, I stumbled across this really interesting talk by Alice Bell, which does an excellent job of summing up the nature of scientific literacy and the difference or tensions between an informed public and scientists as effective communicators. It’s well worth a listen, and you can link to it here.

My interest in the history of knowledge communication has a great deal to do with the contemporary problem of scientific literacy, especially as these relate to the environment. I’m reminded of the conclusion to Steven Shapin and Simon Schaffer’s Leviathan and the Air-Pump, where they write:

Our present-day problems of defining our knowledge, our society, and the relationships between them centre on … dichotomies between the public and the private, [and] between authority and expertise. … We regard our scientific knowledge as open and accessible in principle, but the public does not understand it.  Scientific journals are in our public libraries, but they are written in a language alien to the citizenry.  We say that our laboratories constitute some of our most open professional spaces, yet the public does not enter them.  Our society is said to be democratic, but the public cannot call to account what they cannot comprehend.  A form of knowledge that is the most open in principle has become the most closed in practice.

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