The cultural authority of science is the authority that is granted to science in any particular context. This authority is as much a matter of image and perceived legitimacy as of statutory guarantee. However, while authority can be charismatic, based on tradition or based on competence, we would assume that science aims to be an authority of competence. To what extent does science have the last word, or stand above opinion on public issues? This Indo-European led collaboration aims to map the cultural authority of science, and to construct a system of indicators to observe this ‘science culture’ based on artefacts (science news analysis) and espoused beliefs and evaluations (public attitude data). Indeed, through a series of studies the authors examine the cultural authority of science in light of the challenges posed by European, Asian, African and American developments and debates. In particular, two main ideas are examined: the ‘Lighthouse’ model, whereby science is shining into a stormy sea of ignorance and mistrust; and the ‘Bungee Jump’ model, which demonstrates how science occasionally experiences a rough ride against a backdrop of goodwill. Presenting expertise in discourse analysis, computer-assisted text analysis and largescale survey analysis, The Cultural Authority of Science will be of interest to a global audience concerned with the standing of science in society. In particular, it may appeal to scholars and students of fields such as sociology of science, science communication, science studies, scientometrics, innovation studies and social psychology.

A keyword listing of serial titles currently received by the National Library of Medicine.

Modern science communication has emerged in the twentieth century as a field of study, a body of practice and a profession—and it is a practice with deep historical roots. We have seen the birth of interactive science centres, the first university actions in teaching and conducting research, and a sharp growth in employment of science communicators. This collection charts the emergence of modern science communication across the world. This is the first volume to map investment around the globe in science centres, university courses and research, publications and conferences as well as tell the national stories of science communication. How did it all begin? How has development varied from one country to another? What motivated governments, institutions and people to see science communication as an answer to questions of the social place of science? Communicating Science describes the pathways followed by 39 different countries. All continents and many cultures are represented. For some countries, this is the first time that their science communication story has been told.

China is emerging as a new superpower in science and technology, reflected in the success of its spacecraft and high-velocity Maglev trains. While many seek to understand the rise of China as a technologically-based power, the Cultural Revolution of the 1960s may seem an unlikely era to explore for these insights. Despite the widespread verdict of the Great Proletarian Cultural Revolution as an unmitigated disaster for China, a number of recent scholars have called for re-examining Maoist science--both in China and in the West. At one time Western observers found much to admire in Chairman Mao's mass science, his egalitarian effort to take science out of the ivory tower and place it in the hands of the disenfranchised peasant, the loyal worker, and the patriot soldier. Chunjuan Nancy Wei and Darryl E. Brock have assembled a rich mix of talents and topics related to the fortunes and misfortunes of science, technology, and medicine in modern China, while tracing its roots to China's other great student revolution--the May Fourth Movement. Historians of science, political scientists, mathematicians, and others analyze how Maoist science served modern China in nationalism, socialism, and nation-building--and also where it failed the nation and the Chinese people. If the Cultural Revolution contributed to China's emerging space program and catalyzed modern malaria treatments based on Traditional Chinese Medicine, it also provided the origins of a science talent gap and the milieu from which a one-child policy would arise. Given the fundamental importance of China today, and of East Asia generally, it is imperative to have a better understanding of its most recent scientific history, but especially that history in a period of crisis and how that crisis was resolved. What is at issue here is not only the specific domain of the history of science, but the social and scientific policies of China generally as they developed and were applied prior to, during, and after the Cultural Revolution.

Global science education is a reality at the end of the 20th century - albeit an uneven reality - because of tremendous technological and economic pressures. Unfortunately, this reality is rarely examined in the light of what interests the everyday lives of ordinary people rather than the lives of political and economic elites. The purpose of this book is to offer insightful and thought-provoking commentary on both realities. The tacit question throughout the book is `Whose interests are being served by current science education practices and policies?' The various chapters offer critical analysis from the perspectives of culture, economics, epistemology, equity, gender, language, and religion in an effort to promote a reflective science education that takes place within, rather than taking over, the important cultural lives of people. The target audience for the book includes graduate students in education, science education and education policy professors, policy and government officials involved with education.

The human right to science, outlined in the 1948 Universal Declaration of Human Rights and repeated in the 1966 International Covenant on Economic, Social, and Cultural Rights, recognizes everyone’s right to “share in scientific advancement and its benefits” and to “enjoy the benefits of scientific progress and its applications.” This right also requires state parties to develop and disseminate science, to respect the freedom of scientific research, and to recognize the benefits of international contacts and co-operation in the scientific field. The right to science has never been more important. Even before the COVID-19 health crisis, it was evident that people around the world increasingly rely on science and technology in almost every sphere of their lives from the development of medicines and the treatment of diseases, to transport, agriculture, and the facilitation of global communication. At the same time, however, the value of science has been under attack, with some raising alarm at the emergence of “post-truth” societies. “Dual use” and unintended, because often unforeseen, consequences of emerging technologies are also perceived to be a serious risk. The important role played by science and technology and the potential for dual use makes it imperative to evaluate scientific research and its products not only on their scientific but also on their human rights merits. In Science as a Cultural Human Right, Helle Porsdam argues robustly for the role of the right to science now and in the future. The book analyzes the legal stature of this right, the potential consequences of not establishing it as fundamental, and its connection to global cultural rights. It offers the basis for defending the free and responsible practice of science and ensuring that its benefits are spread globally.