Tensions and possibilities for an 'engaged' STS programme in science education

• In Event: Science and Technology Studies and Science Education: ‘High’ vs. ‘Low’ Church Tensions (B)

Abstract

Scholars have long advocated science education that is well-informed by science and technology studies (STS). In doing so, however, educators have choices to make regarding particular ontological, epistemological and axiological orientations of STS practices. Although there are, of course, many kinds of analyses of STS, Fuller's (1993) broad categorization into "High Church" and "Low Church" paradigms seems to be a useful starting point. The former category may be considered to involve scholarly analyses of characteristics of STS, akin to stereotypical conceptions of 'science' as efforts to know the world as it exists. Low Church STS, meanwhile, is more like traditional notions of 'technology,' aiming to change that which exists - presumably for the better. Although it is apparent that STS fields originated with Low Church emphases resulting from awareness of risks linked to science and technology (Breyman et al., 2017), science education has, generally, erred towards High Church orientations. This seems particularly evident throughout the 'neoliberal era' and perhaps even more extreme in recent Right-wing Populist contexts (Jilani, 2017). Students are frequently urged, for instance, to develop highly logical personal positions about potential social and/or environmental harms linked to science and technology that are portrayed as controversial - and, therefore, perhaps doubtful. Given power of pro-capitalist networks that often prioritize profit concentration and cost externalities, however, it seems clear science education must promote coordinated community-based critiques of and actions to address such socio-technical harms. Nevertheless, such more Low-Church pedagogical orientations may need to be strategically-balanced with deep High-Church considerations (Sismondo, 2008).

Author

• John Bencze, Ontario Institute for Studies in Education, University of Toronto