{"id":33886,"date":"2016-11-20T00:00:00","date_gmt":"2016-11-20T00:00:00","guid":{"rendered":"https:\/\/www.observa.it\/historical-moments-1985-from-bodmer-report-to-schaffershapins-work\/"},"modified":"2024-05-07T09:40:10","modified_gmt":"2024-05-07T09:40:10","slug":"historical-moments-1985-from-bodmer-report-to-schaffershapins-work","status":"publish","type":"post","link":"https:\/\/www.observa.it\/en\/historical-moments-1985-from-bodmer-report-to-schaffershapins-work\/","title":{"rendered":"Historical Moments: 1985, from Bodmer Report to Schaffer&Shapin’s work"},"content":{"rendered":"

In the UK, where I am based, it is customary to highlight 1985 to students as a landmark for the public understanding of science movement. The reason often brought forward is that in 1985, the Royal Society\u2019s\u00a0report on the Public Understanding of Science, a.k.a the\u00a0Bodmer Report<\/a>\u00a0was published<\/strong>.<\/p>\n

\n

Depending on your persuasion, diffusionist or social constructionist, the report either gave the PUS movement its institutional impetus, or it is the stroke that broke the camel\u2019s back, prompting critical discussion of the report\u2019s theoretical foundation: the deficit, or empty-teapot model of science communication. This model postulates an amorphous, passive, and largely scientifically illiterate public, whose appreciation and understanding of science will be enhanced if repeatedly exposed to the beneficial influence of factual knowledge.<\/p>\n

Critics like Brian Wynne took particular issue with such un-nuanced characterising of \u201cthe public\u201d. Audiences are multiple and varied, they said<\/strong>. They are not ignorant nor are they passive. Individuals encountering scientific knowledge in the public sphere actively produce an understanding based on their lived experiences, social, cultural, political circumstances. What is more, this knowledge ultimately contributes to science.<\/p>\n

But as far as the scholarly community interested in the public understanding of science is concerned, such skirmishes were business as usual in the ongoing debate between diffusionism and constructionism. Had it been for the Bodmer report alone, 1985 would remain quite unremarkable. Yet, it seems that 1985 was a special vintage after all.\u00a0At least two volumes appeared that year, both with a lasting influence on scholarly understandings of communication in and of science<\/strong>.<\/p>\n

Read here the complete article<\/a>.<\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

In the UK, where I am based, it is customary to highlight 1985 to students as a landmark for the public understanding of science movement. The reason often brought forward is that in 1985, the Royal Society\u2019s\u00a0report on the Public Understanding of Science, a.k.a the\u00a0Bodmer Report\u00a0was published. Depending on your persuasion, diffusionist or social constructionist,…<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"inline_featured_image":false,"footnotes":""},"categories":[490],"tags":[],"class_list":["post-33886","post","type-post","status-publish","format-standard","hentry","category-contribution","category-490","description-off"],"yoast_head":"\nHistorical Moments: 1985, from Bodmer Report to Schaffer&Shapin's work - Observa Science in Society<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.observa.it\/en\/historical-moments-1985-from-bodmer-report-to-schaffershapins-work\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Historical Moments: 1985, from Bodmer Report to Schaffer&Shapin's work - Observa Science in Society\" \/>\n<meta property=\"og:description\" content=\"In the UK, where I am based, it is customary to highlight 1985 to students as a landmark for the public understanding of science movement. 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