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Instructors: Markus Dressel
Event type:
Seminar
Displayed in timetable as:
Hours per week:
2
Credits:
3,0
Language of instruction:
English
Min. | Max. participants:
- | 15
Comments/contents:
The relationship between science and policy is contested. One of the fundamental issues is whether
scientists should remain neutral in the political arena or whether they should actively advocate for
particular courses of action. The answer depends, among other things, on the philosophical problem
of whether scientific value-freedom is possible in the first place. In this block seminar, we will study
these questions through the conceptual lens of different science-policy models. The first unit introduces the classic technocratic, decisionist, and pragmatist models. The second unit focusses on decisionist and pragmatist models, using the “honest broker” model (Pielke), the “pragmatic-enlightened
model” (Edenhofer & Kowarsch) and the IPCC’s “policy-relevant, not prescriptive” models as examples.
The third unit explores the pros and cons of scientists taking an advocatory role on public policy. The
fourth unit touches upon the philosophical debate on values in science. In addition to discussing the
relevant literature, the seminar will also include interactive sessions where students explore their own
assumptions about the science-policy relationship.
Learning objectives:
At the end of the seminar, students will have gained an overview over the predominant mental models
that shape the science-policy relationship. They will also be able to understand how their own philosophical beliefs influence their view of science and policy. Furthermore, the seminar will foster the participants’ skills in analytical reading of articles from the humanities.
Didactic concept:
Students are required to participate actively in the seminar discussion and to study the literature previous to every meeting (ca. 25 pp).
Additional examination information:
Students will earn 3 credit points for their active participation and a short presentation (15 min).
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