Public understanding of science: Role of academies

M Shamsher Ali

Photo: Andreas Reh

SCIENCE Academies are usually regarded by the members of the public with awe and veneration. The Fellows of Science Academies are treated as top scientific intellectuals sitting in ivory towers and dealing with problems far removed from the stark realities of life, namely poverty, health care, environmental degradation etc. This is an erroneous impression of the public mind about the purpose and working of Science Academies. In fact, Science Academies should be working as the scientific think tanks of the governments and should address the very issues of life and environment that governments of countries are trying to solve. That science and technology can act as the real instrument of change for the betterment of life is not usually appreciated by the majority of citizens. The present talk intends to discuses the role of Science Academies in using some of the modalities for enhancing the public understanding of science.

Suggestive modalities to be adopted by Science Academies for the promotion of the public understanding of science

a) Observance of the birthdays of the luminaries of science: Such a practice is followed by people in Arts and Humanities to create great public interest in the literary works of the past and the present through holding birth anniversaries of people who have attained great heights in Art and Literature. A similar example can be followed by scientists who could, for example, observe the birthdays of Newton, Faraday, Pasteur, Einstein, Watson & Crick and many others through holding public lectures in easy parlance explaining how science has changed our ways of looking at our own lives and the universe around us. School and college children and also the members of public would greatly benefit from these lectures which could be telecast for the nation. It is to be noted that the Royal Society holds public lectures on contemporary aspects of science which attract a large number of people from different cross-sections of the society. Science Academies in different countries could have a catalytical role in making such public science lectures happen. Such lectures broadcast on the electronic media would be of great value in creating social awareness of the benefits of science. This brings us to the role of the media (TV, radio and the internet) in promoting science education.

b) Role of media in promoting science education: Today a large number of lectures prepared by grand masters of science can be stored in CDs and DVDs for distribution to a wider section of the masses who otherwise would not have been exposed to such materials. Since in all countries of Asia the use of radio and television and also the internet have been gradually increasing, it is only imperative that governments in Asia have a separate Knowledge Network in which the explaining of science for the betterment of life and environment could be done in a very fruitful manner. The countries of Asia could also exchange materials to be shared in the Knowledge Network; these materials could then be translated or dubbed in local language. Programmes prepared in English would have a wider circulation. Since Academies of Sciences consist of very distinguished Fellows who may wield some influence in bureaucratic circles, it becomes a moral duty of Academies of Sciences not only to see that a Knowledge Network is established, but also to see that they are involved in scientific talks in this network.

c) Science Exhibitions and Technology Parks as promoters of science education: All countries in Asia should give considerable emphasis on the holding of science exhibition publicly so that children can display their query-based innovation and make the public more interested in science. At this point, I reminded of Nobel Laureate Richard Ernst, who visited India and Bangladesh some time ago. He informed us that even in Switzerland science camps are set up at prominent places in the city so as to attract wayfarers to the science camps. If Switzerland can do this, why can't countries of Asia do the same? Such exhibitions can also be of moving type so that people in rural areas can watch the marvels of science. Apart from science exhibitions, the setting up of technology parks can also act as promoters of science and technology education. We may enumerate a number of other ways of creating public interest in science.

d) Popular articles in newspapers may have some value in generating the scientific literacy of the otherwise literate and educated people who have a non-science background. Again, not all scientists have the knack for this, but a nation must generate some scientists with capabilities to communicate to people by writing like Paul Davis, late Richard Feynman and the like. These science writers should identify certain areas in Medical, ICT (Information and Communication Technologies), environmental and industrial sectors where developments in these fields can be communicated to the public in simple languages. Through continuous writings, scientists and communicators of science can equally play a significant role. Members of the public can develop a positive attitude towards the utilisation of science in meeting social needs. Such an approach cannot, however, be valid, for those members of the public who cannot read and write. Although the governments in many developing countries have, in recent years, been laying considerable emphasis on compulsory primary education and female education and although the enrolment of women in schools has risen considerably, the hard fact remains that a large number of people in many countries are still illiterate. Naturally, all written materials aimed at increasing the scientific awareness of the people cannot reach this target group. For them, a much more meaningful approach would be to use the audio-visual electronic media like radio and television. If suitable programmes are broadcast on radio and television on matters of public interest, then illiterate people can also derive benefits by listening to instructions on agriculture, health, environment etc. The instructions should never be stereotyped, but should be presented through elements of stories and dramas in order to enhance their appeal.

While explaining things to the farmers and artisans, it must be ensured, that the presented materials are the materials they have around themselves. Oddity in contents would obviously create cultural shocks. The radio and TV networks should be programmed to devote considerable broadcasting time for the generation of scientific awareness of the people. Even educated people have a lot of misconceptions regarding contiguous diseases, AIDS (Acquired Immune Deficiency Syndrome), the non-existent role of women in giving birth to female children, etc. There are more than a hundred simple ways which, if adopted by the members of the public, would increase the quality of their life and environment, and would ease the pressure on the energy-reserves of the country. These things, seemingly trifling to the scientists, are not known to the public and hence these should be communicated with them in simple commonplace terms. Again, Academies of Sciences can play a leading role in the dissemination of useful scientific information.

e) There are amongst the members of the public some enlightened people who want to know more about the creation of the Heavens and the Earth resulting from the Big Bang, the possibilities of life elsewhere in the universe, Human Genome Project, Cloning, Information Superhighway etc. Again, scientist, who have a knack for communication, should come forward and utilise the audio-visual media, besides the printing media, in quenching the thirst of knowledge of these groups of people who haven't had a chance to be exposed to modern science. The Academies of Science can play a seminal role in this connection. Following the example of the British Royal Society, they can also introduce a system of delivering occasional public lectures which could be made open to all members of the public. The idea would be to inform the public, in a comprehensible manner, about the latest developments on the frontiers of science, and also about the ways in which science is going to shape our lives in the new millennium. Such levels of science awareness would be of everlasting value in adopting science as a way of life, and as a means of transforming societies. Such an appreciation on the part of the public and the people in power can make science a real instrument of change.

f) The Academies of Science all over the world besides electing Fellows hopefully on a purely merit-based procedure also give award to distinguished scientific workers in laboratories. They may, however, give some incentives to young scientists for innovative work. The steps taken already by Indian National Science Academy (INSA) in this connection are laudable. The Bangladesh Academy of Sciences has introduced some scholarship for poor & meritorious students studying science especially in rural areas. The idea is just to strip up the interest of school children in rural areas in pursuing careers of science.

g) The Academy of Science of both the developed and developing countries could easily initiate a collaborative effort for exchanging public lectures prepared especially for increasing the public interest of science in all domains i.e. from the smallest to the small to the biggest of the big.

h) Releasing of statements by Academies of Science on contemporary international scientific issues:

As scientific and technological efforts are making unprecedented advances in many areas of life and environment, some controversial issues are also generated regarding the uses of the new scientific findings. Members of the public often get caught in the controversies over the pros and cons of the emerging sciences. Typical examples are the use of GM Foods, Biological Fuels, Stem cell research and human cloning, the inconvenient truths of climate change etc. The Inter Academy Panel on international issues (IAP), which has almost all the Academies of Sciences as its members, issues public statements clarifying the scientific issues and dispelling the misconceptions in the public minds. Academies of Sciences can arrange for a wider circulation of these statements in their own countries. They can arrange roundtable discussions on the contemporary scientific issues rather dispassionately and help the government and the public in arriving at a correct understanding of the issues.

The above ways & means which Academies of Science may consider for increasing the public understanding of science are only indicative & not at all exhaustive. We have entered into a millennium with new millennium development goals. How can we achieve these goals without making people aware of how science can be used for the betterment of their life and environment?

The progress in Information & Communication Technology (ICT) has given rise a virtual reality today. Yet, the use of ICT for disseminating scientific information to the public has not been as satisfactory as it should have been. ICT has penetrated more into entertainment, music & dances but not so much into the world of public education. Today Science Academies can play the role of communicators of science by using ICT in the role of a teacher. Academies of Science should take note of the fact that their involvement in public understanding of science would not only benefit their nation as a whole but it would also increase their visibilities in societies. The learned Fellows must share their learning & wisdom for the creation of a scientific literate society and for the eventual goal of making science Aladin's New Lamp for development.

The writer is President, Bangladesh Academy of Sciences and former Vice Chancellor, Southeast University, Dhaka.