Robert Hatch

SUBTOPIC:

 Science and Society–Decision Making

OBJECTIVES:

The students will: 

1. explain the interaction of science, society, and technology in American historical development
2. utilize critical thinking and decision making skills to reach conclusions

Background Information

The courtship of scientific research by powerful national governments began during World War II. The practical application of scientific discoveries contributed to the bloodstained realities of the battlefield. The union of scientific research and national governments can best be seen in the Manhattan project. The resulting product gave national governments the power to destroy to world. The union has continued. Some of the products of this union are used to terrorize, threaten, and destroy; however, others have resulted in improvements in the quality of human life. To some, the union is a pathway to a golden age, to others, destruction appears inevitable.

Decisions regarding the future direction of scientific research continue to be made. Government funding, or the lack there of, often determines in what directions scientific research will proceed. In a democratic society, how these decisions are made is of vital importance.

ACTIVITY #1:

The Decisions of Science

           20 minutes

PROCEDURE:

1. Distribute copies of the cartoon (see attachment) without the sentence at the top that identifies it.
2. Students should answer individually:
   1. What are some scientific developments since 1945 that have placed the world more at risk?
   2. Has “science” made the decision to develop these threats? Who has?
   3. Whose responsibility is it to determine the future direction of science? How are these decisions made?

ACTIVITY #2:

Listing Priorities

           30-45 minutes

MATERIALS:  

LIST OF SCIENCE RESEARCH PROJECTS THAT NEED GOVERNMENT FUNDING

PROCEDURE:

1. Distribute list of “Research Projects” to the students or write it on the board. 

   * Suggestions

   1. Star Wars defense system
   2. Construction of a super collider for atom smashing
   3. Manned exploration of space
   4. Genetic research and mapping
   5. A space station and space colonies
   6. Finding cures for cancer, AIDS, and other human diseases
   7. Development of environmental cleanup technologies
   8. Undersea exploration
2. Students should rank these projects for funding priority, first individually, then in small groups. Since funding is limited, choices must be made as to which projects will be funded and which will be left unfunded. Leaving a project unfunded or poorly funded will result in little advance in this area.
3. Have students rank the above projects in the following way: one project receives top priority funding, two projects receive secondary priority funding, three projects receive minimal funding, and the remaining projects receive no funding.
4. Discuss the following areas:
   1. How are decisions of this sort being made in our society?
   2. What role do scientists play in this process?
   3. What is the role of political leaders?

Bibliography

Bailey, Thomas A. and David M. Kennedy. The American spirit. Vol. II. 5th ed. Lexington, MA: D.C. Heath and Co., 1984.

Jungk, Robert. Brighter Than a Thousand Suns: A Personal History of the Atomic Scientist. New York: Harcourt, 1958.