The development of PES Sample Clauses

The development of PES. Policy, research and practice Describing public engagement with science, or PES, is not straightforward. As might be expected given the many roles of science in contemporary Britain, the term ‘PES’ is used in more than one way. The prevailing story of the development of the field of science communication, within which PES is situated, has received much discussion (see Xxxxxxx et al., 2007; Xxxxxx, 2001; Xxxxx, 2006). An abbreviated explanation in the UK context might contain the following key points. Science communication in the 1980s was based on one-way communication to the public. This approach was premised on “research indicating the widespread scientific ignorance in the general populace” (Xxxxxxx, Xxxxx, & Xxxxxxx, 2003, p. 1049) and the perceived need to redress such ignorance. This approach came to be known in the literature as the Public Understanding of Science (PUS) movement. As highlighted by science and technology studies scholars, the PUS model was based on a deficit framework that positioned the public as a homogenous mass, largely uninformed about science (Xxxxx & Xxxxx, 1996; Xxxxx, 1992). The PUS model implied that if sufficiently exposed to science, the public would both absorb and learn to appreciate science. The deficit framework was widely criticised for positioning science as an unadulterated good, which would be duly appreciated by an ignorant public upon their involvement in a suitable intervention. XXX was also criticised for ignoring the heterogeneous nature of the ‘publics’ (Xxxxx & Xxxxx, 1996; Xxxxxxx, 2002). A shift towards ‘engagement’ emerged from these critiques and was positioned as a more equitable way to frame relationships between publics, scientists and, in addition, policy makers. As a result, a participatory ‘engagement’ model to communicate ‘with’ multiple ‘publics’ was developed within science communication. This shift can be seen in the differences between two policy documents. The Royal Society report, The Public Understanding of Science (1985)─ known as the Xxxxxx report ─ triggered the PUS movement. Later, the House of Lords Science and Society report (2000) pushed forward public ‘engagement’ with science. Thus, by 2001 Xxxxxx referred to the emergence of PES as a “3-D” model of science communication, a model based on discussion, debate and dialogue (2001, p. 117). This is a tale of progress, where an expert-led model that informed the public about science was reborn as a democratic, participatory model for th...
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