What we know and what we do not know
from common knowledge to the comprehension of technoscience
DOI:
https://doi.org/10.52712/issn.1850-0013-688Keywords:
social diffusion of technoscience, construction of meaningful knowledge, formal education, social evaluation of technoscienceAbstract
The social diffusion of science and technology is a recurring topic in both education policy and science forums. It is also a crucial topic in forums discussing governance of science and in debates on ethics and science. Numerous documents covering this topic find assertions on the need to diffuse scientific and technical knowledge, promote literacy in these areas and update the formal education curricula, but they do not provide an analysis of the cognitive components that make it possible for the proposed actions to generate the desired results: the comprehension of new theories and the technological achievements that are derived from them and make up the current state of science. Frequently omitted is also the need of promoting and updating knowledge processes, in order to operate in broad social contexts and achieve a public capable of evaluating the social desirability of all those technologies that are being incorporated into daily life, such as nanotechnology. This work reflects upon both aspects and searches for the keys to promote training, update and diffusion of techno-scientific knowledge to society.
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