CONFERENCE SPEAKERS

Annual Meeting and Student Research Conference
November 4–7, 2021
A Virtual Event

Don Howard

Expertise and Responsibility: Why the Possession of Specialist Knowledge Entails an Obligation to Moral and Political Action 

This lecture expands upon the central thesis of Howard's recent American Scientist essay, “The Obligation to Act” (July-August 2021, 203-205), presenting an argument for the claim that the possession of specialist technical expertise entails an obligation to engage in moral and political action in connection with the ways in which the products of one’s research are employed. The core argument builds upon an appreciation of the complex sociomoral topology of technical communities and their embedding in the larger polis, deriving the obligation to act from the cardinal civic virtue of “participation,” meaning active engagement in community life in support of human flourishing. The more abstract, philosophical argument will be grounded in compelling historical examples of scientists and engineers whose practice and principles gave expression to this ideal.

Biography

Jessica Wyndham 

The Social Responsibilities of Scientists: A View from Within 

Debate and discussion about the responsibilities of scientists to society have evolved to a crescendo during the COVID-19 pandemic, but until recently we had limited empirically based information about what scientists themselves thought are their responsibilities. Through an ambitious global survey on the perspectives of scientists and engineers as to their responsibilities – in research, development, communication, instruction and so on – we start to glean areas of consensus and remaining areas of contention.  

Biography

Glenn Branch 

Adding Value to Science Education 

Despite its trust of science and scientists in general, the public is not always willing to accept the scientific community’s consensus when it comes to a handful of topics such as evolution and climate change, apparently owing to a mixture of ignorance and ideology. Teachers in the public schools are expected, if not always ideally equipped, to address ignorance, but what are they supposed to do about the ideologies and their underlying values that obstruct understanding and acceptance of science? Emphasis on the nature of science, through both content and pedagogy, is often recommended, and there is convincing evidence of its efficacy. But the conception of the nature of science is undergoing enrichment, thanks to a number of philosophers of science who have urged for the scientific endeavor to be recognized as structured by distinctive values and regulated by distinctive virtues. The enriched conception of the nature of science helps not only to systematize the ways in which the nature-of-science approach is presently implemented but also to suggest fruitful ways of developing it further. Increasing and improving the treatment of the nature of science in the public schools’ science classroom along these lines will help to restore the public’s trust in science and scientists with respect to topics that are socially but not scientifically controversial. 

Biography

Katina Michael 

Embedding Human Values in the Design of a Technotherapeutic Implantable System for US Warfighters: A Multi-Layered Socio-Technical Inquiry from Proof of Concept to Prototype and Testing 

This presentation emphasizes the need for human values to be embedded in the design process of a novel technotherapeutic implantable system for US warfighters being developed by DARPA’s BTO called the “ADAPTER”. As an ELSI panelist my role is to raise awareness on the importance of ethical legal and social aspects and possible implications as they pertain to the development of the NTRAIN semi-autonomous complex system. When we consider responsible innovation the question often asked is how to actually prove that values or principles have indeed been embedded into the design process and executed with the appropriate safeguards. Here we take a look at three well-known stages of development- proof of concept, prototyping and testing as they align to DARPA’s three phases of technical activities, and ask the fundamental corresponding ELSI questions. The main contribution of the presentation is a multi-layered socio-technical inquiry from the macro (defense oriented viability supported by government drivers), to the meso (technical oriented feasibility articulated by systems of innovation), and the micro (end-user desirability driven by social contracts and choice) levels.

Biography

Dominique Brossard 

Trust in Science: Ending the Debate? 

Biography