Education about STEM-SE Relationships

This page provides perspectives, pedagogical suggestions & resources about relationships among fields of science, technology, engineering & mathematics (STEM) and societies and environments (STEM-SE). As depicted at right/below, such relationships 鈥榤ay鈥 be biased (e.g., ). Often, educators focus on controversies; e.g., (SSI). Because , though, STEPWISE focuses on apparent harms to wellbeing of individuals, societies and/or environments (WISE). With foci on possible harms, students and others may be motivated to develop and implement actions to overcome them 鈥 possibly leading to improvements to global social justice and environmental vitality.

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STEM-SE - Capitalism Climate

STEM-SE Relationships

Introduction

Contrary to traditional views of science, research (e.g., see ) suggests that fields of science are in reciprocal relationships with fields of technology, engineering, mathematics, societies & environments 鈥 like here. STEM-SE relationship appear, however, much more complex. Based on (ANT), STEM fields and myriad other living, nonliving & symbolic entities are embedded in dynamic networks as depicted in the animation at right/below. Brief reviews of ANT 鈥 & 鈥 may be helpful.

Pro-capitalist Dispositifs

Although it may seem 鈥 as depicted above 鈥 that all actants equally co-affect each other, Foucault鈥檚 concept of a suggests that such networks may be biased; i.e., some actants are more influential than others in networks. Among these, there is much evidence and argument suggesting that many or most global networks are dominated by . A particularly influential form of capitalism is , where 鈥 as depicted at right/below, for example 鈥 capitalist (e.g., financiers & corporations) priorities are promoted by governments and transnational groups (e.g., and ) 鈥 along with help from different currencies, media organizations and 鈥楽TEM鈥 fields. Unlike in dictatorships, neoliberalism works to circulate perspectives across networks 鈥 leading most people to accept values like and . Such pervasive normalization appears to make capitalism very resilient/resistant to change/replacement.
 

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STEM Education leads to better careers

Also see: .

Pro-capitalist STEM Fields

Given reciprocal relationships between S&T/STEM fields and societal zeitgeists (), capitalist influences on the are very important. Although there are many exceptions, much evidence suggests that topic choices, research methods, outcomes and sharing of outcomes, etc. often are due to powerful on them (e.g., ; ; ; ; ; ; ). Regarding the schema at right/below, for instance, the have suggested that pro-capitalist acts (e.g., manipulated government regulations) can, for example, 鈥榤uzzle鈥 negative results of scientists鈥 investigations (e.g., about climate change). Meanwhile, in terms of 鈥榯echnology,鈥 they can prioritize development & marketing of problematic technologies like those involving petroleum. Consequently, pro-capitalist STSE relationships often are associated with numerous STSE Harms like those described below.

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STSE Education - Hyper Capitalist STEM

Also see .

STEM-SE Harms

Introduction

As discussed above, it seems very important to teach students several cases of apparent personal, social & environmental that appear to result from influences of pro-capitalist dispositifs on fields of S&T/STEM and much else. The brief descriptions of such harms below are meant to give educators some ideas in this regard. Most apparent harms are controversial and perhaps exaggerated 鈥 like that depicted in the video at right/below. Some general indicators, like at , may help.

Climate Emergency

As climate activist Greta Thunberg has repeatedly advised (e.g., ), based on , humanity is facing 鈥 with only about a decade (see ) to address devastating and irreversible temperature increases. A group of prominent climate scientists also have published about this and there are concerns about possible 鈥.鈥 It appears 鈥 e.g., 鈥 this emergence is largely due to persistence of pro-capitalist entities鈥 continuing promotion 鈥 especially through 鈥 of petroleum extraction & combustion, while apparently (also see ). Some suggestions for actions are provided . Also see: , which has leaked petroleum company files revealing their knowledge and actions to continue extraction and sales of petroleum (see ).

Also see: ; ; ; .

Drug Crises

Natural and manufactured drugs, such as ASA (for pain & inflammation) and methotrexate (for cancer), have been very helpful to individuals & societies. As indicated in the video at right, although some drugs (e.g., ) have been useful for treating severe pain, by pharmaceutical companies (among other factors), often with government legal sanctioning, have expanded uses of such drugs so that many people have been harmed or died. Although it may seem obvious to blame drug companies, there are concerns that causes of unhealthy drug uses are more societal 鈥 perhaps stimulated largely by.

Cigarette Smoking

Cigarette smoking has a long (e.g., 2000 years ago), often for religious and cultural reasons, but it took a long time before scientists were able to gain strong evidence of its many harmful health effects. The video at right/below and the CDC summary here outline some of the many serious problems. Unfortunately, are still increasing and, moreover, are especially problematic in poorer countries. Many people who would like to stop smoking have turned to vaping, but that, too, is not safe (e.g., ). Clearly, because of addictive effects of nicotine in them, it is very difficult to quit cigarette and vaping. Some suggestion for help with this are available, such as for quitting vaping.

Farming

As described by George Monbiot in the video at right/below, much of our farming practices are extremely harmful to the planet 鈥 and, likely, fairness to many individuals (e.g., migrant workers). Although there are numerous technological solutions, as with most so-called 鈥榯echno-fixes,鈥 they must be made more popular through laws, regulations, etc. of governments and 鈥 crucially 鈥 transnational groups, like The World Trade Organization. They also need to become accepted by large populations through, for example, media campaigns and public education. To learn more about this issue, you might read books like George Monbiot鈥檚 . Also see this

Manufactured Foods & Beverages

Among leading causes of sickness & death in many societies are ailments like cancer, cardiovascular diseases & diabetes 鈥 and, to a great extent, they are caused by for companies 鈥 with 鈥 to manufacture unhealthy foods & beverages. In addition to perhaps obvious problems with fast foods, (often in central rows of supermarkets) often are harmful. At the same time, there is much justifiable concern that people in poorer communities and countries have inadequate access to healthy food (i.e., ). Analyses of food sources & availability can be found via the . Also see the youth action group, .

Electronics Terrorism

Although mainly in technologically 鈥榙eveloped鈥 regions (e.g., ), electronic devices (e.g., computers, cell phones, televisions, etc.) use many minerals mined in poorer regions of the world. Some of these, such as tin, tungston & tantalum, though, are mined in regions where armed militia abuse miners, their families and others to maximize profits. Big companies, like Apple鈩 & Google鈩, apparently use such 鈥榗onflict minerals,鈥 despite knowing about related abuses. Problems like these are tracked and opposed through organizations like .

Air Pollution

The air we need to breathe often is not safe! Indeed, according to the , about 7 million people around the world die from air-borne pollutants every year (also see ). Much of this comes from burning of fossil fuels which, as you might expect based on comments above, companies 鈥 with assistance from government laws 鈥 continue to encourage, rather than switching to renewable energy forms. Air pollution is worse, unfortunately, as air temperatures increase 鈥 which, again, is tied to government-company supported fossil fuel consumption.

Fast Fashion

Many of us choose to frequently purchase new clothes to maintain our status as part of a dominant, mainstream, group. This can be highly problematic if the clothes are part of a ; that is, frequent cycles of purchasing & disposal of relatively inexpensive clothes that are associated with numerous social & environmental costs 鈥 such as poor labour conditions, uses of toxic pesticides, and massive additions to landfills. One of the most basic clothing items in such regards are 鈥楾-shirts,鈥 as depicted in the video at right/below.

Plastic Pollution

Petroleum may often be thought of as a fuel and as the major source of climate disruption. But, it also has affected individuals, societies and environments through its conversion into plastics. There are several kinds of plastics that can be made into myriad products that people find very helpful 鈥 something that has been for many decades. However, there are numerous harms linked to plastics 鈥 largely for those that are not biodegradable. In some 鈥 still very ubiquitous 鈥 cases, they are or can be degraded into and in myriad organisms鈥 bodies. But, of course, incredible masses of plastic refuse (e.g., as ) are routinely deposited in most of our environments 鈥 and, infamously, have accumulated in , forming ecosystems called 鈥榯he .鈥 As the video at right/below suggests, though, companies like Coca Cola long ago knew that switching from re-usable glass bottles to plastic ones would be devasating.

Also see: and .

Media-facilitated Propaganda

Many of us spend much of our spare time being entertained through different forms of popular media (e.g., in television, movies, phone gaming, etc.). These can be informative and stress-reducing. However, to a great extent, many of these represent 鈥 as described in the video at right 鈥 types of propaganda by powerful individuals (e.g., financiers) and groups (e.g., corporations). Much such manipulation is accomplished by . To a great extent, such manipulation encourages consumerism, but also particular political views. Particularly vulnerable are children, who are . Teaching resources about misinformation are provided .

Also see: and .

Surveillance Capitalism

Although products and services generated, in part, by fields of science & technology have been beneficial in many ways, there are growing concerns that living & non-living things are being increasingly connected to form the 鈥 which, in turn, appears driven by surveillance capitalism, as stated . As Dr. Shoshana Zuboff suggests in the video at right, companies mine user data from smart phones, social media, automobiles, fitness tracking devices, (increasingly) living things, etc., etc. to, in a sense, learn about us and engage in behaviour modification processes for profit. Such privacy invasions and manipulation appear, moreover, to be increasing a result of increased online work, etc. .

Disaster Capitalism

In putative democracies, with less reliance on military and police, elite and leaders usually need public supports for their perspectives and practices. Such supports can be difficult to obtain, however, in light of citizens鈥 negative experiences of harms like precarious work, climate disasters and rising food prices. To perhaps distract citizens鈥 from awareness of or concerns about such harms, though, elite and leaders can 鈥 and often have 鈥 use(d) public disorientations and fears to further implement policies & practices like: promotion of continuous growth; tax cuts (especially for elite); de-regulation of industries & commerce; reduced social spending (e.g., for health care); disempowering trade unions; and much more. Such () has been known to exploit 鈥榥atural鈥 (e.g., earthquakes) and 鈥榓nthropogenic鈥 (e.g., stock market crashes). While it is debatable about the extent to which the is a 鈥榥atural鈥 or 鈥榟uman-made鈥 disaster, it appears to serve as an excellent recent example of disaster capitalism.

During periods in different locations around the world of panic, hardship, worrying, etc., the richest humans accumulated vast proportions of global wealth () 鈥 through, for example, increases in (also see: & ).

Smart-phone Privacy (& Democracy) Threats

As suggested in the video at right/below, surveillance has massively increased with development of spyware like 鈥 which can be inserted over networks onto Apple and Android smartphones. Once installed, the software can capture existing information 鈥 such as photos and text messages 鈥 and turn on apps like audio and video recording to further capture information. Much of the software has been purchased by governments wanting to learn much about opposition 鈥 such as from pro-democracy activists 鈥 so they can suppress dissent. More about this can be learned about such oppressive spying via an article in and .

Animal Testing of Commercial Products

Before many manufactured products, particularly those containing potentially-toxic chemicals, are sold to humans, they may be tested on animals. But, as shown in the video at right, often such testing is very cruel 鈥 treating other living things as expendable commodities. Organizations, like & investigate such cruelty and attempt to stop animal testing. However, often companies persist 鈥 with profit often their motive.

Crypto Crimes

Most nations use currencies backed by central government regulations and market forces that determine their value. Cryptocurrencies, however, are typically not issued by a central governing authority, instead they rely on multiple networked computers to create a decentralized record system to monitor and anonymously regulate transactions 鈥 a . Due to lack of government oversight, cryptocurrencies have been implicated in a number of crimes like and 鈥溾 schemes that have defrauded speculators millions of dollars. Centralized oversight creates a paper trail when moving large sums of money, the has made it a facilitator of , and money laundering. Massive environmental costs of cryptocurrencies should not be understated, as the energy costs of producing many of them is .

Also see , and an in The Guardian.

For-profit Militarism

We live in a world of increasing 鈥 and corresponding decline in liberal democracies. Arguably, such shifts away from more caring and environmentally vital societies seems to be a result of hegemonic influence of since about 1970. Although this is a contentious term/concept, I suggest that it is 鈥 simply 鈥 facilitated capitalism; e.g., active engagement of governments, transnational groups like the WTO, free-market think tanks, and others, to maximize opportunities for private profit. One such technique 鈥 not exclusive to neoliberal states 鈥 is militarism. The video at right/below from , speaks well to this.

Labour Injustices

As emphasized by , in their perpetual search for private profit, capitalists work intensely to minimize their costs. Besides using less expensive 鈥 often inferior 鈥 materials and more efficient technologies, for example, they have typically worked to reduce labour costs. With help from , job losses (e.g., via offshoring) and, recently, increasing (the 鈥榞ig鈥 economy) seemed to have greatly increased private profits 鈥 at expense of social justice (e.g., ). Some suggest this is a new, 鈥榤odern,鈥 form of 鈥 a phenomenon that now is being and about which regarding our lifestyles.

Long History of Harms

Harms like those above (and many more) are mostly not new. They have persisted for many decades. Severn Suzuki, age 12 in 1992, expressed (in the video at right/below) great frustration about such lack of positive change. Now, about 30 years later, many or most of these problems 鈥 like climate disruption, species losses, habitat destruction, myriad forms of pollution, etc. 鈥 continue, with no apparent end in sight. It certainly makes you ask why they persist. Her prescient speech seems to carry an important answer: greed. And, as she suggested, (sociopolitical) actions, rather than just words, are necessary.

Sanitizing S&T/STEM Fields Using 鈥楾rojan Horses鈥

A major way that pro-capitalist dispositifs influence S&T/STEM fields and many other actants is to sanitize their activities & effects through promotion of cycles of consumption and disposal of commodities that are like (e.g., ); that is, projecting positive, perhaps 鈥,鈥 semiotic (symbolic) messages 鈥 leading consumers to enthusiastically & unquestioningly purchase them (often repeatedly). As depicted in the video at right/below, for example, engineered salmon may be ideally depicted in reductionist () ways as abundant & ecologically-friendly food supplies, depictions that may distract consumers from awareness of involving harmful actants like parasitic sea lice and exclusionary patents.

Also see: .

Pedagogy Regarding Nature of Science & Technology

Diversity of Views About the Nature of Science (NoS)

Many people believe that fields of science are highly logical, systematic; e.g., following the 鈥樷 ) and closely-adhering to of ethical practice (e.g., skeptical about one鈥檚 own & others鈥 research). Although Merton was aware scientists often struggled to adhere to his norms, he advised following them 鈥 to, for e.g., protect science from outside interference (e.g., from Nazis). This, in turn, contributed to isolationist & 鈥榝oundationalist鈥 (science 鈥> engineering) conceptions of science like that depicted & (). Such views have, however, been contested by much . , for instance, concluded that scientists often benefit from not following Merton-like norms of practice. In that vein, suggested that 鈥 as in studies of 鈥 that scientists鈥 claims often are socially 鈥榗onstructed.鈥 Similarly, and suggested that scientists often are more influenced by colleagues and dominant theories than by available data. Indeed, there is much STS research to suggest that science often is highly influenced by 鈥 such as with claims that integrity of many fields of science/STEM are compromised when privately funded (e.g., ). Given diversity of NoS views like those described at right/below (and ), based on pedagogy, it seems necessary to first help students to clarify their varied personal positions prior to exposing them to alternatives. In that regard, teachers have had some successes using the using statements like .

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Scientific Theory Profile

Given diversity of views about NoS, educators may use shown above (hovering over the four categories provide details) to plan and evaluate lessons & activities (e.g., see ).

Scientific Theory Profile

Antirealists - more or less on this spectrum - believe that scientists (& engineers) cannot develop claims (e.g., laws, theories, etc.) that exactly match phenomena of the world.

Naturalists believe - more or less on this spectrum - that scientists' (& engineers') topics & methods (e.g., experiment/study design, measurements, etc.) often are, while somewhat systematic & logical, influenced by personal (e.g., emotional) and social (e.g., economic, political, interpersonal, cultural, gender, racial, etc.) factors.

Realists believe - more or less on this spectrum - that scientists (& engineers) can develop claims (e.g., laws & theories) that match phenomena of the world.

Rationalists believe - more or less on this spectrum - that scientists' (& engineers') topics & methods (e.g., experiment/study design, measurements, etc.) are highly systematic, logical, unbiased, unemotional, etc.

Introducing Students to NoS 鈥 Focusing on Scientists鈥 Decisions

In teaching students about different NoS positions, it seems reasonable to start by focusing on (e.g., concluding based on data or theory?) made by scientists. The video at right/below introduces teachers to a set of lessons & student application activities () that can, in turn, introduce students to scientists鈥 鈥 in this case, geneticist Gregor Mendel鈥檚 鈥 development of conclusions based on available data and theory. Lessons highlight that Mendel was somewhat with available data, erring on the side of his pre-conceived theories about genetic crosses. They also note that such preferences for theories over available data are common and, indeed, seem to have benefited science progress. To supplement these lessons & activities, teachers may also use lessons & activities about: i) ; and, ii) .

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Teaching STEM-SE Relationships Using Actor-Network Theory

Teaching About Power via Actor-Network Theory

Much about can be taught in terms of actor-network theory (), an conception assuming that all natural & engineered living, nonliving & symbolic (semiotic) entities (actants) are reciprocally integrated into a vast network. Particularly important are ; i.e., groups of actants that generally co-support common causes. Of great concern are pro-capitalist dispositifs, with cooperation among actants 鈥 as illustrated 鈥 like: corporations, STEM fields, banks, currencies, etc. Often, such dispositifs are ; i.e., made to appear less complex (even 鈥榮ingular鈥). Like a Trojan horse, objects 鈥 such as genetically-, & cell phones in the video at right 鈥 can appear positive on the 鈥榮urface,鈥 often in ways, which can distract consumers from awareness of problematic network connections.

Our and can help introduce students to ANT, dispositifs & punctualization.

To deepen students鈥 analyses of ST[EM]SE relationships, research and social actions to overcome harms in STSE relationships, we provide, through the videos at right, suggestions & resources for teaching 鈥 with applications 鈥 students to use actor-network mapping.

Resources: ; ; .

Resources: ; ; ; ; ; ; ; ; .

Some sample ANT-based lessons are described here. The first 4 videos highlight teaching of ANT in an 鈥榓cademic鈥 (university-qualifying) 10th grade science course, followed by a discussion with students about this work.

Mechanisms of STEM-SE Harms

Prosumption (Credit: Majd Zouda & Team)

A major pro-capitalist mechanism is prosumption; that is, 鈥榩roduction鈥 associated with consumption of for-profit items. The video at below provides teachers with an overview of this concept. Teachers may or may not choose to show it to students. This video is accompanied by a 1-page summary of prosumption, . The sets of videos below are meant to teach students about prosumption 鈥 through Input, followed by student Application, in two cases.

Prosumption Lessons & Activities

; ; ; .

; ; .

Regulatory Capture (Credit: Sarah El Halwany & Team)

A key aspect of is for governments (and transnational entities, like the ) to set laws, regulations, etc. to benefit private sector entities (e.g., financiers & corporations) 鈥 often harming individuals, societies and/or environments. When governing agencies (e.g., ) that are meant to regulate 鈥 or minimize harmful effects of 鈥 businesses instead rule in their favour, they are said to be captured. Such regulatory capture can contribute to many STSE Harms. After reviewing the video about this below, along with this , teachers may then use video-based resources at right/below to help students to develop useful conceptions of regulatory capture that they may use in their RiNA projects.

See article, .

Teacher Input

The two videos at below can introduce students to attitudes, skills & knowledge regarding government regulation of businesses and phenomena relating to regulatory capture. See also the Descriptions below each video.

Student Application Activity

To deepen students鈥 understanding of regulatory capture, they can complete activities in the video below, including info. in the Description below.

Sociotechnical Imaginaries (Credit: Sarah El Halwany & Team)

As discussed in the video below, we often take for granted certain thoughts & actions 鈥 like assuming it is OK for many people to communicate via 鈥榮mart鈥 phones. Reasons for this are complex, but a popular idea is that living & non-living things 鈥 including people & technologies 鈥 are connected to each other, linked by common values like: being independent; always seeking something new; not worrying about less fortunate people. These connections among things & values, etc. are called sociotechnical imaginaries 鈥 because they limit and/or enable what we can imagine for now and for future living.

; ; .

Emotive Actants & Sociotechnical Imaginaries

Another way to teach about sociotechnical imaginaries is to address how emotions (as 鈥榓ctants鈥) can be manipulated and managed to support particular visions (e.g. fear from other things) through, for instance, surveillance applications and cosmetics. Students can then apply what they have learned using the example of emotional technology that champion particular visions of economic productivity, intimacy, self-knowledge that reproduce White, middle-class, priorities and .

Facial Recognition Critique; ; ; ; .

Technologies & Their Hidden Values

One way to teach about sociotechnical imaginaries is to talk about how technology (here, the brain training program, Lumosity) prescribes particular visions of the productive citizen &/or employer and ideas of 鈥榳ellbeing鈥. Students, then, get to apply what they have learned using the example of self-tracking devices and the quantified self movement.

; ; .

Future Visions & Sociotechnical Imaginaries

A third way to teach about sociotechnical imaginaries is to get students to think about preferred & desirable futures by asking whose future matters. This is addressed in the case of 鈥榤odern鈥 agriculture in India and related social & environmental problems linked to 鈥榤iracle鈥 seeds and chemicals. Students can then apply their learning using the example of palm oil production, how it supports some futures at the expense of other futures (e.g. those of dispossessed and Indigenous communities). They could, then, use concepts about sociotechnicical imaginaries to plan alternative arrangements of actions () that mutually promote students鈥 ideals.

; ; ; ; ; ; .

'Astroturfing' (Credit: Majd Zouda & Team)

Many of our personal, social & environmental problems appear largely due to egotistic influences of powerful people & groups on fields of science & technology. In this series of videos, as described in the introductory video below, teachers are provided with suggestions for teaching about general difficulties that scientists may have in achieving 鈥榯ruths鈥 about phenomena and then how private sector interests 鈥 often with government supports 鈥 can manipulate fields of science & technology and also stimulate 鈥榓stroturfing鈥; i.e., development of fake 鈥榞rassroots鈥 activist groups.

Actions to Overcome STEM-SE Harms

Introduction

Given persistence of harms linked to pro-capitalist dispositifs, citizens need to become 鈥 e.g., through science & technology education 鈥 more personally and sociopolitically active to increase global social justice & environmental vitality. Such actions may vary, depending 鈥 for example 鈥 on people鈥檚 different talents & interests. As illustrated below, many actions may be considered propositional (e.g., developing Signs to promote certain changes in the World). Others, like engineering designs, may, though, be actualizable 鈥 directly changing the World.

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STEM - RiNA - Word Sign Model
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Action Samples
Action Samples

Enabling 鈥榃ISE鈥 Technology Design & Mobilization

Although initiatives vary, many appear to prioritize education about numerous engineering products & services, as well as education to help students engage in engineering design processes. Given frequent STEM education emphases on educating students to help with global economic competitions (e.g., in TDSB), it seems clear engineering foci may primarily benefit capitalists. Indeed, as discussed variously on this website, seems to largely have influenced STEM fields to prioritize profit over broader wellbeing 鈥 which appear linked to many STSE Harms, many of which involve apparently-problematic technologies. Accordingly, we have been promoting by students 鈥 as illustrated & explained at right/below.

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Designing a 'WISE' Tent

Promoting ANT Analyses for WISE Tech Design & Mobilization

Given that actor-network theory () can explain our world, we suggest that students鈥 WISE technology designs can be aided by teaching them to analyze existing technologies as ANT maps and then re-vision tech designs to align with their values (e.g., more ecojust colognes). Such teaching has helped students create other ecojust innovations like those at righ/below.

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RiNA WISE - Tech Design Cologne

Although students鈥 new technologies may promote increased WISE, students鈥 values as expressed in them can be spread () if, as a high school teacher explains in the video below, they are taught about and encouraged to use concepts of .

Students Imagining Supportive Networks for Their Ecojust Innovations

After students had been taught about several concepts from , including actor-network theory, dispositifs, semiotics and sociotechnical imaginaries, they were able to envisage networks of actants to support their new, ecojust, innovations in contrast to existing dispositifs. In the figure at right/below, a student illustrates a network in support of her more socially just and ecologically sustainable chicken incubator. While such ecojust engineering products can be helpful, their effectiveness depends on distributions of values inherent to them across networks (dispositifs) of living, non-living & symbolic actants.

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DDG Student - RiNA WISE Tech Network Chicken Incubator

RiNA Projects

The Nature of RiNA Projects

As illustrated in the image at right/below, RiNA (research-informed & negotiated action) projects are efforts to engage in sociopolitical actions that are meant to help overcome harms 鈥 like the climate crisis 鈥 in STSE relationships that governments and others often have struggled to effectively address. Often, 鈥榟arms鈥 are controversial (as 鈥楽TSE Issues鈥) 鈥 for many reasons, not the least of which are people鈥檚 political orientations/value systems (e.g., ) 鈥 and, so, directions for and kinds of actions are best settled through and some social negotiation. Also, people who have some relevant prior education 鈥 e.g., about science & technology knowledge, STSE issues, research & actions, etc. from the 3-phase STEPWISE pedagogy 鈥 often have most successes with their projects. At the same time, students are most motivated to develop and implement RiNA projects when they address harms/issues of their concern and talents. It is extremely important that students are encouraged and enabled to conduct RiNA projects of their own design because of severity and persistence of so many STSE harms.

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Students' Networked Actions
RiNA Projects Model

The schema at right/below is one way of understanding RiNA projects. It was initially used by Roth (2001) to depict relationships between 鈥榮cience鈥 & 鈥榯echnology鈥 (engineering); but, assuming mathematics often is involved throughout, it could also depict fields. The model suggests that students鈥 RiNA projects can, generally, focus on World 鈥> Sign and Sign 鈥> World translations. Among many variations, students鈥 may be either or both suggestions (e.g., via posters) for changes in the World &/or more direct changes (e.g., new technologies) in the World.

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STEM - RiNA - Word Sign Model

Ontological Gaps (mis-translations) occur because of differences in composition of World (e.g., tree) & Signs (e.g., drawing of tree); Ideological Gaps are intentional mis-translations; e.g., climate change deniers narrowly depict global temperature changes.

Needs to Assemble Dispositifs

For RiNA projects to be effective, their actions often need to form one or more ; i.e., networks of co-supportive living, nonliving & symbolic 鈥榓ctants.鈥橝s illustrated below, Latour explained that a hotel manager was able to convince more guests to leave their keys at the front desk by adding supportive actants.

Latour 1991 ANT Hotel Room Key Actions

For example, as illustrated at right/below, citizens of Qu茅bec City who were alarmed by excessive dust deposits (especially in 2012 [A]) had some successes from supports from actants like: data they collected & had analyzed; earlier dust deposit reports; ; general public consciousness; ; etc. At the same time, activist dispositifs often are challenged by dispositifs supporting alternative, often dominant, perspectives 鈥 such as of continuing and, often, increasing storing of nickel ore in open piles at the city port. In other words, STSE issues often involve competing dispositifs (B), each a set of actants aligned to support different values, principles, actions, etc.

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QC_Dust-Dispostifs