Post-Normal Concerns in Science Communication Pedagogies
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The Science Communication Project @ISU was founded in 2010 with the goal of enhancing collaborative research on, education for, and the practice of public science communication, broadly conceived. Our biennial symposia- which include public presentations of multidisciplinary research and interactive workshops- bring together a network of scholars who share interests in public engagement of science, environmental communication, natural resource management, and agriscience. Conference proceedings showcase research, evaluations, and critiques of science communication-related practices and phenomena.
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How might an instructor of science communication approach the post-normal issues of ethos, credibility, trust, and expertise? This analysis draws from recently published science communication course descriptions, syllabi, and pedagogical publications that describe science communication courses. Science communication pedagogies from multiple disciplines were categorized for their approach to post-normal concerns and instructional design. Examples range from no consideration to including post-normal concerns. Ultimately, this analysis complicates our assumptions since it suggests instructional design might matter more than disciplinary norms for facilitating the inclusion of post-normal concerns. This finding has practical implications for hiring, housing, and silo-breaking in the academy.