Post-Normal Concerns in Science Communication Pedagogies

Abstract

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.