Towards a phronetic space for responsible research (and innovation)

Abstract

The term Responsible Research and Innovation has recently gained currency, as it has been designated to be a key-term in the European research framework Horizon 2020. At the level of European research policy, Responsible Research and Innovation can be viewed as an attempt to reach a broader vision of research and innovation as a public good. The current academic debate may be fairly enriched by considering the role that phronesis may have for RRI. Specifically, in this paper we argue that the current debate might be fruitfully enriched by making a categorial shift. Such a categorial shift involves moving away from the temptation to interpret responsible research and innovation in a technocratic way towards a more pluralistic vision that is rooted in the idea of phronesis. In the present context phronesis points the attention to the cultivation and nurturement of the researcher’s formation as a type of engagement with the actual practice of researching, a practice in which researchers (and other parties concerned) are called to apply judgment and exercise discretion in specific and often unique situations without the re-assuring viewpoint of the technician.

Responsible innovation in biotechnology: Stakeholder attitudes and implications for research policy

“…It opens up the processes of reflexivity and anticipation to voices beyond those of subject-matter experts, moving towards bottom-up policy making. It is built on the notion that science and research are public goods (Bardone & Lind, 2016), and therefore discourse about them should be democratized under a Habermassian ideal of political legitimacy (Held, 1980). • Responsiveness in turn takes the "what if" questions from anticipation, the discursive value of inclusive engagement, and the collective process of reflexivity to influence the path of innovation (Bardone & Lind, 2016;Owen et al, 2013).…”

Formação Continuada De Professores Para O Uso De Dilemas Sócio Científicos Com Elementos De Ubiquidade

“…Nesse sentido, buscou-se um entendimento sobre o seu significado, destacando-se no projeto a sua concepção, que segundo Araújo e Alves (2014) é entendida como um processo de integração, não só de disciplinas e de áreas do conhecimento, mas também de educadores, engajados num trabalho conjunto, de modo a superar a fragmentação do ensino e do conhecimento, buscando a formação integral do estudante. A RRI se constitui em uma abordagem que envolve pesquisadores, cidadãos, políticos, empresas e orga-nizações para colaborarem com processos de investigação e inovação com foco tanto no processo como também nos resultados, conforme as necessidades e expectativas da sociedade (EUROPEAN COMMISSION, 2012;SCHONBERG, 2013;OKADA et al, 2015OKADA et al, /2016BRADONE;LIND, 2016;BURGET et al, 2016).…”

Using an Intelligent Tutoring System as a Textbook Supplement for Personalized Learning

“…The case study design limits the participation to a smaller sample of participants. Thus, the challenge for a case study design is meeting the generalization criterion, as a validation of social science (Thomas 2011;Bardone and Lind 2016). A case study implemented at a rural school district (RSD) may not be generalized to schools across the United States due to factors including demographics, percentage of special educational students and at-risk students, and other factors.…”