2026 (Current Year) Faculty Courses School of Materials and Chemical Technology Department of Chemical Science and Engineering Graduate major in Earth-Life Science
Science Communication and Society D
- Academic unit or major
- Graduate major in Earth-Life Science
- Instructor(s)
- Shawn Mcglynn / Thilina Nishadh Heenatigala
- Class Format
- Exercise (Face-to-face)
- Media-enhanced courses
- -
- Day of week/Period
(Classrooms) - 7-8 Mon (石川台7号館(ELSI-1)三島ホール) / 7-8 Thu (石川台7号館(ELSI-1)三島ホール)
- Class
- -
- Course Code
- ELS.C642
- Number of credits
- 020
- Course offered
- 2026
- Offered quarter
- 3Q
- Syllabus updated
- Sep 30, 2026
- Language
- English
Syllabus
Course overview and goals
This course examines the relationship between science and society, with particular attention to the responsibilities and challenges scientists encounter when their research extends beyond the laboratory. Through lectures, journal discussions and group project work, students will explore questions of trust, expertise, ethics, values, power, culture, uncertainty and the growing role of artificial intelligence in science. Rather than focusing primarily on science communication as a professional practice, the course encourages students to critically examine how scientific knowledge is produced, interpreted, communicated and contested within society, and to consider what these dynamics mean for their own roles as scientists. By the end of the course, students should be better equipped to recognise and navigate the social, ethical and cultural dimensions of scientific research and its relationship with society.
Course description and aims
By the end of this course, students will be able to critically examine the relationship between science and society and recognise the social, ethical and cultural dimensions of scientific research. They will be able to analyse questions of trust, expertise, scientific authority, values, power, uncertainty and the use of artificial intelligence in science; identify different perspectives and interests surrounding scientific issues; and consider how scientific knowledge and decisions can affect, and be affected by, society. Through discussion and group project work, students will apply these perspectives to complex science–society dilemmas and develop reasoned positions on the responsibilities of scientists when navigating such issues.
Student learning outcomes
実務経験と講義内容との関連 (又は実践的教育内容)
This course is taught by instructors with professional experience spanning scientific research, science communication, public engagement, education, media, and interdisciplinary collaboration. Drawing on their work within scientific institutions and with researchers, publics, communities and international networks, the instructors bring practical perspectives on how science operates within society and the challenges scientists encounter beyond their immediate research. This experience allows course discussions to connect conceptual questions about trust, expertise, ethics, values, power, uncertainty and emerging technologies with real situations in which scientists must navigate competing perspectives and responsibilities. It also enables the instructors to guide students in examining science–society dilemmas relevant to their own fields and considering how they might respond to such challenges as practising scientists.
Keywords
Science and society; science communication; trust in science; scientific expertise; ethics; values; power; scientific authority; uncertainty; artificial intelligence; public engagement; scientific responsibility; culture and science.
Competencies
- Specialist skills
- Intercultural skills
- Communication skills
- Critical thinking skills
- Practical and/or problem-solving skills
Class flow
The course combines lectures, journal clubs, group discussions, and project work. Lecture sessions introduce key concepts and questions related to science and society, while journal clubs give students opportunities to critically discuss research, arguments, and real-world cases from different perspectives. Project work sessions are intentionally flexible, allowing groups to use class time to research, discuss, develop, and refine their assigned science–society case with guidance from the instructors as needed. Across the course, students are encouraged to connect the themes discussed in class with their own scientific fields and experiences. The course concludes with group presentations and discussion, bringing together perspectives developed throughout the lectures, readings, and project work.
Course schedule/Objectives
| Course schedule | Objectives | |
|---|---|---|
| Class 1 | Introduction to Science, Communication, and Society |
What is the relationship between science and society? Public understanding, deficit/dialogue/participation, public engagement, and how society influences science. |
| Class 2 | Trust, Expertise & Authority |
Who gets to speak for science? Why do people trust or distrust scientists? Expertise, legitimacy, institutions, uncertainty and contested science. |
| Class 3 | Journal Club - Trust in Scientists and Their Role in Society |
A discussion on what it means for society to trust scientists, public expectations of scientists, their role in society, and how these vary across countries and contexts. |
| Class 4 | Ethics, Values & Power |
Is science value-free? Responsibilities of scientists, hype, uncertainty, inclusion, diversity, decolonisation, whose knowledge counts, and who benefits or bears risk. |
| Class 5 | Journal Club - Pirahã case |
A discussion on how culture and existing theories shape scientific knowledge, including scientific assumptions, interpretation, fieldwork, cultural perspectives, and who has authority to produce and interpret knowledge. |
| Class 6 | Project Work |
Project work session for groups to work on their assigned science–society case, identify the central dilemma and relevant perspectives, and develop their approach to the project. |
| Class 7 | Science in the Age of AI |
How is AI changing science and its relationship with society? Knowledge production, scientific integrity, expertise, authorship, communication, misinformation, bias, accountability and trust. |
| Class 8 | Journal Club - Are We Producing More Science but Understanding Less? |
A discussion on how AI is changing scientific knowledge and practice, including “illusions of understanding”, scientific monocultures, and whether greater productivity through AI necessarily leads to better science. |
| Class 9 | Project Work |
Project work session for groups to work on their assigned science–society case, identify the central dilemma and relevant perspectives, and develop their approach to the project. |
| Class 10 | Project Work |
Project work session for groups to work on their assigned science–society case, identify the central dilemma and relevant perspectives, and develop their approach to the project. |
| Class 11 | Masterclass |
A full-day masterclass with invited experts exploring contemporary perspectives and practices in science communication, public engagement, and the relationship between science and society. |
| Class 12 | Project Work |
Project work session for groups to work on their assigned science–society case, identify the central dilemma and relevant perspectives, and develop their approach to the project. |
| Class 13 | Journal Club - TBD |
A discussion on the responsibilities of scientists when scientific knowledge enters society, connecting trust, expertise, ethics, values, power, culture, uncertainty, and AI to dilemmas scientists may encounter in their own fields. |
| Class 14 | Group Discussion and Presentations |
Influence of society on science, and science on society. |
Study advice (preparation and review)
Students are expected to spend approximately 2–3 hours per week outside of class on preparation and review. This may include reading assigned materials in advance of journal club discussions, reflecting on key questions raised during lectures, and contributing to the development of the group project. Students are encouraged to approach the readings critically, considering the authors’ arguments, points they agree or disagree with, and how the issues discussed relate to their own scientific fields and experiences. As the course progresses, groups should also use independent study time to research, develop, and refine their assigned science–society case in preparation for the final presentation and submission.
Textbook(s)
None
Reference books, course materials, etc.
Materials will be provided.
Evaluation methods and criteria
Students will be evaluated based on attendance, active participation, and completion of the group project. Active participation includes engagement in lectures, journal club discussions, group discussions, and project work, with emphasis on thoughtful contributions, critical engagement with course materials, and consideration of perspectives beyond the student’s own field. The group project will be assessed on the quality and depth of the analysis, engagement with relevant course themes, consideration of scientific uncertainty and different stakeholder perspectives, the strength and clarity of the group’s reasoning, and the effectiveness of the final presentation and written submission. Assessment will focus on students’ ability to critically examine a complex science–society dilemma rather than on identifying a single ‘correct’ solution.
Related courses
- ELS.C432 ： Science Communication and Society M
Prerequisites
The student should have a basic level of English communication skill, and scientific literacy.
Contact information (e-mail and phone) Notice : Please replace from ”[at]” to ”@”(half-width character).
thilinah[at]elsi.jp
mcglynn[at]elsi.jp