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Teaching Responsible Research and Innovation: A Phronetic Perspective

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  • Niels Mejlgaard
  • Malene Christensen
  • Roger Strand, University of Bergen, Norge
  • Ivan Buljan, University of Split, Kroatien
  • Mar Carrió, Universitat Pompeu Fabra, Spanien
  • Marta Cayetano Giralt, Association of Catalan Public Universities (ACUP), Global University Network for Innovation (GUNi), Spanien
  • Erich Griessler, Institute for Advanced Studies Vienna, Østrig
  • Alexander Lang, Institute for Advanced Studies Vienna
  • ,
  • Ana Marušić, University of Split, Kroatien
  • Gema Revuelta, Universitat Pompeu Fabra, Spanien
  • Gemma Rodriguez, Universitat Pompeu Fabra, Spanien
  • Núria Saladié, Universitat Pompeu Fabra, Spanien
  • Milena Wuketich, Institute for Advanced Studies Vienna, Østrig

Across the European research area and beyond, efforts are being mobilized to align research and innovation processes and products with societal values and needs, and to create mechanisms for inclusive priority setting and knowledge production. A central concern is how to foster a culture of “Responsible Research and Innovation” (RRI) among scientists and engineers. This paper focuses on RRI teaching at higher education institutions. On the basis of interviews and reviews of academic and policy documents, it highlights the generic aspects of teaching aimed at invoking a sense of care and societal obligation, and provides a set of exemplary cases of RRI-related teaching. It argues that the Aristotelian concept of phronesis can capture core properties of the objectives of RRI-related teaching activities. Teaching should nurture the students’ capacity in terms of practical wisdom, practical ethics, or administrative ability in order to enable them to act virtuously and responsibly in contexts which are often characterized by uncertainty, contention, and controversy.

OriginalsprogEngelsk
TidsskriftScience and Engineering Ethics
Vol/bind25
Nummer2
Sider (fra-til)597-615
Antal sider19
ISSN1353-3452
DOI
StatusUdgivet - apr. 2019

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