Social and ethical dimensions of nanoscale science and engineering research

Abstract

Continuing advances in human ability to manipulate matter at the atomic and molecular levels (i.e. nanoscale science and engineering) offer many previously unimagined possibilities for scientific discovery and technological development. Paralleling these advances in the various science and engineering sub-disciplines is the increasing realization that a number of associated social, ethical, environmental, economic and legal dimensions also need to be explored. An important component of such exploration entails the identification and analysis of the ways in which current and prospective researchers in these fields conceptualize these dimensions of their work. Within the context of a National Science Foundation funded Research Experiences for Undergraduates (REU) program in nanomaterials processing and characterization at the University of Central Florida (2002-2004), here I present for discussion (i) details of a "nanotechnology ethics" seminar series developed specifically for students participating in the program, and (ii) an analysis of students' and participating research faculty's perspectives concerning social and ethical issues associated with nanotechnology research. I conclude with a brief discussion of implications presented by these issues for general scientific literacy and public science education policy.

Ethnographic Invention: Probing the Capacity of Laboratory Decisions

“…Similarly, calls for what some have termed "nanoethics" [16] seek to go beyond "conventional rule-based, prescriptive engineering codes and guidelines" [17] and to encourage "nanotechnology researchers to engage -in a thoughtful and critical manner -with [ethical and social] issues as an integral part of their research endeavors" [18]. Yet despite the hefty body of literature on the social dimensions of technoscience, there is a lack of policy precedents [19] and social research [7] for designing and assessing engagement strategies, and of empirical research to demonstrate the effects of such interactions (for exceptions, see [20] and [21]).…”

Social and Ethical Interactions with Nano: Mapping the Early Literature

“…A number of authors discuss governance and public opinion in relation to one another (e.g. [26,35,52,56,64,72,86,90,93,96]). With the recognition that a positive perception of the technology is important for acceptance (a recognition given strength by the contested introduction of biotechnology), public opinion has become a central topic in the discourse of technological development.…”

Teaching Small and Thinking Large: Effects of Including Social and Ethical Implications in an Interdisciplinary Nanotechnology Course

“…Varma (2000), for example, has argued that engineering curricula in the United States should include courses that use theories and concepts from the humanities and social sciences, in part so that students can better understand the favorable and unfavorable consequences of technology based progress and the moral challenge posed by new technologies. Sweeney (2006) describes a “nanotechnology ethics” seminar series developed specifically for undergraduate students taking part in a NSF funded research program. By the end of the Small Wonders course at Brown University described here, students in the course also felt that nanotechnology researchers should be receiving ethics education.…”