What cannot be said in science

Greene, Mott T.

doi:10.1038/41642

Cited by 23 publications

(9 citation statements)

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“…Generally, it requires a substantive knowledge of the domain and the forms by which it is represented and communicated. Several authors have argued that this is simply an aspirational myth (Shamos, 1995) and that even scientists are illiterate outside their own specialist domain (Greene, 1997). My view would be that to portray 'scienti c literacy' as a bivalent quality which an individual either has or does not have is mistaken.…”

Section: Developing Scientific Literacymentioning

confidence: 97%

Science Without Literacy: A ship without a sail?

Osborne¹

2002

Cambridge Journal of Education

151

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This article argues that reading, writing and argument are central to any conception of science as it is currently constituted. Moreover, it is through the texts of science, popular accounts or journalistic reported versions that the majority of the public interact with and consider the implications of the ndings that science presents. However, the study of the language of science, science's epistemic base and the cultural norms and values that underpin its practice are currently considered only marginal to the teaching of science. Rather, the specialised laboratories provided for science teachers and the narrow conception of science embodied in the curriculum gives pre-eminence to science as an empirical activity in the naive belief that this is central to understanding the nature of science. The consequent failure to recognise the centrality of language, literacy and argument to science education leaves the majority ill equipped to become critical consumers of science. Change requires a concerted attempt to reconceptualise the priorities for science education through a mix of new curricula, new strategies and last, but not least, new modes of assessment.

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Section: Developing Scientific Literacymentioning

confidence: 97%

Science Without Literacy: A ship without a sail?

Osborne¹

2002

Cambridge Journal of Education

151

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“…Proteolytic processing of pro-IL-18 by interleukin-1β-converting enzyme (ICE) family members is necessary to obtain biologically active IL-18 [27, 28]. To verify that pro-IL-18 is also processed in islets, islets were exposed to both pro-inflammatory cytokines and specific ICE inhibitors.…”

Section: Resultsmentioning

confidence: 99%

“…Blocking of proteolytic processing using the caspase-1 inhibitor YVAD- CHO significantly but not completely reduced the activity of IL-18. Since other caspase family members are also noted to cleave proIL-18 – albeit with reduced efficiency [27]– treatment of beta cells with Z-VAD-FMK (inhibiting caspase-3, -4, -7, -8 and -10) also partially affected IL-18 bioactivity. Most importantly, the combination of both caspase inhibitors resulted in a complete inhibition of proteolytic processing and thus in the absence of IL-18 bioactivity in the cytokine-exposed beta cells.…”

Section: Discussionmentioning

confidence: 99%

“…This molecule is subsequently cleaved by interleukin-1β converting enzyme (ICE, caspase-1) or a closely related family member to generate the bioactive form (18 kD) of IL-18 [27, 28]. The similarity between IL-1β and IL-18 is further corroborated by the fact that these cytokines bear high structural homologies [29]and that the α-chain of the IL-18 receptor is identical to the IL-1 receptor-related protein (IL-1RrP) [30].…”

Section: Introductionmentioning

confidence: 99%

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Functional IL-18 Is Produced by Primary Pancreatic Mouse Islets and NIT-1 Beta Cells and Participates in the Progression towards Destructive Insulitis

Frigerio¹,

Holländer²,

Zumsteg³

2002

Horm Res Paediatr

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Background: Preclinical stages of type 1 diabetes are characterized by infiltrating T cells and by the peri- and intra-islet accumulation of pro-inflammatory mediators, such as IFNγ. Methods/Results: Using quantitative PCR we demonstrated that mRNA specific for the IFNγ-inducing cytokine IL-18 is upregulated in NIT-1 beta cells and intact mouse islets upon exposure to IL-1β, IFNγ and TNFα. The biological activity of IL-18 was blocked using caspase inhibitors and anti-IL-18 antibodies. Increased IL-18 expression was also detected in islets during advanced stages of insulitis and correlated with elevated transcripts for IFNγ and for the IL-18 receptor. Conclusion: Thus, beta cells produce bioactive IL-18 in the course of insulitis and actively contribute to the exacerbation of inflammation leading to their own demise.

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“…This relates to large and important questions for the human society (Greene 1997, Steffen et al 2004. A main problem is that there seem to be no vision or plan on how to transform this agreement to action on the ground i.e.…”

Section: Gap Between the Societal Needs And Researchers Capabilitiesmentioning

confidence: 99%

Integrative Research and Transdisciplinary Knowledge Production: A Review of Barriers and Bridges

Axelsson¹

2010

Journal of Landscape Ecology

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Contemporary policies about use of natural resources clearly pronounce sustainable development towards the goal sustainability as a focal objective. A key challenge for research is to support improvements and management by evaluation of sustainability policy implementation, i.e. outcomes on the ground and the social process in actual landscapes. However, while a landscape consists of integrated social and ecological subsystems and should thus be treated as a holistic unit or system, most research and postgraduate training is disciplinary. This means that very few researchers are equipped to solve problems or contribute to solutions in the non-academic world. There is thus a need for universities to learn integrative (interdisciplinary and transdisciplinary) research and knowledge production that meets complex challenges related to sustainable development and sustainability issues as for example management and governance of natural resources. In this paper I review the background, concepts and the barriers and bridges to integrative research and knowledge production. As a base for evaluation and development of integrative research projects I propose a normative model for integrative knowledge production processes. This was done through a literature review and a study of an integrative research project. I discuss how transdisciplinary research about landscapes and to solve complex sustainability issues can be designed, viz. (1) there is a need for a common understanding of different types of integrative research, (2) an outspoken aim to develop socially robust knowledge, (3) a model for transdisciplinary collaborative learning processes, and (4) a funding scheme that include academic and non-academic participants and matches the long process of partnership building during the full knowledge production process, from problem identification/definition to an improvement or a management solution.

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What cannot be said in science

Cited by 23 publications

References 0 publications

Science Without Literacy: A ship without a sail?

Science Without Literacy: A ship without a sail?

Functional IL-18 Is Produced by Primary Pancreatic Mouse Islets and NIT-1 Beta Cells and Participates in the Progression towards Destructive Insulitis

Integrative Research and Transdisciplinary Knowledge Production: A Review of Barriers and Bridges

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