actions to address harms associated with
fields of science and technology.
On this page, starting with this overview, you will find resources to support socio-political actions students (citzens) may take (based on research & negotiation) to address harms they determine in relationships among fields of science and technology and societies and environments (STSE).
If you have any comments, questions, etc. about this project or would like to join it, please contact me by email.
|People have many choices of
Some different ways that students and others can act to address harms they determine in STSE relationships are depicted here - with a few examples linked below:
Our research strongly indicates that larger-scale changes in societies can come when people use several actions that cooperate with each other as a network of actions - such as uses of social media to distribute a message.
students choose to
forms of action.
For example, students
Internet-based) and primary
(e.g., a study) before
left - in
words, a very
By itself, this video seems quite effective. It was networked, to some extent, by being posted to YouTube™. Posters, pamphlets, school announcements and a Twitter campaign may also have helped.
Some other effective video actions include:
many possible reasons behind various personal,
social and environmental harms that humans
Much research points, however, to neoliberal capitalists; that is, people and groups - such as financiers, money managers and transnational corporations - that appear to have orchestrated many other entities in the world in ways promoting private profit. Among entities strongly influenced by capitalists - with support from many governments and trans-national entities (e.g., WTO, OECD, etc.), for example - are fields of science, technology, engineering and mathematics ('STEM'). Often, as claimed by Dr. Sheldon Krimsky via the link at right, capitalist supports have led people in STEM fields to make decisions about topics, inquiry design and reporting and uses of results that mainly benefit a small number of capitalists. Such influences appear to have been effective, judging from how wealth is now concentrated into few (e.g., 6) hands. Such wealth concentration appears to be directly associated with many personal, social and environmental harms.
Given how governments, transnational organizations and many other entities in the world appear to be helping (e.g., via capitalist-friendly laws) to funnel wealth and wellbeing towards few advantaged people and groups, it seems imperative that school science (for one!) work to help students become more critical of how STEM fields are being used and to take actions to address their concerns.
| Although developing and taking actions
to make a better world is very personal,
people may benefit from resources linked at
Some relevant reading also may help; e.g.,