Regular readers will know that I view scientific misconduct as a serious harm to both the body of scientific knowledge and the scientific community involved in building that knowledge.
Teaching about the history of scientific research with human subjects bums me out. Indeed, I get fairly regular indications from students in my “Ethics in Science” course that reading about and discussing the Nazi medical experiments and the U.S.
As I mentioned in an earlier post, I recently gave a talk at UC – Berkeley’s Science Leadership and Management (SLAM) seminar series.
In the previous post, I noted that scientists are not always directly engaged in the project of communicating about their scientific findings (or about the methods they used to produce those findings) to the public.
In posts of yore, we’ve had occasion to discuss the duties scientists may have to the non-scientists with whom they share a world. One of these is the duty to share the knowledge they’ve built with the public — especially if that knowledge is essential to the public’s ability to navigate pressing problems, or if [...]
Earlier this week, I was pleased to be an invited speaker at UC – Berkeley’s Science Leadership and Management (SLAM) seminar series.
A week ago, there was a 6.0 earthquake North of San Francisco. I didn’t feel it, because I was with my family in Santa Barbara that weekend.
The particular numbers on which I’m focused aren’t cool ones like pi, although I suspect they’re not entirely rational, either.
In the previous post I suggested that it’s a mistake to try to understand scientific activity (including misconduct and culpable mistakes) by focusing on individual scientists, individual choices, and individual responsibility without also considering the larger community of scientists and the social structures it creates and maintains.
Over many years of writing about ethics in the conduct of science, I’ve had occasion to consider many cases of scientific misconduct and misbehavior, instances of honest mistakes and culpable mistakes.
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