New values for federal science?

In one of the more interestinlg apologias to surface in the wake of President Nixon's reorganization of federal science policy apparatus, Williain 0. Baker, president of Bell Telephone Laboratories, in effect, argued for a "new federalism" in science and engineering. Testifying before the House Committee on Science and Astrontautics on 19 July Baker recalled that federal scienice struture and policy was shaped after World War II by the wartime experienice and helped produce extraordinary accoinplishments in military, space, and medical fields. In the following excerpts he arguies that the demands on federal science have changed and so must the system:     

Towards a systemic research methodology in agriculture: Rethinking the role of values in science

The recent drastic developmentof agriculture, together with the growingsocietal interest in agricultural practices andtheir consequences, pose a challenge toagricultural science. There is a need forrethinking the general methodology ofagricultural research. This paper takes somesteps towards developing a systemic researchmethodology that can meet this challenge – ageneral self-reflexive methodology that forms abasis for doing holistic or (with a betterterm) wholeness-oriented research and providesappropriate criteria of scientific quality.From a philosophy of research perspective,science is seen as an interactive learningprocess with both a cognitive and a socialcommunicative aspect. This means, first of all,that science plays a role in the world that itstudies. A science that influences its ownsubject area, such as agricultural science, isnamed a systemic science. From thisperspective, there is a need to reconsider therole of values in science. Science is notobjective in the sense of being value-free.Values play, and ought to play, an importantrole in science – not only in form ofconstitutive values such as the norms of goodscience, but also in the form of contextualvalues that enter into the very process ofscience. This goes against the traditionalcriterion of objectivity. Therefore, reflexive objectivity is suggested as a newcriterion for doing good science, along withthe criterion of relevance. Reflexiveobjectivity implies that the communication ofscience must include the cognitivecontext, which comprises the societal,intentional, and observational context. Inaccordance with this, the learning process ofsystemic research is shown as a self-reflexivecycle that incorporates both an involved actorstance and a detached observer stance. Theobserver stance forms the basis for scientificcommunication.To this point, a unitary view of science asa learning process is employed. A secondimportant perspective for a systemic researchmethodology is the relation between the actual,different, and often quite separate kinds ofscience. Cross-disciplinary research ishampered by the idea that reductive science ismore objective, and hence more scientific, thanthe less reductive sciences of complex subjectareas – and by the opposite idea thatreductive science is necessarilyreductionistic. Taking reflexive objectivity asa demarcator of good science, an inclusiveframework of science can be established. Theframework does not take the establisheddivision between natural, social, and humanscience as a primary distinction of science.The major distinction is made between theempirical and normative aspects of science,corresponding to two key cognitive interests.Two general methodological dimensions, thedegree of reduction of the research world andthe degree of involvement in the researchworld, are shown to span this framework. Theframework can form a basis fortransdisciplinary work by way of showing therelation between more and less reductive kindsof science and between more detached and moreinvolved kinds of science and exposing theabilities and limitations attendant on thesemethodological differences.     

Reducing the gender achievement gap in college science: a classroom study of values affirmation

In many science, technology, engineering, and mathematics disciplines, women are outperformed by men in test scores, jeopardizing their success in science-oriented courses and careers. The current study tested the effectiveness of a psychological intervention, called values affirmation, in reducing the gender achievement gap in a college-level introductory physics class. In this randomized double-blind study, 399 students either wrote about their most important values or not, twice at the beginning of the 15-week course. Values affirmation reduced the male-female performance and learning difference substantially and elevated women's modal grades from the C to B range. Benefits were strongest for women who tended to endorse the stereotype that men do better than women in physics. A brief psychological intervention may be a promising way to address the gender gap in science performance and learning.     

The science of ART

The methods of gamete manipulation used in assisted reproductive technology (ART) are rapidly proliferating and in some instances outpacing the underlying science. In this review, we discuss two major advances in the ART laboratory-intracytoplasmic sperm injection and extended embryo culture before embryo transfer. We outline the rationale for these approaches, discuss results of experiments obtained from animal model systems and human preimplantation embryos that provide the scientific basis for these procedures, and point out potential concerns that have arisen from these studies.