This is an issue
which scientists, communicators and the public have to take
seriously; and so a seminar was recently organised in New Delhi
under the auspices of the National Council for Science & Technology
Communication (NCSTC) and Indian Science Writers’ Association (ISWA)
on the subject ‘Scientific Literacy and Socio-economic Development’
and attracted a full house. Two themes kept recurring throughout the
deliberations, the first - scientific literacy in India : challenges
and prospects, and the second - role of scientific literacy in
socio-economic development : the search for inter-relationships.
Shri Bachi Singh
Rawat, Union Minister of State (Science & Technology) set the scene
and tone. He emphasized on the emerging need of scientific literacy
in the country’s overall development. Prof. V.S. Ramamurthy,
Secretary, Department of Science & Technology stressed on the need
of public debates on emerging issues of scientific importance which
are relevant to the people and are of their immediate concern,
enabling them to take informed decisions to lead their life in a
democratic society. Shri Anuj Sinha, Adviser and Head, NCSTC and
Science & Society Division, Department of Science & Technology
placed before the house a challenge of working out a strategy to
achieve 100% scientific literacy by the year 2047. Dr. R.D. Sharma,
President, ISWA argued that there are two kinds of science
communication, which he called ‘technical’ and ‘popular’. It emerged
from the discussions that ‘popular science communication’ serves the
practical function of building the foundation of public awareness.
It helps us develop an attitude of critical rationality and is a
source of non-partisan expertise, a necessity in an age when
governments and other organisations require scientific inputs and
advice while taking many decisions. Popular science is public
oriented and not proprietary. Whereas, technical science
communication is more focussed, dedicated to the cause of scientific
advancement (but can that really has meaning without the masses
being brought into its broader realm, directly or indirectly!).
Developmental
changes emerge within specific economic, social, and ideological
contexts, and in turn reshapes the thinking and working of
institutions as well as individuals. Literacy and more precisely,
scientific and technological literacy can bring about these positive
changes in an appropriate manner. The last two decades have been
characterized by the rapid development of new scientific and
technological advancements across a wide range of fields. Access to
these advancements is distributed very unevenly within the country.
People in far flung areas often lack access not only to leading edge
technologies but alsoto modern scientific knowledge. Overcoming
problems of access to these technologies and knowledge is important
for economic and social development, but this may not be seen in
isolation. Unless the ‘transfer of technology’ is amalgamated with
‘communication of technology’ or in other terms ‘scientific and
technological literacy’, the overall socio-economic development
cannot be ensured. Hence, there is a growing understanding that
scientific and technological literacy and socio-economic development
are mutually interdependent or one is because of other. The
development of one is directly proportionate to the other. Basic
sciences are attracting nowadays fewer talent for pursuing research
and higher studies. The seminar expressed grave concern since many
of the science departments at undergraduate level are left with
vacant seats for lack of interest in science among younger
generation. This scarcity of human resources may lead to a crisis in
the area of science and technology as well as in science
communication. Induction of a higher quantum of talent in science
and technology may explicitly or implicitly lead to enhanced
scientific literacy.
The above seminar
was an attempt towards finding out the interwoven ligaments of
interdependency in scientific literacy and socio-economic
development in order to further strengthen and nurture this
relationship to ensure rapid development in both the areas. Some of
the other challenges that the seminar confronted were : to arrive at
a consensus definition of scientific literacy, quantum of minimum
science, ways and means for linking scientific literacy with
literacy campaigns, resolving the gap/ conflict between scientists
and science communicators connecting links between scientific
information and development, etc. Though, many questions still
remain unanswered, the seminar was a welcome effort towards
initiating a fruitful debate within and outside the country to
arrive at a well structured strategy to achieve the desired level of
scientific literacy, especially in the developing world.