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Lecture 3: Nats 1760.docx

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Department
Natural Science
Course
NATS 1760
Professor
Darrin Durant
Semester
Summer

Description
Experts – S3 5/13/2013 6:03:00 AM Are we taking expertise for grated? How can we not Klienman – is there tension b/w democracy and expertise – b/c experts are an elite (minority) making decision for the masses. Wants individuals to have a say in the decision process through ordinary voting on what is going to count as science (not saying you can make decisions for everything). Views like this can lead to experts being undermined / losing their status. Collins and Evans are giving another view – diff idea of demos: often the more ppl involved the more legitimate it is, but what does that do to the status of expertise. Shouldn’t the opinion of experts count for more than others (views count for more than others in decision making). Using this model of demos they add on the concern of expertise and their knowledge. They believe a democratic regime will leave space for experts – technical issues only, their view should count for more than lay people. 1. Neither is a straight case for either leave/or don’t leave it to experts (both middle of the spectrum kind of). 2. They offer times when we should and should not listen to experts – but is that the norm? No, we have to rethink how we think of expertise.  Page 23 has quotes on the tension b/w politics and science. We know expertise is not perfect and partial (Klienman), they agree. But they believe they don’t follow his recommendation (more and more ppl involved). They say in some phases more ppl are needed, and in others less. Collins and Evans say the ideal of expertise (as being perfect) is false – there is no perfect science. If you ditch the idea of perfect science we emerge with a much better understanding of science. Klienman thesis (p3-4) – more and more people involved improves decisions Collins and Evans (p24-5) – to improve decision making you should pay attention to those who know what their talking about. (in each particular phase, b/c in various phases different people know more than others). 1. To know more you have to separate it into phases. They both offer examples of expertise (France): Realist (Collins and Evans): Does is make sense to say the person had a skill that they no longer have (or is it just not being recognized). They say it’s a ubiquitous skill (widely distributed skill). We still retain our expertise – the level of valuation changes. Politically this matters b/c you are asking how do they have their skill, why, and can I be lost – it can be acknowledged and verified. [a possession, acquired somehow].  Problem of democracy: They say there is no complete solution (25). We have to live with the tension and figure out how to live with it. (pragmatic view) Attributional/ Relationist (Klienman): expertise is what people say is expertise (known via attribution) – speaking French in France vs. Australia. Status of something can change depending on what people are saying about a particular thing. (Idealist). [your renting the expertise, it was delegated to you – metaphor]  Offer strategies for overcoming the obstacles (optimistic view) Folk Wisdom (p.6): Collins and Evans dispute the claim that ordinary ppl are wiser than experts in some technical areas. The further you step back form science the less clear it becomes, understanding does not come through observing the surface. In order to understand the technical you have to submerge yourself further into the sci
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