Jerry Ravetz, Post-Normal Science  Once upon a time we were all sure that Science would provide the true facts that would entail the correct policy decisions. Perhaps it was never really that simple. But whatever actually happened in the past, the present is drastically different. Even if the times were never completely 'normal', they are certainly post-normal now. Where will the energy come from? What about nuclear waste? What about climate change and species extinctions? Such issues have a scientific core, but there's no textbook with the answers at the back. J. Ravetz, May 2005

Ravetz 2  The message of Post-Normal Science is that policy-relevant science is affected by uncertainties and value-commitments. As we say, 'facts are uncertain, values are in dispute, stakes are high and decisions are urgent'.  For resolving complex policy issues, scientific demonstration must be complemented by a broad societal dialogue. J. Ravetz, May 2005

2. From sociology of science to science studies  Robert K. Merton ( ) a differenciationnist sociology of science: specificity and autonomy of scientific institutions nothing to say about the content as such  The new sociology of science anti-dissociationnist: denies the autonomy and particular nature of scientific knowledge. Acceptation and validation of knowledge are mainly under the influence of cultural, social and political factors

3. Science war  The claim to find the truth is questioned, truth itself is in question. Classical distinctions between science and society, nature and culture, are rejected in the relativist and constructivist perspective. The classical postulate of the necessary autonomy of science is challenged. There is a claim for a kind of democratic taming of science.

4. PNS, NPK, Triple Helix, etc.  Post Normal science (Funtowicz and Ravetz)  New production of Knowledge (Nowotny & Gibbons)  Triple Helix (Leydesdorff and Etzkowitz)

Some common features  the classical modes of production of knowledge are obsolete  a widening range of contributors and stakeholders involved in the scientific agenda, in the production of scientific knowledge and in the use and assessment of this knowledge.  new relations between university, politics and industry, under the global logic of the market and the economic needs

Michel Callon  contrat fondateur des sociétés modernes: « une frontière stricte entre la communauté scientifique d’un côté, les sphères du pouvoir et du commerce de l’autre côté. Pour faire de la bonne science... les chercheurs ont besoin d’autonomie, c'est-à-dire d’institutions sans lesquelles la connaissance objective ne serait pas possible. En échange de cette autonomie, les scientifiques s’engagent à mettre leur énergie au service de la société en travaillant pour le bien collectif.  « L’habituelle distinction entre les faits – indiscutables – et les valeurs – qui sont elles, discutables – est fréquemment transgressée. Des crises récentes comme celle de la vache folle sont là pour démontrer... que nous entrons définitivement dans des sociétés où il sera de plus en plus difficile de séparer faits et valeurs, de tracer une frontière claire et définitive entre des savoirs objectifs neutres et des décisions politiques ».

A new dialog between science and society?  new social places where scientists and non- scientists debate about political decisions involving scientific knowledge.  In the post modern context, heterogenous publics dialog with knowledge producers in the framework of an “agora” (NPK mode 2), or a “hybrid forum” (M. Callon).

New production of knowledge: mode 1  Mode 1: traditional science (XIXe s – 1945) autonomous university sphere, with definite and perennial disciplines autonomy in the definition and methods of resolution of the problems evaluation by the peers no interaction with industry

Mode 2  distinctions break down: between science and technology between science & technology vs market & industry.  Science is diffused in the sphere of industry and the social body.  Disparition of the university  Interdisciplinarity and mobility  Knowledge must be ‘socially robust’ (assessment: cf. supply and demand on the ‘agora’)