In the midst of the present chaos, it is easy to forget that the world has had pandemics before and that they have come to an end. Can we learn anything from these experiences that might help us in dealing with COVID-19?
The recent police killings of Breonna Taylor and George Floyd have given new urgency to the seemingly intractable issue of fatal policy violence, and we offer the articles in the volume to inform the actions of those who work for a less-deadly future.
As protests against police violence and racism continue in cities throughout the U.S., the public is learning that several of the officers […]
Countries across the world have been turning to behavioral science in the fight against coronavirus. In May, The New Scientist proclaimed that ‘behavioral science is […]
David Canter considers the social psychological processes that turn emergencies into disasters.
“You don’t have to go back many months,” says Hetan Shah, the chief executive of the British Academy, in this Social Science Bites podcast, “for a period when politicians were relatively dismissive of experts – and then suddenly we’ve seen a shift now to where they’ve moved very close to scientists. And generally that’s a very good thing.”
With climate change disasters, as with infectious diseases, rapid response time and global coordination are of the essence. At this stage in the COVID-19 situation, there are three primary lessons for a climate-changing future: the immense challenge of global coordination during a crisis, the potential for authoritarian emergency responses, and the spiraling danger of compounding shocks.
“Being led by the science” evokes a linear model of policy making which is more a myth than reality. In reality, politicians use claims about scientific knowledge in order to justify a course of action.
Drawing on discussions with academics who have oriented their work around public engagement and social impact, Daniel Pearson suggests these academics present an opportunity to rethink the existing structures of reward and recognition in higher education. “We are, as a species, addicted to story,” says English professor Jonathan Gottschall in his book, The Storytelling Animal. “Even when the […] Tom Burns, whose combination of play — and plays – with teaching in higher education added a light, collaborative and engaging model […] A 2024 report by the National Academies explores the latest advances in artificial intelligence (AI) technology and their potential effects on economic productivity, job stability, and income inequality. It also highlights key research opportunities and data needs to help workers and policymakers adapt to the evolving AI landscape. In this post, co-authors Frank T. Piller, Tucker J. Marion, and Mahdi Srour reflect on the inspiration behind their research article, “Generative […] During the final stages of editing the proofs for Artificial Intelligence and Work: Transforming Work, Organizations, and Society in an Age of Insecurity, […]
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Impact
Young Scholars Can’t Take the Field in Game of Academic Metrics
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Canada’s Storytellers Challenge Seeks Compelling Narratives About Student Research
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Tom Burns, 1959-2024: A Pioneer in Learning Development
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Innovation
NAS Report Examines Nexus of AI and Workplace
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When Do You Need to Trust a GenAI’s Input to Your Innovation Process?
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The Authors of ‘Artificial Intelligence and Work’ on Future Risk
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