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    • Risk education

    What is risk?

    Risks in the VUCA era
     

    Risks can be divided into 'danger' caused by nature and 'risk' caused by humans (Beck, 1992). Science and technology have both positive possibilities and negative problems for humans, and the risk posed by the development of science and technology is a risk, i.e., a "manufactured risk" caused by human decision-making behavior (Beck, 1992; Giddens, 1994).

     

    For example, fossil fuel depletion, environmental pollution, and global warming are threatening future generations, and we are already experiencing average annual temperature, precipitation volatility, increased extreme weather phenomena, and rising sea temperatures and sea levels (KMA, 2012). Other risks facing our society include artificial intelligence (AI), biotechnology, nuclear power, war and terrorism, construction and passenger ship sinking (OECD, 2018; Sofsky, 2016), and the evolution of bat viruses to acquisition common infectious diseases (COVID-19) is also related to urbanization and climate change (Park Myeongkyu, 2020).

     

    As such, the development of science and technology is human hope and fear, and risk is not an accidental factor, but a social factor that occurs reflexively as humans rely on science and technology (Joo Young-ki, Yoo Myung-soon, 2016). In other words, today we are both subjects and risk-causing agents in a dangerous society (Cho Kwangrae, 2018), so we need to prepare and make efforts to cope with risks that are becoming more complex and increasing uncertainty in the VUCA era (Rennet al., 2011).

     

    Risks can be viewed in two ways: one caused by nature which we call ‘danger’, and the other caused by humans which we call ‘risk’ (Beck, 1992). Science and technology offer us with both positive possibilities and negative problems, and the risks posed by the development of science and technology is a risk, i.e., a "manufactured risk", a product of human behavior (Beck, 1992; Giddens, 1994).

     

    For example, fossil fuel depletion, environmental pollution, and global warming are threatening future generations, and we are already experiencing a rise in average annual temperature, precipitation volatility, increased number of extreme weather phenomena, and a rise in sea temperature and sea levels (KMA, 2012). Other risks in our society include artificial intelligence (AI), biotechnology, nuclear power, war and terrorism, construction and passenger ship sinking (OECD, 2018; Sofsky, 2016). The evolution of bat viruses to acquisition common infectious diseases (COVID-19) is also related to urbanization and climate change (Park Myeongkyu, 2020).

     

    As such, the development of science and technology is human hope but also fear, and risk is not an accidental factor but a social factor that occurs reflexively as humans rely on science and technology (Joo Young-ki, Yoo Myung-soon, 2016). In other words, today we are both subjects and risk-causing agents in a dangerous society (Cho Kwangrae, 2018), so we need to prepare and make efforts to manage the risks that are becoming more complex and increasingly uncertain in the VUCA era (Rennet al., 2011).

    Reference

     

    - Park Myeonggyu(2020). Risk society, post-off conditions, postman conditions and human responsibility.the knowledge of knowledge, (29), 103-130.

    - Cho Kwang-rae(2018). Reinterpretation of [Modernization of Reflections] for Overcoming Dangerous Society. Security Research, 57, 277-301.

    - Joo Young-ki, Yoo Myung-soon(2016). Dangerous society and risk awareness. Seoul: Communication Books

    - Beck, N. (1992). Risky society. London, UK: Sage publications

    - Giddens, A. (1994). Beyond left and right: The future of radical politics. Stanford University Press.

    - Korea Meteorological Administration (2012).

       Forecast report on climate change on the Korean Peninsula [Climate Change Forecast on the Korean]. Korea Meteorological Administration.

    - OECD(2018). The future of education and skills: Education 2030. Position Paper.

    - Sofsky, W. (2016). Prinzip Sicherheit. SC: CreateSpace Independent Publishing Platform.

    - Renn, O., Klinke, A., & Van Asselt, M. (2011). Coping with complexity, uncertainty and ambiguity in risk governance: a synthesis. Ambio, 40(2), 231-246

    Risk Response Science Education

    The Role and Importance of Science Education
     

    Decisions on science and technology policies are directly linked to the risks that individuals face. Therefore, not only the decision of experts but also the participation of citizens is emphasized, and as a result, more and more citizens are taking part in the decision-making process of science and technology-related policies (ex Shin-Kori 5th and 6th Session Public Debate Committee, 2018).

     

    Along with expanding opportunities for citizens to participate in decision-making related to science and technology and being guaranteed their rights, the important thing is whether they have the knowledge and attitude to make the substantial decisions. Formal civic participation can easily degenerate into just a tool for procedural legitimacy of government policy making(Kang Yoonjae, 2015). So it is necessary to provide citizens with proper scientific knowledge for them to play a key role, thus making the role of science education more important than ever.
     

    Since 2000, the outbreak of many diseases such as Severe Acute Respiratory Syndrome (SARS), Middle East Respiratory Syndrome (MERS), avian influenza, swine flu, and mad cow disease has caused anxiety and fear among citizens, and panic spread all over the world due to the COVID-19 pandemic. Amid these risks, citizens are acquiring and sharing information online, and it is easy to find cases in which citizens are misled by false information such as fake news circulating online and through smartphones.  In addition, research shows that in the process of consuming information from mass media online, people write and read comments to accept other people's opinions, and that these comments have a great influence on individual decision-making (Lee Min-young, 2014). In other words, in response to the risk of infectious diseases, rational understanding of the current status of infectious diseases and practical actions to prevent the spread are necessary. In this kind of situation, rational decision-making ability is important. It also requires the ability to enable collaborative response and engagement.

     

    Although the development of science and technology has led to a rise in risks, and risk literacy is more important than ever (Song Haeryong , 2003), individuals often judge risks irrationally or emotionally rather than scientifically or objectively (Gaivoronskaia & Hvinden, 2003; Tyler & Cook, 1984).  Therefore, it is necessary to reconsider the role of science education so that risks can be judged and responded to scientifically and objectively.

    Reference

     

    - Kang Yoonjae(2015). A review of the relationship between science and technology citizenship and risk communication surrounding nuclear power. the study of science
       and technology, 15(1), 45-67.
    -     Song Haeryong(2003). Dangerous reporting. Communication Books.
    - Lee Minyoung(2014). Effects of dangerous articles and comments on risk perception in the early stages of Japanese radioactive leakage: Focusing on the consistency
      of comments in articles and the expertise of commentators. Media Economy and Culture, 12(1), 119-153. 
    - Gaivoronskaia G. & Hvinden, B. (2003). Consumers with allergic reaction to food: Perception of and response to food risk in general and genetically modified food in particular.
      Science, Technology & Human Values, 31, 702-703.
    - Tyler, T. R. & Cook, F. L. (1984). The mass media and judgments of risk: Distinguishing impact on personal and societal level judgments. Journal of Personality and Social
      Psychology, 47, 693-708.

     

    What is risk?

    Risk in VUCA era

    Risks can be viewed in two ways: one caused by nature which we call ‘danger’, and the other caused by humans which we call ‘risk’ (Beck, 1992). Science and technology offer us with both positive possibilities and negative problems, and the risks posed by the development of science and technology is a risk, i.e., a "manufactured risk", a product of human behavior (Beck, 1992; Giddens, 1994).


    For example, fossil fuel depletion, environmental pollution, and global warming are threatening future generations, and we are already experiencing a rise in average annual temperature, precipitation volatility, increased number of extreme weather phenomena, and a rise in sea temperature and sea levels (KMA, 2012). Other risks in our society include artificial intelligence (AI), biotechnology, nuclear power, war and terrorism, construction and passenger ship sinking (OECD, 2018; Sofsky, 2016). The evolution of bat viruses to acquisition common infectious diseases (COVID-19) is also related to urbanization and climate change (Park Myeongkyu, 2020).


    As such, the development of science and technology is human hope but also fear, and risk is not an accidental factor but a social factor that occurs reflexively as humans rely on science and technology (Joo Young-ki, Yoo Myung-soon, 2016). In other words, today we are both subjects and risk-causing agents in a dangerous society (Cho Kwangrae, 2018), so we need to prepare and make efforts to manage the risks that are becoming more complex and increasingly uncertain in the VUCA era (Rennet al., 2011).

    Reference


    - Park Myeonggyu(2020). Risk society, post-off conditions, postman conditions and human responsibility.the knowledge of knowledge, (29), 103-130.


    - Cho Kwang-rae(2018). Reinterpretation of [Modernization of Reflections] for Overcoming Dangerous Society. Security Research, 57, 277-301.


    - Joo Young-ki, Yoo Myung-soon(2016). Dangerous society and risk awareness. Seoul: Communication Books


    - Beck, N. (1992). Risky society. London, UK: Sage publications


    - Giddens, A. (1994). Beyond left and right: The future of radical politics. Stanford University Press.


    - Korea Meteorological Administration (2012).
    Forecast report on climate change on the Korean Peninsula [Climate Change Forecast on the Korean]. Korea Meteorological Administration.


    - OECD(2018). The future of education and skills: Education 2030. Position Paper.


    - Sofsky, W. (2016). Prinzip Sicherheit. SC: CreateSpace Independent Publishing Platform.


    - Renn, O., Klinke, A., & Van Asselt, M. (2011). Coping with complexity, uncertainty and ambiguity in risk governance: a synthesis. Ambio, 40(2), 231-246

    Risk Response Science Education

    The Role and Importance of Science Education

    Decisions on science and technology policies are directly linked to the risks that individuals face. Therefore, not only the decision of experts but also the participation of citizens is emphasized, and as a result, more and more citizens are taking part in the decision-making process of science and technology-related policies (ex Shin-Kori 5th and 6th Session Public Debate Committee, 2018).


    Along with expanding opportunities for citizens to participate in decision-making related to science and technology and being guaranteed their rights, the important thing is whether they have the knowledge and attitude to make the substantial decisions. Formal civic participation can easily degenerate into just a tool for procedural legitimacy of government policy making(Kang Yoonjae, 2015). So it is necessary to provide citizens with proper scientific knowledge for them to play a key role, thus making the role of science education more important than ever.

    Since 2000, the outbreak of many diseases such as Severe Acute Respiratory Syndrome (SARS), Middle East Respiratory Syndrome (MERS), avian influenza, swine flu, and mad cow disease has caused anxiety and fear among citizens, and panic spread all over the world due to the COVID-19 pandemic. Amid these risks, citizens are acquiring and sharing information online, and it is easy to find cases in which citizens are misled by false information such as fake news circulating online and through smartphones.  In addition, research shows that in the process of consuming information from mass media online, people write and read comments to accept other people's opinions, and that these comments have a great influence on individual decision-making (Lee Min-young, 2014). In other words, in response to the risk of infectious diseases, rational understanding of the current status of infectious diseases and practical actions to prevent the spread are necessary. In this kind of situation, rational decision-making ability is important. It also requires the ability to enable collaborative response and engagement.


    Although the development of science and technology has led to a rise in risks, and risk literacy is more important than ever (Song Haeryong , 2003), individuals often judge risks irrationally or emotionally rather than scientifically or objectively (Gaivoronskaia & Hvinden, 2003; Tyler & Cook, 1984).  Therefore, it is necessary to reconsider the role of science education so that risks can be judged and responded to scientifically and objectively.

    Reference


    - Kang Yoonjae(2015). A review of the relationship between science and technology citizenship and risk communication surrounding nuclear power. the study of science and technology, 15(1), 45-67.


    - Song Haeryong(2003). Dangerous reporting. Communication Books.


    - Lee Minyoung(2014). Effects of dangerous articles and comments on risk perception in the early stages of Japanese radioactive leakage: Focusing on the consistency of comments in articles and the expertise of commentators. Media Economy and Culture, 12(1), 119-153. 


    - Gaivoronskaia G. & Hvinden, B. (2003). Consumers with allergic reaction to food: Perception of and response to food risk in general and genetically modified food in particular. Science, Technology & Human Values, 31, 702-703.


    - Tyler, T. R. & Cook, F. L. (1984). The mass media and judgments of risk: Distinguishing impact on personal and societal level judgments. Journal of Personality and Social Psychology, 47, 693-708.


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