What questions would the public choose to invest scientific time and resources in, if given the chance to shape research policy? This is an old and largely unanswered question. Indeed, it is one that many members of the scientific community go out of their way to avoid testing.
Ben Goldacre touched on it a couple of weeks ago, in his Bad Science column, where he repeated an idea that’s been around for a while – that each year, a very small proportion of the research budget should be spent on whatever the public vote for. Goldacre mentioned this idea because he wanted to argue that at least some of the money would go on useful research. Still he was also fast to quip that ‘Most of it would go on MMR and homeopathy, of course’.
But we don’t really know what the public would fund. That’s the beauty of the experiment: we’d give ourselves a chance to find out.
We’d also give publicly funded science a chance to enrich its scope of inspiration, and make itself more clearly accountable to the communities which fund it. Researchers often say they should be to be left to research what is “interesting” without public, or at least political, interference (see about any reference to the Haldane Principle…). Ok. But we need to appreciate that any idea of “interesting” is socially constructed. I don’t say that to undermine the point necessarily. We’ve put 100s of years of effort into constructing a world of science which trains people to have a keen sense of “interesting”. But I see it as an ongoing process, open to development and, potentially, open to input from a broader social network.
I was thinking about this issue while at the Google Science Fair last week, in particular the broad range of sources of inspriation the finalists and drawn upon, and have a post about it on the Guardian Science blog. There, I suggest children sit in a sort of mid-way space between science and ‘the public’, and that this is is something we might try to replicate in at least some parts of grown up science:
It is perhaps best to think of schoolchildren as holding a liminal position with respect to science and the rest of society. They are not quite inside the scientific community or squarely outside it either. They are both science and “the public”, and they are neither of these things […] what can we do to further this sort of liminality in grownup science? How can we extend the social spheres of our professional scientists, especially those who define the research agenda, so they might draw inspiration more effectively from the diversity of publics that fund them?
When thinking about the question of how the public might shape research policy, I think this sense of liminality is key. To me, this is better than a straight public vote, which just seems a bit blunt. I much prefer a model of co-production which aims towards mutual learning between science and the public so they can build something better than either alone would be able to dream up.
Afterall, a question that on first glance looks like a call to homeopathy or MMR might well contain a nugget of a more scientifically credible challenge for public health, if only given a bit of discussion to help bring that point out.