Who: The article discusses the need for a more inclusive and democratic approach to science in India, including the participation of scholars from humanities and social sciences (HSS), Indigenous peoples, and those impacted by the state's application of science.
What: The article argues that India needs to reimagine science in a more critical and holistic manner, with an emphasis on including HSS studies as part of science education in schools and universities, integrating history of science and science and technology studies into the core curriculum, and systematically examining society's fixation on "scientific temper."
Where/When: The article is focused on India and does not specify a particular time frame.
Why: The author argues that current approaches to science in India are becoming increasingly polarized between pseudoscience and scientism, and that a more inclusive and critical approach is needed to fully realize the potential of science in India's growth story.
How: The author suggests practical steps, such as integrating HSS studies into science education and incorporating history of science and science and technology studies into the core curriculum, to achieve a more inclusive and democratic approach to science in India. The article also emphasizes the need for more critical and informed perspectives on science from scholars and individuals impacted by its applications.
