Introduction to values and pluralism in the environmental sciences: From inferences to institutions.

Philosophers of science continue to elaborate our understanding of the roles that values play in scientific reasoning, practice, and institutions. This special issue focuses on the environmental sciences, a mosaic of fields ranging from restoration ecology to forestry to climatology, unified by its attention to the relationships between humans and their habitats. It is a field that revolves around ameliorating environmental problems, aiming to support the provision of social goods and provide guidance to policymakers about how to regulate individuals and industries. Values abound in such judgments as setting the boundaries of an ecosystem, integrating the human dimensions of social-ecological systems, and collaborating with stakeholders. Since few in the field are likely to insist that these judgments can be made without reference to social values, environmental science can serve as fertile ground for exploring the ethical, social, and political terrain at the frontier of the science and values discourse.

Evaluating a dialogue-based approach to teaching about values and policy in graduate transdisciplinary environmental science programs.

This article discusses a formal evaluation of new curricular materials and activities designed to foster understanding of three key issues-expertise, risk, and sociopolitical constraints-related to values and policy in transdisciplinary environmental science. We begin by describing the three issues, along with current thinking about the most appropriate ways to address them in the context of transdisciplinary environmental science. We then describe how we created curricular materials and activities focusing on these three issues that could be tailored for use in a wide range of graduate environmental science programs. The curriculum was adapted by instructors for use in five graduate classes at two US universities, and we used a pre-test, post-test mixed methods design to evaluate its effects on students' ethical reasoning about values and policy. The results of this evaluation suggest that our semi-structured, dialogue-based curriculum enhances student awareness of and reasoning about values and policy in environmental research. We close with several educational recommendations for transdisciplinary environmental science programs that are grounded in our experience with this curriculum.

Out of the fog: Catalyzing integrative capacity in interdisciplinary research.

Social studies of interdisciplinary science investigate how scientific collaborations approach complex challenges that require multiple disciplinary perspectives. In order for collaborators to meet these complex challenges, interdisciplinary collaborations must develop and maintain integrative capacity, understood as the ability to anticipate and weigh tradeoffs in the employment of different disciplinary approaches. Here we provide an account of how one group of interdisciplinary fog scientists intentionally catalyzed integrative capacity. Through conversation, collaborators negotiated their commitments regarding the ontology of fog systems and the methodologies appropriate to studying fog systems, thereby enhancing capabilities which we take to constitute integrative capacity. On the ontological front, collaborators negotiated their commitments by setting boundaries to and within the system, layering different subsystems, focusing on key intersections of these subsystems, and agreeing on goals that would direct further investigation. On the methodological front, collaborators sequenced various methods, anchored methods at different scales, validated one method with another, standardized the outputs of related methods, and coordinated methods to fit a common model. By observing the process and form of collaborator conversations, this case study demonstrates that social studies of science can bring into critical focus how interdisciplinary collaborators work toward an integrated conceptualization of study systems.