Respect for lay perceptions of risk in the hormesis case

2009 ◽  
Vol 28 (1) ◽  
pp. 21-26 ◽  
Author(s):  
KC Elliott

In this essay for this issue, David Ropeik empahasizes that it is important to respect the risk perceptions of laypeople. The present commentary examines Ropeik’s suggestion in more detail. First, it clarifies that the notion of ‘respect’ for lat risk perceptions is ambiguous. For example, one could adopt a fairly technocratic perspective (in which policy decisions are based almost exclusively on the risk perceptions of technical experts) while still claiming to respect laypeople. The second section of the commentary rejects such an appraoch; it provides a four-part argument in favor of giving significant weight to the risk perceptions of the public when making policy decisions. It concludes by arguing that these suggestions could be implemented in the hormesis case by adopting the sorts of analytic-deliberative approaches advocated by the National Research Council report Understanding Risk.

2003 ◽  
Vol 9 (6) ◽  
pp. 322-327
Author(s):  
Hyman Bass

In recent years, few aspects of mathematics education have been as much discussed and debated as the notions of computational fluency and algorithms. A National Research Council report, Adding It Up: Helping Children Learn Mathematics (Kilpatrick, Swafford, and Findell 2001), offers an image of what it means to have skill with mathematics, or mathematical proficiency. This concept is helpful for moving beyond these debates. Mathematical proficiency includes five components: conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition (Kilpatrick, Swafford, and Findell 2001, p. 116). That these components are not separate but fundamentally intertwined is important to note. This article illustrates some of the ways in which the goal of computational fluency and an appreciation of mathematical algorithms are related to this larger concept of mathematical proficiency.


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