(→Reflexivity) |
(→The question of evaluation?) |
||
(11 intermediate revisions by the same user not shown) | |||
Line 32: | Line 32: | ||
Defining the impacts of our project was complex as we choose a fundamental biology project. Even if we defined the potential applications of our project, other scientists or industrials can invent new ways to use our tool and guessing how they will use our tool is impossible. But the impacts of a responsible project cannot be only transferred to the user and his use in a environnemental or health context; science itself must be responsible. | Defining the impacts of our project was complex as we choose a fundamental biology project. Even if we defined the potential applications of our project, other scientists or industrials can invent new ways to use our tool and guessing how they will use our tool is impossible. But the impacts of a responsible project cannot be only transferred to the user and his use in a environnemental or health context; science itself must be responsible. | ||
− | With this reflexion came the main question the RRI test asked us: how RRI could apply to fundamental research, such as our project on the CRISPR-Cas9 technology? The societal goal | + | With this reflexion came the main question the RRI test asked us: how RRI could apply to fundamental research, such as our project on the CRISPR-Cas9 technology? The societal goal does not seem to exist. However, building a responsible research is in itself a societal goal: having a more responsible science is undoubtedly a benefit for the society. The stakeholders of a fundamental project are the ones whose voices are interesting and necessary on science. In other words, the stakeholders are less identified. On our focus on the CRISPR/Cas9 technology we felt necessary to gather stakeholders and tried to draw with them the future of a responsible use on this technology. |
==Anticipation== | ==Anticipation== | ||
− | The more we knew about the CRISPR-Cas9 technology, the more we realized we | + | The more we knew about the CRISPR-Cas9 technology, the more we realized we did not know much on this technology and its impacts. The difficult anticipation in the scientific field transferred our questions on the human practice. As a consequence, we try to learn from stakeholders what can be the burning issues on the CRISPR/Cas9 technology and to make CRISPR known to the public. |
Line 43: | Line 43: | ||
==Inclusiveness and Deliberation== | ==Inclusiveness and Deliberation== | ||
− | + | We had a strong concern about inclusiveness due to our fundamental project. That is why we met a lot of stakeholders and public and in our case of fundamental research we defined the stakeholders as scientists using the CRISPR-Cas9 technology and Industrial Property Attorneys. | |
===Popular Science: A Key Concern=== | ===Popular Science: A Key Concern=== | ||
As we believe popular science is a key concern in synthetic biology and especially for the CRISPR-Cas9 technology, we lead several activities in this field. | As we believe popular science is a key concern in synthetic biology and especially for the CRISPR-Cas9 technology, we lead several activities in this field. | ||
− | During a vox pop we saw that people were mostly unaware of synthetic biology itself. We thus tried to meet public, to discuss with us | + | During a vox pop, we saw that people were mostly unaware of synthetic biology itself. We thus tried to meet public, to discuss with us about synthetic biology, the CRISPR technology and our project. |
− | We met students during an exposition in the Nanterre University, but also during the Festival Vivant, opened to everyone | + | We met students during an exposition in the Nanterre University, but also during the Festival Vivant, opened to everyone. |
− | What did we learn from this experiments? Most of the people we met trust | + | What did we learn from this experiments? Most of the people we met trust scientists to be responsible in their use, and does not feel legitimate to bring a critic on a subject they do not master. |
===Conference: The Societal Issues of CRISPR-Cas9=== | ===Conference: The Societal Issues of CRISPR-Cas9=== | ||
Line 57: | Line 57: | ||
Because we had a strong concern both on vulgarisation and meeting stakeholders, we hold a conference in our university, in front of students, with two researchers, Jean Denis Faure, a researcher and professor using the CRISPR-Cas9 technology on plants, and Pierre Walrafen a scientific with a cellular biochemistry and patent engineer. | Because we had a strong concern both on vulgarisation and meeting stakeholders, we hold a conference in our university, in front of students, with two researchers, Jean Denis Faure, a researcher and professor using the CRISPR-Cas9 technology on plants, and Pierre Walrafen a scientific with a cellular biochemistry and patent engineer. | ||
− | We tried with our guests to think about the societal issues of the CRISPR-Cas9 technology, for the ethics, the law and the economy. The ethical problems the CRISPR-Cas9 technology is bringing are huge, and for most of them, unknown. The ethical problems | + | We tried with our guests to think about the societal issues of the CRISPR-Cas9 technology, for the ethics, the law and the economy. The ethical problems the CRISPR-Cas9 technology is bringing are huge, and for most of them, unknown. The ethical problems come with what is done with the technology: therapeutical applications ex vivo or for genetical diseases, or applications on embryos and germ cells. The ethical problems come along with the question of transhumanism. The issues are rising because of the simplicity of the CRISPR-Cas9 technology, authorizing a wider scientific audience to edit the genome. |
About the legal framework, our speakers made a comparison between the European legal framework, the process based evaluation, and the product based evaluation, and how the patentability was in Europe restrained by a principle of public order. | About the legal framework, our speakers made a comparison between the European legal framework, the process based evaluation, and the product based evaluation, and how the patentability was in Europe restrained by a principle of public order. | ||
Line 76: | Line 76: | ||
We attend to two iGEM meet-ups, an European one, and an other, gathering the Parisian teams. We were part of the organisation of the Parisian meet-up. | We attend to two iGEM meet-ups, an European one, and an other, gathering the Parisian teams. We were part of the organisation of the Parisian meet-up. | ||
− | + | These meet-ups helped us in two ways. First it was a great opportunity to have a feed-back from our peers. Then, we met there other teams working with the CRISPR-Cas9 technology which conducted us to collaborate with them. | |
==Responsiveness== | ==Responsiveness== | ||
Line 82: | Line 82: | ||
What did we learn? | What did we learn? | ||
− | On ethics: | + | '''On ethics''': |
Leading a project on fundamental biology involves to work a lot with stakeholders. In a RRI vision, a fundamental project is an opportunity to think about the responsability of science, in our case the CRISPR-Cas9 technology. We learned we should follow the principles of RRI to have the strongest connection between innovation and the societal needs. | Leading a project on fundamental biology involves to work a lot with stakeholders. In a RRI vision, a fundamental project is an opportunity to think about the responsability of science, in our case the CRISPR-Cas9 technology. We learned we should follow the principles of RRI to have the strongest connection between innovation and the societal needs. | ||
Line 89: | Line 89: | ||
# It’s very difficult to define precisely what could be the impacts, thus a harder work must be furnished on the subject; | # It’s very difficult to define precisely what could be the impacts, thus a harder work must be furnished on the subject; | ||
# Vulgarisation for the public is a key issue. | # Vulgarisation for the public is a key issue. | ||
− | + | <br> | |
The CRISPR-Cas9 technology is easy to use, even by students and has big consequences. We should define the purposes with more rigor and strengthen the safety part. | The CRISPR-Cas9 technology is easy to use, even by students and has big consequences. We should define the purposes with more rigor and strengthen the safety part. | ||
Line 96: | Line 96: | ||
In the ethical field we should always balance the advantages and the disadvantage. Even if it seems obvious, it is fundamental to do this and to present the balance to the public opinion. | In the ethical field we should always balance the advantages and the disadvantage. Even if it seems obvious, it is fundamental to do this and to present the balance to the public opinion. | ||
− | On law: | + | '''On law''': |
About the law on ethics the CRISPR/Cas9 technology challenges the traditional process-based law and results-based, because when you see the final results you cannot always say if it comes from a natural mutation or from an action of genome editing. | About the law on ethics the CRISPR/Cas9 technology challenges the traditional process-based law and results-based, because when you see the final results you cannot always say if it comes from a natural mutation or from an action of genome editing. | ||
Line 130: | Line 130: | ||
==Inclusiveness== | ==Inclusiveness== | ||
− | Inclusiveness is one of the principles the most shared among iGEM teams. iGEM teams | + | Inclusiveness is one of the principles the most shared among iGEM teams. iGEM teams met as many stakeholders as there are projects. If we give a quick glance at it we can find among stakeholders: governmental agencies, farmers narcotic police officers and academicians, city hall, doctors, vets, European agency… Among this very different stakeholders, there is a lot of industry actors, showing that teams think how their project should be developed.. Sometimes there is a difficulty to meet industry actors in very specific fields (like space). |
Because of the work of the iGEM competition on this field, popular science and outreach are well admitted and used among teams. Most of the teams lead actions of popular science among public or students. | Because of the work of the iGEM competition on this field, popular science and outreach are well admitted and used among teams. Most of the teams lead actions of popular science among public or students. | ||
iGEM meet-ups are also important for inclusiveness. According to the answers they are often useful for the teams, they permit to increase the feasibility of the project. For example, a team discovered potential impacts while talking with iGEM teams at a meet-up. | iGEM meet-ups are also important for inclusiveness. According to the answers they are often useful for the teams, they permit to increase the feasibility of the project. For example, a team discovered potential impacts while talking with iGEM teams at a meet-up. | ||
− | In order to foster Inclusiveness the iGEM competition created in 2015 a special prize for Public Engagement. We believe it could be a good idea in the iGEM competition to have prize for Reflexivity and Anticipation (Responsiveness is already a price through the Integrated Human Practices. | + | In order to foster Inclusiveness the iGEM competition created in 2015 a special prize for Public Engagement. We believe it could be a good idea in the iGEM competition to have prize for Reflexivity and Anticipation (Responsiveness is already a price through the Integrated Human Practices). |
==Responsiveness== | ==Responsiveness== | ||
− | Teams had really interesting answers on how the different steps highlighted by the test helped them to reshape their | + | Teams had really interesting answers on how the different steps highlighted by the test helped them to reshape their projects, even if some teams have not seen their project reshaped. They found it useful to decide where they should direct the development of their project, and how to build feasible and long lasting project, positive for society. |
We could take the iGEM Valencia UPV as an example: after talking with farmers they understood their tool could not be used by farmers, and so aimed plant breeders. An other team realized they have to put more inclusiveness in their project. | We could take the iGEM Valencia UPV as an example: after talking with farmers they understood their tool could not be used by farmers, and so aimed plant breeders. An other team realized they have to put more inclusiveness in their project. | ||
iGEM Imperial members noticed how the principles changed the way they think about their project: | iGEM Imperial members noticed how the principles changed the way they think about their project: | ||
− | + | "Those processes shaped the way we now approach decision making during our project. They guide us through a logical, rational and societal process every time we pivot." | |
And the last words to the iGEM CGU Taïwan members, who summed it up in the best way possible: | And the last words to the iGEM CGU Taïwan members, who summed it up in the best way possible: | ||
− | + | "Reflexivity makes you a good start; inclusiveness makes you a good connection; anticipation makes you a good hope." | |
==The question of evaluation?== | ==The question of evaluation?== | ||
− | Doing the test | + | Doing the test already provides a feed-back on the project. Should this feed-back be completed by an evaluation of the respect of the RRI principles? Such a tool would be useful to know where the team can improve. However the ways to respect RRI principles are diverse, and we saw teams can invent new ways to respect it every day. All of the criteria needed for an evaluation would never fit in a single evaluation, because the answers are so diverse, and new ways to address RRI principles can be invented by each team. |
− | We prefer to think the RRI Test as a helping tool for teams to think on their project, a feed-back in which they can have a look back on | + | We prefer to think the RRI Test as a helping tool for teams to think on their project, a feed-back in which they can have a look back on their choices and their compliance with RRI principles. |
<hr> | <hr> |
Latest revision as of 22:26, 19 October 2016