Mar 28, 2025 | Although many have argued that science as an institution should be generally trusted by the public, others have noted that there are lots of reasons for distrust between the public and science. This focuses our attention on what should be considered trustworthy science, how to generate that kind of science, and how to signal its presence. Dr. Heather Douglas will argue that there are three interrelated bases for grounding the trustworthiness of any particular piece of science, and that these bases can be utilized by the non-expert to assess the trustworthiness of scientific expertise. These bases are 1) a method for detecting the presence of expertise, 2) an assessment of the expert community with which the expert is engaged, and 3) shared relevant social and ethical values. With this view, scientific expertise is capable of being assessed for trustworthiness by the non-expert. These bases provide reasons for trustworthiness in both cases of expert consensus and dissensus. Dr. Heather Douglas will conclude with implications for the practices and institutions of science for fostering trustworthy science.
Meet the Faculty of Arts PhD students decolonizing the future of digital humanities across disciplines
The Adaptive Text Encoding Initiative Network, co-led by Sydney Lines (EL&L; PHH Advisory Board), co-authors a new TEI schema for digital texts to develop antiracist, inclusive text markup practices.
Serikbolsyn Tastanbek
Graduate Academic Assistant, Public Humanities Hub
PhD Candidate, Department of Language & Literacy Education
Email: serikbolsyn.tastanbek@ubc.ca
Serikbolsyn Tastanbek (he/him) is a PhD candidate in Teaching English as a Second Language (TESL) at the University of British Columbia. He has taught English as an additional language and courses on applied linguistics and TESOL in Qazaqstan and Canada. His scholarship explores translanguaging pedagogy, language ideologies, intersectional identities, aiming to make language and literacy education more socially just. Some of his work has appeared in TESOL Quarterly and the Journal of Second Language Writing. He also collaborates with TESOL professionals to promote critical multilingual praxis and supports aspiring graduate applicants and current graduate students through various outreach initiatives.
Research Area: TESOL, Applied Linguistics, Multilingual Education, Teacher Education, Qualitative Research Methodologies