8.1 Introductory Remarks

You have put a lot of work into learning about the topic of science diplomacy while participating in our online course. You have learnt a lot after reading all our modules and must be quite adept now. Congratulations!

Still, you might want to learn more. This module is all about choosing just the right amount of additional information!

You will not find a quiz at the end of this module nor get a credit for it. Still, you should take a look at what further material on science diplomacy there is. We therefore advise you to use the Module as a compendium in case you want to dive deeper into the topic. You will find a couple of additional readings and videos that have not been part of the other modules. We find them to be very interesting and good sources of information that we would like to recommend for you.

In case you want to find even more information, please have a look at the commented bibliography on the S4D4C website (Link).

As a generic starting point we highly recommend the following sources:

AAAS (2017) | Building a Science Diplomacy Education Community (video)

• Relevance: Module 2, Module 3, Module 6, and Module 7

This video was created for the launch of the AAAS Science Diplomacy Education Network on March 29, 2017. Panellists discuss the multitude of paths towards a career in science diplomacy, and the critical role of universities and scientific organisations in advancing science diplomacy education and training. Building on the careers and aspirations of the panellists, the video explores the opportunities and challenges of developing science diplomacy and the importance of experiential learning.

Turekian (2018) | The Evolution of Science Diplomacy (reading)

• https://onlinelibrary.wiley.com/doi/full/10.1111/1758-5899.12622
• Relevance: Module 2
  

This introduction summarises the rise of science diplomacy as field of inquiry, and casts questions as to the need to advance, where not reform, these conceptualisations. It defines science diplomacy as a ‘boundary problem’ par excellence and emphasises its ‘productive tension’ that emerges between the various ways of knowing of actors belonging to ‘different social worlds’, seeking to gather a productive tension of views on this theme in the issue.

In the following subchapters you will find more recommendations with regard to definitions and conceptualisations (8.2), national and regional approaches (8.3), skills and stakeholders (8.4) as well as science diplomacy at its best (8.5).

Have fun!