In the wake of 3-11, Japanese academics must further increase understanding of and interest in science and technology in Japan

Before the triple disaster — earthquake, tsunami and nuclear accident — of March 11, 2011 (3-11), struck Japan, our faculty members within science and technology (S&T) were already under pressure. Historically, professors have been accorded much respect in Japan, and the academic freedom offered at universities presented a desirable career option. However, changing attitudes and conditions have tempered benefits and diminished the pool of next-generation aspirants.

Government funding to universities has been lagging over the past several years, and in Japan there has been no offsetting increase in philanthropy (less than 1% of the academic budget comes from fund raising). Professors are required to devote more time to administration instead of research and education, competition is fierce for junior faculty positions as research associates or assistant professors, and there are not enough jobs in industry for Ph.D.’s. Then came 3-11. In the wake of this disaster, public confidence in S&T plummeted. Before the Fukushima Daiichi nuclear plant accident, 86% of the public expressed confidence in science and technology, while afterward those numbers fell to 68% (see Figure 1).

Chart | Scientists statements are reliable

Japanese scientists in academia and industry are working to regain the public’s confidence. After 3-11, The University of Tokyo made a large effort to communicate with the public and explain what would come next to mitigate fears of the unknown. The university has also been involved in reverse engineering the problem, educating nuclear engineers on how to communicate with society at large. This summer, the university hosted a six-day program at UC Berkeley for nuclear engineers and a handful of social scientists, “Reflections on the Fukushima Nuclear Accident.”

On a national level, Japan’s Council for Science and Technology Policy has been establishing 3-5 year plans to ensure steady promotion of S&T. The plans discuss the impact of an aging and decreasing population, and the leveling off of Japanese GDP. In addition, the most recent plan outlines a disturbing trend: “… despite the fact that S&T and human resources are important resources for Japan, which is poor in natural resources, a trend is increasing among students to avoid S&T departments at colleges/universities, while many excellent researchers and engineers in Japan are reaching the retirement age.”

Within the plan, the council proposes a number of opportunities for the public to interact with S&T, including those specific to universities and public research institutions. The University of Tokyo has an active program of symposia for this purpose designed to inform the public of its research activities. But our greatest impact will likely come from refocusing on science education. By nurturing science literacy at an early age, we can ensure that broad-based participation in public discourse about science, and maintain a pool of interested and qualified candidates.

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(1) The program is sponsored by the Global Nuclear Education and Research Initiative (GoNERI), led by The University of Tokyo with funding from the Japan Society for the Promotion of Sciences. (2) “Japan’s Science and Technology Basic Policy Report,” Council for Science and Technology Policy, December 24, 2010. http://www8.cao.go.jp/cstp/english/basic/4th-BasicPolicy.pdf
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