Abstract
The emerging field of synthetic biology, the (re-)designing and construction of biological parts, devices and systems for useful purposes, may simultaneously resolve some issues and raise others. In order to develop applications robustly and in the public interest, it is important to organize reflexive strategies of assessment and engagement in early stages of development. Against this backdrop, initiatives related to the concept of Responsible Research and Innovation (RRI) have also appeared. This paper describes such an initiative: the construction of future scenarios to explore the plausibility and desirability of potential synthetic biology innovations. We guided teams of synthetic biology students who participated in the large international Genetically Engineered Machines (iGEM) competition, in constructing scenarios aimed at exploring the plausibility and desirability of potential synthetic biology innovations. In this paper we aim to examine to what extent, and how, constructing such future scenarios contributes to RRI. In order to do so, we conducted observations and interviews to understand what kind of learning and reflection was promoted by constructing the scenarios in terms of four dimensions, which are discussed prominently in the literature on RRI: anticipation, inclusion, reflexivity and responsiveness. While we focus on how constructing future scenarios can contribute to strengthening RRI at a project (and individual) level, we also consider how far our experiment may foster RRI in the iGEM competition in general, and perhaps even inspire constructive collaboration between ‘social scientists’ and ‘natural scientists’ in the context of larger scientific research programmes.
Highlights
Synthetic biology can be understood as “the design and construction of new biological parts, devices and systems as well as the re-design of existing natural biological systems for useful purposes” (Roberts and Cranenburgh 2013, 1219)
This paper aims to examine to what extent constructing such future scenarios – and its accompanying activities and learning process – can be seen as a contribution to Research and Innovation’ (RRI)
In recent years RRI has emerged as a novel approach in dealing with questions and issues relating to scientific and technological development, building on earlier traditions, such as Bioethics, ELSA and Technology Assessment
Summary
Synthetic biology can be understood as “the design and construction of new biological parts, devices and systems as well as the re-design of existing natural biological systems for useful purposes” (Roberts and Cranenburgh 2013, 1219). There are concerns about potential risks as well as moral and social issues, for instance on the limits of ‘tinkering’ with life and nature or the Betten et al Life Sciences, Society and Policy (2018) 14:21 socio-economic implications for developing countries (Rerimassie et al 2016; ERASynBio 2014; IAP 2014). Against this backdrop, several organizations made early assessments of potential ethical, legal and social aspects (ELSA) of synthetic biology and stimulated public engagement on the subject (see Rerimassie et al 2016). RRI “refers to the comprehensive approach of proceeding in research and innovation in ways that allow all stakeholders that are involved in the processes of research and innovation at an early stage (A) to obtain relevant knowledge on the consequences of the outcomes of their actions and on the range of options open to them and (B) to effectively evaluate both outcomes and options in terms of societal needs and moral values and (C) to use these considerations (under A and B) as functional requirements for design and development of new research, products and services” (EC 2013, 3)
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