It makes sense to use controversy as a way for argumentation and rhetorical studies to contribute to study of science and technology, for controversy is central to both. Controversy provides occasions and strategies for rhetoric. Contrarianism is of essence in rhetoric, according to Thomas Sloane (3), and he draws out its presence throughout rhetorical tradition--in disputation, Ciceronian controversia, pro and con thinking, dissoi logoi, Erasmian via diversa, argument in utramque partem, and so forth. Burke puts idea a little differently, emphasizing divisions that make rhetoric necessary: the Scramble, Wrangle of MarketPlace, flurries and flare-ups of Human Barnyard, Give and Take, ... Logomachy (23). Although traditional views of science held that scientific method obviates controversy, more recent views put controversy at center of scientific progress. (1) Karl Popper, for example, characterized science as conjectures and refutations, reasoning that because we cannot verify a proposition by any number of observations, we instead conjecture, or jump to conclusions from a limited number of observations and then subject conclusion to subsequent observations in an attempt to falsify or refute it. Thomas Kuhn described science as a sequence of activities, from normal puzzle-solving and accumulation of anomalies to crisis and revolution, with controversy characterizing last two of these. As Professor Goodnight notes, other STS scholars have emphasized policy issues and public controversies that science and technology can instigate. Controversy thus can be seen both as an engine internal to science and as an external consequence of its epistemic innovations (and artifactual innovations of technology) as they diffuse beyond forums and enclaves of scientific community and skunk-works of technological RD lawsuits and public hearings open files; disagreements between experts disturb seamless surface of unquestioned facts; competition between proprietors or between products challenges culturally embedded technical systems. But Professor Goodnight means to point out more than these possibly commonplace notions about how controversy makes rhetorical study of science and technology possible. Controversy, he emphasizes, also is persistent condition that makes such studies useful and important, both in understanding continuing operations of modernity and in addressing critical public problems. In what follows, I offer some observations based on two recent studies of my own that substantiate some of Professor Goodnight's contentions and suggest some additions to his agenda. I've looked in some detail at nuclear power controversy of 1970s and at more recent controversy about biological effects of non-ionizing electromagnetic fields (EMFs) (Presumptions; Novelty). The early controversy over nuclear power is represented in 1975 Reactor Safety Study, also known as Rasmussen report, prepared for Atomic Energy Commission. Now understood as first real risk analysis, it was begun in anticipation of Congressional controversy over renewal of Price-Anderson Act, which protected electric utilities from liability in case of a nuclear reactor accident. The report, however, did little to quell controversy, but rather became a subject of controversy itself, both inside and outside expert community. In one sense, this controversy was lost by experts to public opinion and economic conditions: although Price-Anderson Act was renewed in late 1975, nuclear power became a moribund technology, with no new plants ordered after 1978 and all 41 orders placed after 1973 canceled or rejected by state regulators. (3) In another sense, however, experts prevailed in making risk analysis methods of Rasmussen report basis for decision making in a large number of other areas of science-based controversy. …
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