The deficit model of science communication

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This is central concept for science outreach. Some interactions today have led me to wonder whether we are all on the same page, so let me ask you:

Early in the days of this site, I started eavesdropping on conversations among experienced science communicators. I kept hearing over and over that we needed to kill “the deficit model” with fire. And then I did a bit of reading, and it was easy to see what they were seeing. For professional science communicators, it’s frustrating to see scientists who dabble in outreach using the deficit model, because they’re just getting it wrong and fouling the environment.

The deficit model of science communication is the idea that the target audience has gaps in their knowledge of science, and that through outreach, we can teach people and fill in these gaps. There’s a long history of research to show that this Deficit Model doesn’t work.

Seriously. Explaining science to people doesn’t lead to them understanding or accepting the science. It’s weird, right? People are irrational. Including us.

I’m not an academic expert in science communication. So when it comes to learning more about the deficit model more formally, I’ll point you to the academic literature. And wikipedia.

I see the irony that I’m here to spread word about the ineffectiveness of the deficit model by simply informing you about it with evidence. According to the deficit model, this isn’t expected to work for people who are simply browsing this blog periodically. So, what am I supposed to do?

Science communication experts tell us that we need to use narrative, and put the stories first that engage people with feelings. This is what the evidence tells us.

So if I’m really trying to convince you to drop the deficit model when you talk about science with non-scientists, I really should be doing this by telling a story. And I do have a great story for you! About how when I used the deficit model, it failed miserably! It’s a hilarious story! (Here’s the link to the post with the story about ants and snakes, which you presumably haven’t seen if you are new to small pond within the past five years).

I genuinely think that our understanding of the ineffectiveness of the deficit model is important for the future of our species, because collective action on climate change requires more of us to become passionate about switching to a clean energy economy. And we’re not going to get there by teaching climate science.

When you’re talking about climate change, feel free to mention the evidence, but more importantly, tell stories about how climate change has affected you and people you love, and find out how climate change is affecting the people you’re talking with, and tell that story. If you’re discussing the evidence, there are so many compelling stories about how people have uncovered evidence of climate change and how we are causing it, such as the folks behind the Keeling Curve. And the people being impacted by droughts and floods and fires and wars over access to water and hydrocarbons. For people to believe that rapid action on climate change is necessary, change must come from the heart, which means we’ve got to speak from the heart.

Becoming a climate reality leader

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Last week was not easy for me, schedule-wise. It was the first week of classes for my campus, my son’s third week back to school, and I was solo parenting, while my spouse was traveling for work.

So what did I do? I made things a bunch harder on myself, and spent the majority of the week at the LA Convention Center, to participate in the Leadership Training for Climate Reality. Continue reading

Teaching in a time of professor watchlists

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Teaching basic science is difficult when some folks deny the validity of science. Facts are facts, but there are powerful interests working to convince us that facts aren’t factual. Meanwhile, our incoming government is collaborating with a group that operates a watch list to track the activities of liberal professors. Earlier this year, a leading advisor to the new administration proposed reviving the House Un-American Activities Committee. I imagine that some faculty would be high up on the list of targets.

So, what should we change about what happens in our classrooms? Continue reading

On the shrinkage of polar ice caps

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When I was a senior in college, I was in a seminar dedicated to a new book, written by a US senator who had just been elected Vice President. The book was Earth in the Balance. It explained the science of carbon pollution, the greenhouse effect, and global climate change. To me, it was a revelation. I was aware of the greenhouse effect, but I didn’t appreciate the magnitude of the problem and the massive global effort it would require, until Gore explained it. Continue reading