全球科技治理与公共政策
课程教师
Daniel Guttman
教师简介
Daniel Guttman is teacher, lawyer and been a public servant. He was Executive Director of a Presidential Advisory Commission on bioethics, presidentially appointed Commissioner of the Occupational Health and Safety Review Commission, directed Senate investigations of government energy and environmental management, and was UNDP “foreign expert advisor” on China environmental law. He is Professor, Tianjin University Law school, adjunct professor, Fudan IGPP, affiliated scholar New York University US/Asia Law Institute, been visiting Professor at Peking, Tsinghua, Nanjing, Shanghai Jiao Tong Universities, and taught for many years at Johns Hopkins in the U.S. As lawyer, he has represented cities, states, citizens, and workers in energy, environmental, antimonopoly, human rights and anti-corruption litigation. He is Of Counsel to Guttman, Buschner and Brooks, whose lawyers have helped government recover billions of dollars from corrupt practices by health, banking, energy companies, and military contractors. He co-authored The Shadow Government, a seminal study of U.S. government uses of experts, authored/coauthored many further books/articles, testified many times before the Congress and other public bodies, shared in journalism awards, and is Fellow of the US National Academy of Public Administration.
课程内容
In 2024, ancient and unresolved challenges of war, pandemic, poverty and inequality are conjoined with 21st century challenges of climate change and sustainability.
To address old and new challenges, many look to new technologies. But, at the same time, there are deep questions of how these technologies will themselves be governed and put to work for common good.
Deep questions include: “how,” faced with climate change, “does the world transition from reliance on fossil fuel technologies to alternatives?” “How can societies harness “dual use” technologies (those with potential to do great good but also great harm), such as nuclear, biotech and cyber?” and “how does the world begin to assess risks and opportunities, and develop rules for, dramatically developing new technologies-such as AI”? “Who will make rules- global government organizations? Countries? ‘non state actors’?” And “what do we mean by technology?”
The class will draw on historical perspectives, case studies of ongoing challenges, consider lessons learned from past experience, and examine frameworks on which students may draw and build as they join in addressing 21st century global challenges.
Instructor Availability
the instructor welcomes “office” discussions with students at times mutually agreed upon.
预期目标
The course seeks to give students concepts and tools they can use as building blocks for continued learning (as citizens and in careers) in a world where the governance of new technologies is a core challenge.
To do so, the course will use the framework of “governance,” draw on history, and draw on case studies of 21st century technology challenges including nuclear energy, climate change, biotechnology and cyber/digital technologies/AI.
Drawing on history and our case studies, the building will include:
“Governance.” What is the concept of “governance,” and how may it be useful in thinking about meeting challenges of 21st century technologies?
“Institutional landscape.” What are traditional and emerging institutions where the challenges we will study are being addressed-- and where today’s students may go to work to meet the challenges? These will include “government,” but also “non state actors” (private businesses for example) and informal institutions (for example networks and the “invisible college.” How can students learn more about the “institutional landscape’ working on the challenges they are interested in working on?
“Rules of the game.” What are traditional and emerging rules for governing new technologies? (as we will learn in discussing the institutional landscape, these include rules made by global and country“governments,” but also by “non state actors,” (for example business associations or professional groups) and “informal” as well as “formal” rules.
Expertise(s). What are the traditional and emerging kinds of expertises and approaches being developed to meet new technology challenges? In addition to expertise particular to technologies (for example nuclear power or genetics), these include the study of “science policy,” “decisionmaking under uncertainty,” the study and institutionalization of “technology “assessment,” the study of expert and citizen biases, and the study of the role of differing cultural and system value.
Comparatige governance: learning from comparing country approaches to technology challenges.. What are core common questions that may be useful in comparing and learning from country approaches? These include, for example; how to govern “dual use” technologies, with potential for great good but also great harm; the need ( or not), for “harmonization” of rules among countries; the role of “technology assessment” in foreseeing potential unintended consequences of new technologies; the 21st century challenge of technologies that can be accessed and used by anyone with internet access; who is making the rule(s) (“experts,” governments, corporation, and/or citizens?)
课程安排
CLASS SESSIONS AND READINGS
Lecture | Topic (2.5 teaching hours) |
1 | Class One: Introduction of teacher and students; overview of class themes, topisc and core concepts |
2 | Class Two: (Very short) historical Background: Historical perspectives on technology in the service of humanity, with focus on the scientific and industrial revolution and Cold War Readings
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3 | Class Three: Nuclear Power; the promise and unresolved challenges of the core 20th century “dual use technology” Readings:
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4 | Class Four: Introduction to Technology Assessment: Institutions, Cultural Values, Expert and Citizen bias, and Deep uncertainties
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5 | Class Five: The Anthropocene: Climate change Introduction
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6 | Class Six: Climate Change Part Two; the challenges of: Phasing out Fossil technology, assessing the new: “Energy Transition” and “Geoengineering” Readings
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7 | Class Seven: Biotechnology Part One: a revolutionary new dual use technology; basics, institutions and rules Readings for both classes 7 and 8
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8 | Class Eight: Global Biotech Challenge: Who owns life (and what is it?) Readings (see readings for Class seven) |
9 | Class Nine: Cyber and AI governance; emerging governance institutions and rules Readings
https://carnegie-production-assets.s3.amazonaws.com/static/files/202307-Sheehan_Chinese%20AI%20gov-1.pdf |
10 | Class Ten: Lessons learned and final paper preparation discussion |
Reading List
The readings will be provided by the professor (by ecopy and/or link to website). As we will discuss in the first class, where more than two readings are identified for a class, each student will be required to read at least two.
Sheng ci: (new words); daily class assignment
For this class we will use “sheng ci” to refer to a word or concept that the student finds of interest, and would like to learn more about and discuss.
Learning vocabulary is key to learning about new technologies and how they are governed. Of course there are basic “technical” terms that must be understood in discussing a technology. Sometimes these include words that may have different meanings to expert and citizen, and different meanings in different cultural or country systems. In discussing “governance,” there are many (English) terms that are used globally that may have different meanings in practice among countries. These include, for example, “governance,” “government,” “Ngo,” “policy,” “sustainability,” “sovereignty,” “stakeholder””nonstate actor,”“Track II diplomacy,” “regime.”
In many cases terms will be “terms of art,” meaning words that may be used in common speech, but have special meanings to experts.
Assignment: For each class students should come prepared to discuss one (or more) words (or terms) that they would like to learn more about and discuss. These terms can be from class readings, daily news, or other classes (if relevant). Where possible, the student should provide the class with the way an English term is expressed in Chinese, or a Chinese term in English.
Final Paper
As will be discussed in the first class (and throughout the semester), the topic of the final paper will be a technology governance challenge chosen by each student. The paper will draw on class readings, lectures and discussion. The teacher will work with each student to develop the paper, and the papers will be discussed in the last class session,
Evaluation/grades.
The grades will be based on class preparation and participation (including shengci) (70 percent) and a final paper. The final paper will be due (email) by July 31.
