Difference between revisions of "Societal context of assessments"
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| − | The basic idea in | + | The basic idea in all practice of scientific assessment, be it risk, impact, integrated, health impact, integrated environmental health impact, or whatever assessment, is to use the means and methods of science to support societal decision making. Assessments aim to prevent random decision making, as in [[flipism]], but also decisions based on incomplete, biased or false information, as well as decisions founded on societally unacceptable values, especially when these decisions address matters of significant societal importance. Assessments are thus processes of collecting and synthesizing knowledge and values from plural sources as solutions to societal problems. Here assessments considered in relation to the field of environmental health, for example in the form of integrated environmental health impact assessments (IEHIA). The concept of assessment adopted here is however generalizable to virtually any field of science-based support of societal decision making. |
| − | + | Environmental health assessment (EHA) is an endeavor of analyzing relations between environmental phenomena and human health for the purpose of informing societal decision making on issues relevant to environment and health. It takes place on the interface between science and society, attempting to bridge the practical needs of society with the knowledge creating processes of science. As both environment and health are very broad concepts, intertwined with many aspects of human society, EHA is by its nature a multi-disciplinary field of practice that addresses issues of interest to many different organizations and individuals with different societal roles and perspectives. Naturally this includes all the scientific experts appointed to make the assessment task and the policy makers having an obligation to deal with the particular issue at hand, but also representatives of industry and commerce, NGO's and the general public e.g. as consumers or citizens. EHA can thus be perceived as a science-based activity that takes place on the interface between science and society, bridges scientific knowledge and practice with the practical needs of e.g. policy, business and everyday life, thereby providing enlightenment and increased awareness within the society at large. | |
| − | + | The term assessment is often used interchangeably to refer to either the process of making an assessment (assessment process) or the output of that process (assessment product). This confusion is not only a terminological one, but it appears that the actual concepts of producing information, as e.g. in an assessment process, and the information produced, as e.g. an assessment product, are often confused (see e.g. [[:heande:Purpose and properties of good assessments]]). Another essential aspect related to assessments as societal endeavors of generating solutions to practical problems that is far too often neglected is the use of assessment products. The general assessment framework describing the relationships between assessment process, assessment product and use of assessment product is illustrated in the figure below. | |
| − | + | [[Image:Assessment push and pull.PNG|center|General assessment framework]] | |
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| − | + | Assessments can be considered as an institutionalization of intentional activities of informing societally relevant decisions. Assessment is a means (informing) to an end (decision), not an end in itself. To put in another way, without proper use of the assessment product, the whole process of assessment is absolutely futile. Thus, [[Assessment|assessments]] should always be done for a purpose. When the purpose is identified and kept clear in mind and preferably explicated and made public, it helps to guide the process in producing a desired kind of assessment product. The general purpose is to improve societal decision making by providing good descriptions of chosen parts of reality for use in decision making, but the specific purpose statement for a particular assessment must be far more detailed. Proper identification of the purpose of assessment crucially affects the assessment process, the content and essence of the final product, and consequently the outcome of using the product in decision making (see figure below). | |
| − | [[Image: | + | [[Image:RA-SH chain.PNG|center|The chain from assessment to societal consequences]] |
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The basic idea in all practice of scientific assessment, be it risk, impact, integrated, health impact, integrated environmental health impact, or whatever assessment, is to use the means and methods of science to support societal decision making. Assessments aim to prevent random decision making, as in flipism, but also decisions based on incomplete, biased or false information, as well as decisions founded on societally unacceptable values, especially when these decisions address matters of significant societal importance. Assessments are thus processes of collecting and synthesizing knowledge and values from plural sources as solutions to societal problems. Here assessments considered in relation to the field of environmental health, for example in the form of integrated environmental health impact assessments (IEHIA). The concept of assessment adopted here is however generalizable to virtually any field of science-based support of societal decision making.
Environmental health assessment (EHA) is an endeavor of analyzing relations between environmental phenomena and human health for the purpose of informing societal decision making on issues relevant to environment and health. It takes place on the interface between science and society, attempting to bridge the practical needs of society with the knowledge creating processes of science. As both environment and health are very broad concepts, intertwined with many aspects of human society, EHA is by its nature a multi-disciplinary field of practice that addresses issues of interest to many different organizations and individuals with different societal roles and perspectives. Naturally this includes all the scientific experts appointed to make the assessment task and the policy makers having an obligation to deal with the particular issue at hand, but also representatives of industry and commerce, NGO's and the general public e.g. as consumers or citizens. EHA can thus be perceived as a science-based activity that takes place on the interface between science and society, bridges scientific knowledge and practice with the practical needs of e.g. policy, business and everyday life, thereby providing enlightenment and increased awareness within the society at large.
The term assessment is often used interchangeably to refer to either the process of making an assessment (assessment process) or the output of that process (assessment product). This confusion is not only a terminological one, but it appears that the actual concepts of producing information, as e.g. in an assessment process, and the information produced, as e.g. an assessment product, are often confused (see e.g. heande:Purpose and properties of good assessments). Another essential aspect related to assessments as societal endeavors of generating solutions to practical problems that is far too often neglected is the use of assessment products. The general assessment framework describing the relationships between assessment process, assessment product and use of assessment product is illustrated in the figure below.
Assessments can be considered as an institutionalization of intentional activities of informing societally relevant decisions. Assessment is a means (informing) to an end (decision), not an end in itself. To put in another way, without proper use of the assessment product, the whole process of assessment is absolutely futile. Thus, assessments should always be done for a purpose. When the purpose is identified and kept clear in mind and preferably explicated and made public, it helps to guide the process in producing a desired kind of assessment product. The general purpose is to improve societal decision making by providing good descriptions of chosen parts of reality for use in decision making, but the specific purpose statement for a particular assessment must be far more detailed. Proper identification of the purpose of assessment crucially affects the assessment process, the content and essence of the final product, and consequently the outcome of using the product in decision making (see figure below).
