Universities in developing countries must create new knowledge as their primary mission, especially for social progress and in the national interest
Exploring the Business Brain Model after I installed solar panels on our house a few years ago, I was fascinated to find out that even in the dead of winter, the system produces nearly as much electricity per hour of sunlight as it does in summer. Upon doing some research, I learned that this is because solar energy was developed by scientists in the colder global north. Mainstream technology taps into the amount and angle of light and heat have a negative role. Its focus has been on harnessing light energy, and while new methods are emerging to exploit heat as well, the market is yet to create similar demands for heat-based or heat-included solar panels.
Such cases illustrate that while scientific knowledge may be universal, its development (and not just application) is driven by socioeconomic forces and often cultural contexts. Not only do scientists’ social backgrounds and value systems influence what research they are likely to pursue (such as in the case of the Nobel Peace Prize-winning Polish Physicist Joseph Rotblat, who resigned from the Manhattan Project when it sought to develop atomic weapons). Local conditions also influence, often beyond conscious choice, what scientists do.
The above reality is even more pronounced in social sciences, law, medicine, and engineering than it is in basic research or even applied research in natural sciences. Continue reading