Abstract

Scientific research that could cause grave harm, either through accident or intentional malevolence, is known as dual-use research. Recent high-profile cases of dual-use research in the life sciences have led to debate about the extent to which restrictions on the conduct and dissemination of such research may impede scientific progress. We adapt formal models of scientific networks to systematically explore the effects that different regulatory schemes may have on a community’s ability to learn about the world. Our results suggest that, contrary to common wisdom, some restrictions on the conduct and dissemination of dual-use research do not inhibit scientific progress and may actually aid communities in learning.