Science and technology influence international affairs by many different mechanisms. Both create new issues, risks and uncertainties. Advances in science alert the international community to new issues and risks. New technological capabilities transform war, diplomacy, commerce, intelligence, and investment. This paper identifies six basic patterns by which advances in science and technology influence international relations: as a juggernaut or escaped genie with rapid and wide-ranging ramifications for the international system; as a game-changer and a conveyer of advantage and disadvantage to (...) different actors in the international system; as a source of risks, issues and problems that must be addressed and managed by the international community; as key dimensions or enablers of international macro phenomena; as instruments of foreign policy or sources of technical information for the management of an ongoing international regime; as the subject of projects and institutions whose planning, design, implementation and management provide grist for the mill of international relations and diplomacy. (shrink)

Despite the ubiquity and critical importance of science and technology in international affairs, their role receives insufficient attention in traditional international relations curricula. There is little literature on how the relations between science, technology, economics, politics, law and culture should be taught in an international context. Since it is impossible even for scientists to master all the branches of natural science and engineering that affect public policy, the learning goals of students whose primary training is in the social sciences should (...) be to get some grounding in the natural sciences or engineering, to master basic policy skills, to understand the basic concepts that link science and technology to their broader context, and to gain a respect for the scientific and technological dimensions of the broader issues they are addressing. They also need to cultivate a fearless determination to master what they need to know in order to address policy issues, an open-minded but skeptical attitude towards the views of dueling experts, regardless of whether they agree with their politics, and (for American students) a world-view that goes beyond a strictly U.S. perspective on international events. The Georgetown University program in Science, Technology and International Affairs (STIA) is a unique, multi-disciplinary undergraduate liberal arts program that embodies this approach and could be an example that other institutions of higher learning might adapt to their own requirements. (shrink)

This paper seeks to draw policy makers into a discussion of the need to guide technological change and of the steps required to accomplish this.

The technology in use in a country is determined less by the "supply push" of technologically oriented programs than by the "demand pull" from users. In a market economy, the latter is strong ly influenced by the level and structure of prices, wages, and exchange rates, by the price and avail abitity of credit, raw materials, and energy, by patterns of income distribution, and by the degree of competition among different producers. All of these are strongly influenced by government policies. (...) In a centrally planned economy, the demand for improved technology depends on the incentives facing decision-makers in factories and ministries. In both kinds of economies, the orientation and content of engineering education and general education, influence the values that engineers, entrepreneurs, and other decision-makers bring to the technological aspects of their development. (shrink)