The effective application of food science depends on social constraints, yet the training for food scientists does not adequately consider the contested social context under which food is processed, packaged, and prepared. We recently co-taught a new course (“Arguing about food”) intended to introduce students to critical perspectives on the epistemological, ethical, and empirical assumptions that characterize contemporary food controversies. Through a series of guest lectures, readings, and discussions, students engaged with contrasting views on data quality, food ethics, nutrition, safety, governance, and the scientific enterprise as a whole. A key feature of the course was that we did not seek to defend any particular position. Rather, we examined how different values could lead reasonable people to take different views on scientific issues. Course requirements included a pass/fail quiz, a series of written reading responses, a group project devoted to a case study, and active attendance and participation. The students were engaged and challenged by the material, and at the end of the semester, reported that the course had also been useful and informative to them as young professionals embarking upon careers in the food and agricultural sciences.

中文翻译：

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质疑现实，质疑科学：在食品和农业科学领域向学生讲授认识论，伦理和经验论争

食品科学的有效应用取决于社会的制约因素，但是对食品科学家的培训并未充分考虑有争议的社会环境，在这种环境下食品被加工，包装和准备。我们最近联合开设了一门新课程（“关于食物的争论”），旨在向学生介绍有关当代食物争议的认识论，道德和经验假设的批判性观点。通过一系列的客座演讲，阅读和讨论，学生们就数据质量，食品道德，营养，安全，治理和整个科学事业形成了鲜明的对比。该课程的一个关键特征是我们没有试图捍卫任何特定职位。相反，我们研究了不同的价值观如何导致理性的人对科学问题采取不同的看法。课程要求包括通过/未通过测验，一系列书面阅读答案，致力于案例研究的小组项目以及积极参与和参与。这些材料使学生参与其中并受到挑战，并且在学期末，据报告，该课程对于年轻的从事食品和农业科学职业的专业人士也非常有用和有益。