A transdisciplinary approach to education and training in radiological protection and ALARA

1. isRP- international school for Radiological Protection A transdisciplinary approach to education and training in radiological protection and ALARA PISA Gilbert Eggermont* and Gaston Meskens PISA, SCK•CEN, Mol, & VUB*,Belgium website www.sckcen.be/pisa 10th ALARA Network EAN Workshop, Prague, 12-15/9/2006 Experience and new developments in implementing Alara in occupational, public and patient exposures

2. A broader approach to develop RP capacities • The real world as complex challenge • RP as transdisciplinary field • ALARA as cornerstone of precaution • The issue of Complex Problem Solving • unstructured problems in their context • value judgements and communication • The PISA experience • Broader insight and proactive capacity • Critical sense and reflexion on actual issues 10th ALARA NETWORK EAN WORKSHOP, PRAGUE - 12-15/09/2006

3. The real world requires complex problem solving Ex.: Theft of a source, unusual spread of contamination, exposure alarm Responsible acting is facing complexity, uncertainty & ambiguity of the ‘real world’ ► no factual logic or procedures available ► situations not trained in the laboratory ► no relianceon comparable cases Technical skills are insufficient Ex.: Communicative requirements, networking 10th ALARA NETWORK EAN WORKSHOP, PRAGUE - 12-15/09/2006

4. Real world interactions must be part of learning environment Understanding the real world is more than theory and measurements - always new! 10th ALARA NETWORK EAN WORKSHOP, PRAGUE - 12-15/09/2006

5. Education and training for the real world:What if? What if a young nurse get scared of contamination in a controlled area? What if a waste management authority offers money to villagers to accept waste disposal? What if a leading radiologist tells his staff not to care about low doses, as having no risk? What if an hospital physicist criticises daily radiology doses for premature baby’s 10th ALARA NETWORK EAN WORKSHOP, PRAGUE - 12-15/09/2006

6. RP and optimisation as transdisciplinary practice • Radiation Protection requires: • Good basic knowledge and skills • Education in many hard sciences • Assessment capacity • Understanding of the system of RP (J+O+L) • Interactive capacity with humans (soft Sciences) • To be seen as part of a social construct • Problem solving capacity • Transdisciplinarity as new dynamics • Problem oriented interactive use of a diversity of disciplines in a systematic way more than SC. 10th ALARA NETWORK EAN WORKSHOP, PRAGUE - 12-15/09/2006

7. Effective RP requires transdisciplinary attitude, approach and vision Transdisciplinarity as an attitude: problem solving oriented thinking and acting, being ‘curious’ and taking into account that own knowledge is always relative. Transdisciplinarity as a new approach to research and problem solving : the core idea is that researchers, practioners and stakeholders must cooperate in order to address the complete challenges of society. [ETHZ Transdisciplinarity conference, 2000] The transdisciplinary attitude implies putting into practice transcultural, … and transnational visions. [www.unesco.org/education/educprog] 10th ALARA NETWORK EAN WORKSHOP, PRAGUE - 12-15/09/2006

8. Justification and Optimisation based on ALARA are extended • ALARA as precautionary principle considering opportunities as well as uncertainties on risk • Taking up responsibilities for practices with uncertain risks Justification • Development of innovative risk management approaches Optimisation • Extension to safety culture (ICRP BSS draft) • Awareness for group aspects & subcultures • Involvement of relevant actors – dialogue 10th ALARA NETWORK EAN WORKSHOP, PRAGUE - 12-15/09/2006

9. … while confronted with difficulties and constraints • Cultural resistance • ex. French Academy, Greenpeace,… • mechanisms of group culture (Cognitive Dissonance) • other interests and worldviews • Emotions and personal interests • Social mechanism at work/in society • Distributive justice of benefits and risks • The new scope of communication • two directional; adapted message • Gaps of knowledge • Inequities(ex.Genetic suscept., screening) 10th ALARA NETWORK EAN WORKSHOP, PRAGUE - 12-15/09/2006

10. This implies a new set of requirements for RP training • Development of more critical sense • Stating uncertainties • Openess of mind; more flexibility • Attention for alternatives public concerns • Consciousness on knowledge gaps • Respect for non expert views & common sensethe role of humility • Input from new disciplines and skills for: • the broader dimension of risk assessment • communication & transparency • explicitation of ethics (equilibrium equity-utility) 10th ALARA NETWORK EAN WORKSHOP, PRAGUE - 12-15/09/2006

11. Which disciplines and skillsare needed for complex DM? • To understand complex issues of the real world: sociology, psychology, law, ethics, epidemiology, mol. biology,… • Ex. perception: the impression of reality • Group dynamics • To be able to solve complex problems: DM techniques, communication, knowledge management,… • Ex. Crisis management 10th ALARA NETWORK EAN WORKSHOP, PRAGUE - 12-15/09/2006

12. Characteristics of a ‘complex problem’ interconnection no single problem, but related web incompatibility different points of views, disciplines, interests, cultures, dimension space (local, global); time (inter- generational); level (reversible) pluralism of values lack of accepted standards and values references to support acts uncertainty data, model, context, scale, gaps in knowledge 10th ALARA NETWORK EAN WORKSHOP, PRAGUE - 12-15/09/2006

13. Complex problem solving ‘complex’ → unstructured unstructured problems: no consensus on scientific facts as well as on values at stake 10th ALARA NETWORK EAN WORKSHOP, PRAGUE - 12-15/09/2006

14. Complex problem solvingEx.: Tsjernobyl, LNT, X-dose prematures unstructured problems : problems where there exists a debate on the scientific facts as well as on the values at stake 10th ALARA NETWORK EAN WORKSHOP, PRAGUE - 12-15/09/2006

15. Complex problem solving Gaining insight in ‘values’ Complex problem solving starts with gaining insight in ‘values’: responsible acting requires knowledge of values: own values and values of the other(s) This implies the willingness (and the ability) to ‘broaden the perspective’ and to put the issues ‘in context’ instead of defending the own territory and authority. The context can only be seen if you step out of it and look at it ‘from a distance’, from the other side: ►problem analysis by decoupling ‘the self’ from ‘the professional’ (beyond self-defense) ►problem analysis by taking into account sociological and ethical aspects (another communication) 10th ALARA NETWORK EAN WORKSHOP, PRAGUE - 12-15/09/2006

16. PISAlearning experienceProgramme of Integration of Social Aspects into nuclear research Second mode science, precautionary science, post-normal science share the insight that scientific knowledge is, in essence, a social construct, and therefore the attention is directed towards the context(s) of application of scientific knowledge, rather than to its ‘truth’ in an absolute sense. [Beck (1992), Risk Society] The monopoly of science on ‘truth’ is challenged. Example: traditional scientific approaches to risk assessment face increasing difficulties when applied to complex (i.e. global, long-term, potentially catastrophic, etc.) problems 10th ALARA NETWORK EAN WORKSHOP, PRAGUE - 12-15/09/2006

17. PISA Started fromthe need to better understand ourself • History of nuclear technology learns how not! The nuclear expert is struggling with society, lacking a scientific approach and insight in complex human behaviour • The use of nuclear technological applications in society is a complex problem • risk, risk management and risk perception • Transgenerational issues • Legal aspects and liability • Interpretation frameworks and values • Expert culture vs. social culture • Requiring coherence in risk communication 10th ALARA NETWORK EAN WORKSHOP, PRAGUE - 12-15/09/2006

18. PISA projects were organised in different research tracks • History of nuclear controversies of RP • Expert behaviour and ethics • Legal aspects, soft law, liability and nuclear insurance • Risk management, PP vs ALARA & Safety culture • Transgenerational ethics and the disposal of radioactive waste • Sustainability and nuclear development 10th ALARA NETWORK EAN WORKSHOP, PRAGUE - 12-15/09/2006

19. PISA reflection groups: meeting point on actual issues & RP feedback • Role and culture of the nuclear expert • Ethical choices in radiation protection • ICRP proposals on Justification and optimisaton • Nuclear Terrorism • Comparison with non-nuclear risk management • Involvement • COWAM local nuclear waste management • Public’s fora, focus groups 10th ALARA NETWORK EAN WORKSHOP, PRAGUE - 12-15/09/2006

20. Conclusions: RP & ALARA, from awareness to precaution • Education and training should start from an attitude of curiosity (of both the teacher and the student) • - taking into account historical lessons • stating and accepting uncertainties instead of • trying to exclude them • trying to understand social mechanisms, also in • the working environment and to associate actors • trying to broaden the risk scope to ‘multifactorial • concerns’ in complex (hazardous) situations • - in order to make value judgements explicit • E&T should continuously stimulate the development of a critical sense. This sense is an essential ‘tool’ needed to gain more confidence in the own work and credibility towards the outside world 10th ALARA NETWORK EAN WORKSHOP, PRAGUE - 12-15/09/2006