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Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future (2007)
Committee on Science, Engineering, and Public Policy (COSEPUP)

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. "3 How Is America Doing Now in Science and Technology?." Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future. Washington, DC: The National Academies Press, 2007.

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Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future

BOX 3-1

Pasteur’s Quadrant

The writers of this report, like many others, faced a semantic question in the discussions of different kinds of research. Basic research, presumably pursued for the sake of fundamental understanding but without thought of use, generally is distinguished from applied research, which is pursued to convert basic understanding into practical use. This view, called the “linear model” is shown here:

But that classification quickly breaks down in the real world because “basic” discoveries often emerge from “applied” or even “developmental” activities. In his 1997 book, Pasteur’s Quadrant,a Donald Stokes responded to that complexity with a more nuanced classification that describes research according to intention. He distinguishes four types:

  • Pure basic research, performed with the goal of fundamental understanding (such as Bohr’s work on atomic structure).

  • Use-inspired basic research, to pursue fundamental understanding but motivated by a question of use (such as Pasteur’s work on the biologic bases of fermentation and disease).

  • Pure applied research, motivated by use but not seeking fundamental understanding (such as that leading to Edison’s inventions).

  • Applied research that is not motivated by a practical goal (such as plant taxonomy).

In Stokes’s argument, research is better depicted as a box than as a line:

In contrast to the basic–applied dichotomy, Stokes’s taxonomy explicitly recognizes research that is simultaneously inspired by a use but that also seeks fundamental knowledge, which he calls “Pasteur’s Quadrant.”

  

aD. Stokes. Pasteur’s Quadrant. Washington, DC: Brookings Institution Press, 1997.

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Front Matter (R1-R26)
Executive Summary (1-22)
1 A Disturbing Mosaic (23-40)
2 Why Are Science and Technology Critical to America's Prosperity in the 21st Century? (41-67)
3 How Is America Doing Now in Science and Technology? (68-106)
4 Method (107-111)
5 What Actions Should America Take in K–12 Science and Mathematics Education to Remain Prosperous in the 21st Century? (112-135)
6 What Actions Should America Take in Science and Engineering Research to Remain Prosperous in the 21st Century? (136-161)
7 What Actions Should America Take in Science and Engineering Higher Education to Remain Prosperous in the 21st Century? (162-181)
8 What Actions Should America Take in Economic and Technology Policy to Remain Prosperous in the 21st Century? (182-203)
9 What Might Life in the United States Be Like if It Is Not Competitive in Science and Technology? (204-224)
Appendix A Committee and Professional Staff Biographic Information (225-240)
Appendix B Statement of Task and Congressional Correspondence (241-248)
Appendix C Focus-Group Sessions (249-300)
Appendix D Issue Briefs (301-302)
K–12 Science, Mathematics, and Technology Education (303-324)
Attracting the Most Able US Students to Science and Engineering (325-341)
Undergraduate, Graduate, and Postgraduate Education in Science, Engineering, and Mathematics (342-356)
Implications of Changes in the Financing of Public Higher Education (357-376)
International Students and Researchers in the United States (377-396)
Achieving Balance and Adequacy in Federal Science and Technology Funding (397-414)
The Productivity of Scientific and Technological Research (415-422)
Investing in High-Risk and Breakthrough Research (423-431)
Ensuring That the United States Is at the Forefront in Critical Fields of Science and Technology (432-443)
Understanding Trends in Science and Technology Critical to US Prosperity (444-454)
Ensuring That the United States Has the Best Environment for Innovation (455-472)
Scientific Communication and Security (473-482)
Science and Technology Issues in National and Homeland Security (483-500)
Appendix E Estimated Recommendation Cost Tables (501-512)
Appendix F K–12 Education Recommendations Supplementary Information (513-516)
Appendix G Bibliography (517-536)
Index (537-564)