 Modern science has been regarded as both a model of democratic self-governance and an activity requiring and facilitating democratic practices in its supporting social context (Popper 1950, Bronowski 1956). In this perspective, science is seen as embedded in and dependent on its supporting social context, but insulated in its practices from the influence of that context. As the reach of science and science-based technologies has extended further and further into the economy and daily life of industrialized societies, new attention is paid to the governance of science. Regardless of one’s views about the social character of knowledge, there are further questions concerning what research to pursue, what social resources to devote to it, who should make such decisions, and how they should be made.