How does knowledge sharing affect scientists' everyday work in developing countries? And how important is it for the development not only of new scientific research, but also for improving the living conditions of local inhabitants? These are the questions that a group of scientists met to discuss during an international workshop on Knowledge Sharing for Local Development in the South held in Trieste, Italy (4-6 July 2005). Based on their personal experiences, their thoughts and opinions create an interesting insight into new practices for the public communication of science, medicine and technology from a point of view that is often under-estimated: the one of the scientists themselves. The workshop, organized by the Third World Network of Scientific Organizations (TWNSO) and the United Nations Development Programme's Special Unit for South-South Cooperation (UNDP-SSC), showcased 15 case studies that utilized a variety of knowledge sharing methods, and, in doing so, highlighted the critical role that knowledge sharing plays in sustainable development. For more information: http://www.twnso.org

All science undergraduates should do at least one philosophy course as part of their curriculum to augment their communication skills. This article sets out the arguments and the wider benefits for students of such courses.

While knowledge-society is developing all around the world, science seems to be loosing its historical prestige in public perception, scientific vocations are declining among young people, "limit" on science is common subject of daily politics, research freedom is questioned in front of public good, scientists are dragged in front of public opinion. As a consequence, scientists are to be skilled in science communication. But communicating science is no more matter of "translating" scholar knowledge into lay language (popularization); it is mainly matter of crossing barriers of fundamental attitudes, understanding daily-life ends, sharing future scenarios and cultural values, becoming responsible for the societal dimension of science. Moreover, while confronting the coming Big Convergence (among nanosciences, bio-medical sciences, information and communication-sciences, neuro-cognitive sciences), science itself is called to cross barriers among disciplines, distinctions between pure and applied science, academic and industrial research, science and technology, etc. However, such crossovers are challenging for present education of scientists. The governance of the democratic knowledge-society not only demands more scientific education among citizens, but also a general revision of highest scientific curricula. What are the goals for educating scientists to public responsibility and participation? What are conceivable ways for joining the "two cultures" and integrating curricula? What cross-fertilizations are conceivable between natural and social sciences, scientific and humanistic education, specialised and more general formation?

If there is a peculiarity in the way of doing science and in the way of communicating science in Brazil, it is in the use of the idea of "deficit" in political and economic discourses, as well as in the discourses of socio-technical networks. Our proposal here is not to affirm or reject the existence of this deficit, but rather to understand its workings and its construction as a way of bringing about networks of interest that make use of this idea. For us, this is not an idea which is restricted to the discourse of researchers or of journalists and scientific broadcasters; there is also an echo in the general society, and in different spheres and situations. The idea of deficit with regard to scientific knowledge is functional in Brazil, in conjunction with the idea that the country itself has a deficiency in relation to developed countries. It is as if there were two levels of deficit which join together and empower each other.

Internal scientific communication and public communication of science and technology are growing in Brazil at a good pace, along with scientific productivity. In this Focus we will try to analyze the debate on standard or alternative models of communication of science that can be seen in the practice of science journalism and popular science in Brazil.