Recognizing Our Role in Reframing Disaster and Emergency Management Terminology to Enhance Human Agency and Responsibility

Abstract This work addresses the critical issue of science literacy and science communication for scientists, researchers, officials, organizations, and the general public. Effective communication and trust between these groups are essential, particularly as the severity and scope of disasters continue to increase. To foster better dialog, we must clarify how commonly used terms in the field—such as “natural,” “man‐made,” “hazards,” and “disasters”—are discussed and ensure these definitions are accessible to all audiences and reflect their lived realities. A key question guiding this discussion is how to make this cross‐group conversation more open and mutual. We must make a case for the terms we use, understand their context, and remember to listen before we speak. Using Hurricanes Katrina and Michael, along with other floods and events, as examples, and drawing on the authors' research, this paper examines how communication and terminology influence perceptions of responsibility, vulnerability, and response. Finally, this work proposes framing via systems thinking as a tool to improve disaster science communication (SciComm), emphasizing inclusive engagement, shared understanding, and cooperative learning between scientists and society.