Are evolutionary psychology assumptions about sex and mating behaviors valid? A historical and cross-cultural exploration

In this essay, I make a case for the thesis that much of the uniformity that we see in mate selection, marriage practices, and children rearing is an outcome of a European empire based on Judeo-Christian values that once held control of most of the territories of the world. This view contrasts with the one offered by evolutionary psychologists, according to whom such uniformity is explained by the existence of specific psychological mechanisms that have been inherited from the Pleistocene because they were advantageous in terms of reproductive fitness during ‘ancestral times.’ Historical records demonstrate that, prior to the arrival of European colonists to many regions of the world, there was a fantastic diversity of mating practices and childrearing styles. Historical records also demonstrate that the European conquerors were discomfited by these practices and used force and persuasion to transform the marital and sexual values of these communities. I also examine existing hunting and forager communities and find that most of them practice a communal form of childrearing that involves both related and unrelated adults. Among forager communities that have greater contact with the outside world, there is much more assimilation to larger state values. Finally, even in the most patriarchal societies, fathers exert a great deal of control over the rearing and education of young children. In many patriarchal communities, even when the mother leaves for the natal family, she is forced to leave her children behind with the father’s family so the children are reared with their father’s family ideals and values. Thus, successful parenting for the father may involve passing on his family traditions to his children.     

Blackawton bees

BACKGROUND: Real science has the potential to not only amaze, but also transform the way one thinks of the world and oneself. This is because the process of science is little different from the deeply resonant, natural processes of play. Play enables humans (and other mammals) to discover (and create) relationships and patterns. When one adds rules to play, a game is created. THIS IS SCIENCE: the process of playing with rules that enables one to reveal previously unseen patterns of relationships that extend our collective understanding of nature and human nature. When thought of in this way, science education becomes a more enlightened and intuitive process of asking questions and devising games to address those questions. But, because the outcome of all game-playing is unpredictable, supporting this 'messyness', which is the engine of science, is critical to good science education (and indeed creative education generally). Indeed, we have learned that doing 'real' science in public spaces can stimulate tremendous interest in children and adults in understanding the processes by which we make sense of the world. The present study (on the vision of bumble-bees) goes even further, since it was not only performed outside my laboratory (in a Norman church in the southwest of England), but the 'games' were themselves devised in collaboration with 25 8- to 10-year-old children. They asked the questions, hypothesized the answers, designed the games (in other words, the experiments) to test these hypotheses and analysed the data. They also drew the figures (in coloured pencil) and wrote the paper. Their headteacher (Dave Strudwick) and I devised the educational programme (we call 'i,scientist'), and I trained the bees and transcribed the childrens' words into text (which was done with smaller groups of children at the school's local village pub). So what follows is a novel study (scientifically and conceptually) in 'kids speak' without references to past literature, which is a challenge. Although the historical context of any study is of course important, including references in this instance would be disingenuous for two reasons. First, given the way scientific data are naturally reported, the relevant information is simply inaccessible to the literate ability of 8- to 10-year-old children, and second, the true motivation for any scientific study (at least one of integrity) is one's own curiousity, which for the children was not inspired by the scientific literature, but their own observations of the world. This lack of historical, scientific context does not diminish the resulting data, scientific methodology or merit of the discovery for the scientific and 'non-scientific' audience. On the contrary, it reveals science in its truest (most naive) form, and in this way makes explicit the commonality between science, art and indeed all creative activities. PRINCIPAL FINDING: 'We discovered that bumble-bees can use a combination of colour and spatial relationships in deciding which colour of flower to forage from. We also discovered that science is cool and fun because you get to do stuff that no one has ever done before. (Children from Blackawton)'.     

Ethnic background,social class or status? Developments in school attainment of the children of immigrants in The Netherlands

In the field of education and children of immigrants we are confronted with a peculiar clash of opinions. Some believe that the differences in school attainment between indigenous children and children of immigrant families can be explained in terms of social class. Others seek the differences in terms of status groups. Empirical research was carried out in one of the bigger cities of The Netherlands, which attempted to further this theoretical debate. The results indicate that the influence of an immigrant background on school attainment is largely mediated by both social class and status. Ethnicity, however, also has a specific effect on education, independent of social class and status. It is argued that the characteristic of ethnicity is a sociological kind of motivation. The educational motivation of immigrant families can have a ‘positive’ effect in the sense that ‘black’ schools perform reasonably well, and a ‘negative’ effect in the sense that immigrant children at schools with a high level of aspiration perform less well than their indigenous Dutch schoolmates.     

Forensic cultures in historical perspective: Technologies of witness,testimony, judgment (and justice?)

This article explores the history of forensic science in terms of ideologies and institutions rather than developing technique. It presents an analytical framework for characterising forensic institutions and practices, past and present. That framework highlights the distinct issues of means of witness, accredited testimony, and the reaching of juridical decisions. The article applies the framework by comparing four forensic ‘formations,’ (or ‘cultures’) which have been prominent at various times and places in the western world from the early modern period onward: these are the central European heritage of the Caroline code, a eugenically-oriented forensic enterprise of late nineteenth-century America, the forensic perspective in nineteenth-century British India, and the representation of forensic certainty in contemporary American popular culture. The article concludes with a critique of what seems an increasingly common expectation: that forensic science evolves independently of legal institutions, and can ultimately displace them.     

Teacher candidates in the garden

Recent science education reform has led to an increased emphasis on engaging students in inquiry and science practices rather than having them simply memorize scientific facts. However, many teachers of elementary science may themselves have had more traditional science learning experiences, and may therefore be unsure about inquiry-based teaching methods. One way to enhance preservice teachers' comfort with and desire to teach science using a hands-on approach might be to engage them in science learning experiences alongside children during their educator preparation program. The purpose of this article is to share how one faculty member and a cooperating teacher from a partner school involve teacher candidates in working with children in the school's garden, allowing them to personally experience inquiry while witnessing firsthand the potential benefits to children of authentic science learning through garden based activities.     

Where is Darwin 200 years later?

The theory of evolution is perceived by many people, particularly but not only in the United States, as a controversial theory not yet fully demonstrated. Yet, that living organisms, including humans, have evolved from ancestors who were very different from them is beyond reasonable doubt, confirmed by at least as much evidence as any other widely accepted scientific theory. I argue that Darwin’s contribution to science goes much beyond the theory of evolution in itself. The theory of natural selection explains the adaptations of organisms, their ‘design’. The ‘Copernican Revolution’ brought the phenomena of the physical universe into the realm of science: explanations by natural causes that can be tested by observation and experiment. However, the scientific revolution that occurred in the 16th and 17th centuries had left the living world out of scientific explanations, because organisms seemingly show that they are ‘designed,’ and thus call for an intentional designer. It was Darwin’s greatest contribution to science, to demonstrate that the adaptations of organisms, their apparent ‘design’, can be explained by natural processes governed by natural laws. At that point, science came into maturity, because all natural phenomena in the universe, living as well as nonliving, could be investigated scientifically, and explained as matter in motion governed by natural laws.     

Science,truth, and forensic cultures: The exceptional legal status of DNA evidence

Many epistemological terms, such as investigation, inquiry, argument, evidence, and fact were established in law well before being associated with science. However, while legal proof remained qualified by standards of ‘moral certainty’, scientific proof attained a reputation for objectivity. Although most forms of legal evidence (including expert evidence) continue to be treated as fallible ‘opinions’ rather than objective ‘facts’, forensic DNA evidence increasingly is being granted an exceptional factual status. It did not always enjoy such status. Two decades ago, the scientific status of forensic DNA evidence was challenged in the scientific literature and in courts of law, but by the late 1990s it was being granted exceptional legal status. This paper reviews the ascendancy of DNA profiling, and argues that its widely-heralded objective status is bound up with systems of administrative accountability. The ‘administrative objectivity’ of DNA evidence rests upon observable and reportable bureaucratic rules, records, recording devices, protocols, and architectural arrangements. By highlighting administrative sources of objectivity, this paper suggests that DNA evidence remains bound within the context of ordinary organisational and practical routines, and is not a transcendent source of ‘truth’ in the criminal justice system.     

Imagination,Sensation and the Education of Attention Among Cuban Spirit Mediums

This article attempts to come to terms with the phenomenology of learning in the popular Cuban spirit mediumship practice of espiritismo. Espiritistas' talents derive from the unique relationships they construct with their muertos (the protective dead), allowing them to receive, discern, and interpret valuable information for others. Learning here does not result from explicit knowledge transmission but from a guided expansion of consciousness, where the neophyte learns to attend to the particulars of the spirit world through his or her imagination and sensation. I associate this process with what Ingold has described as the ‘education of attention’, and use his concept of ‘entanglement’ to propose that learning mediumship be conceptualized as implying the development of a particular kind of person. I have further used Latour's definition of ‘acquiring a body’ as ‘learning to be affected’ to better understand the mutual constitution of the spiritual landscape and the self.     

Scientific perspectivism: A philosopher of science's response to the challenge of big data biology

Big data biology—bioinformatics, computational biology, systems biology (including ‘omics’), and synthetic biology—raises a number of issues for the philosophy of science. This article deals with several such: Is data-intensive biology a new kind of science, presumably post-reductionistic? To what extent is big data biology data-driven? Can data ‘speak for themselves?’ I discuss these issues by way of a reflection on Carl Woese’s worry that “a society that permits biology to become an engineering discipline, that allows that science to slip into the role of changing the living world without trying to understand it, is a danger to itself.” And I argue that scientific perspectivism, a philosophical stance represented prominently by Giere, Van Fraassen, and Wimsatt, according to which science cannot as a matter of principle transcend our human perspective, provides the best resources currently at our disposal to tackle many of the philosophical issues implied in the modeling of complex, multilevel/multiscale phenomena.     

Making Sense of Scientific Biographies: Scientific achievement,nature of science,and storylines in college students’ essays

In this article, the educative value of scientific biographies will be explored, especially for non-science major college students. During the ‘Scientist’s life and thought’ course, 66 college students read nine scientific biographies including five biologists, covering the canonical scientific achievements in Western scientific history. Students’ essays were initially analysed in terms of four dimensions of scientific achievement: personal traits and talent, socio-cultural environment, scientific inquiry and debate, and historical significance. Further analysis focused on noticeable aspects in the nature of science (NOS). Based on the analyses, the idea of a story grid was devised in order to identify major storylines that show students various ways of making sense of scientific biographies. The analysis shows the aspects in which biographies are instrumental for students to identify and engage critically with issues related to the NOS. The article concludes with some implications for designing history of science courses for non-science major college students.     

Forensic culture as epistemic culture: The sociology of forensic science

This paper explores whether we can interpret the notion of ‘forensic culture’ as something akin to what Knorr-Cetina called an ‘epistemic culture’. Can we speak of a ‘forensic culture’, and, if so, how is it similar to, or different from, other epistemic cultures that exist in what is conventionally called ‘science’? This question has important policy implications given the National Academy Science’s (NAS) recent identification of ‘culture’ as one of the problems at the root of what it identified as ‘serious deficiencies’ in U.S. forensic science and ‘scientific culture’ as an antidote to those problems. Finding the NAS’s characterisation of ‘scientific culture’ overly general and naïve, this paper offers a preliminary exploration of what might be called a ‘forensic culture’. Specifically, the paper explores the way in which few of the empirical findings accumulated by sociologists of science about research science seem to apply to forensic science. Instead, forensic science seems to have developed a distinct culture for which a sociological analysis will require new explanatory tools. Faithful sociological analysis of ‘forensic culture’ will be a necessary prerequisite for the kind of culture change prescribed by external reformist bodies like the NAS.     

Learning genetics through a scientific inquiry game

In this paper we discuss an activity through which students learn basic concepts in genetics by taking part in a police investigation game. The activity, which we have called Recal, immerses students in a scientific-based scenario in which they play a role of a scientific assessor. Players have to develop and use scientific reasoning and evidence-based decision-making to solve the given enigmas along the game. The activity aims to improve students’ knowledge of genetics and show them how genetic evidence can be applied in forensic science. The activity (known as ‘the Recal case’) uses a problem-based learning educational methodology. It is learner-centred and students play an active collaborative role. The methodology requires students to structure their knowledge, and develop their reasoning processes and self-directed learning skills. The activity has been developed for a range of audiences, including high school students, undergraduates engaged in pre-service teaching and adults of all ages. A case study has also been carried out with a group of 120 pre-service student teachers from the Universitat Rovira i Virgili (Tarragona, Spain) to check whether the coherence in the running of the game, whether its effectiveness as a learning activity and whether its dynamics and motivational aspects are acceptable.     

Social mobility of ethnic minority students in Laos

Idealistically speaking, schools are engines for upward social mobility. Education for ethnic minorities in Laos was set up to achieve nationalist, political, economic and sociocultural goals of ‘equity’ and ‘equality’. It was hoped that education would shift ethnic minorities from a lifestyle based on superstitious beliefs to a modern one, so that they could participate and enjoy ‘equality’ through educational equity. The purpose of this paper is to provide a case study of how equality as a promise in education has impacted on students’ upward mobility, particularly the political discourse of the ‘big man’. This paper explores social mobility provided by national education for ethnic minorities through boarding schooling. It finds that such education has yet to reposition ethnic minorities into the ethnic Lao sociocultural hierarchy. As a result, regardless of their educational success, students are still ranked as ‘ethnic minorities’ and as being ‘poor’ in the eyes of urban students, middle class and rich students, and the ethnic Lao elite.     

The agential perspective: Countermapping the modern synthesis

We compare and contrast two theoretical perspectives on adaptive evolution—the orthodox Modern Synthesis perspective, and the nascent Agential Perspective. To do so, we develop the idea from Rasmus Grønfeldt Winther of a ‘countermap’, as a means for comparing the respective ontologies of different scientific perspectives. We conclude that the modern Synthesis perspective achieves an impressively comprehensive view of a universal set of dynamical properties of populations, but at the considerable cost of radically distorting the nature of the biological processes that contribute to evolution. For its part, the Agential Perspective offers the prospect of representing the biological processes of evolution with much greater fidelity, but at the expense of generality. Trade-offs of this sort are endemic to science, and inevitable. Recognizing them helps us to avoid the pitfalls of ‘illicit reification’, i.e. the mistake of interpreting a feature of a scientific perspective as a feature of the non-perspectival world. We argue that much of the traditional Modern Synthesis representation of the biology of evolution commits this illicit reification.     

Context-dependent model-based biases in cultural transmission: children's imitation is affected by model age over model knowledge state

Many animals, including humans, acquire information through social learning. Although such information can be acquired easily, its potential unreliability means it should not be used indiscriminately. Cultural ‘transmission biases’ may allow individuals to weigh their reliance on social information according to a model's characteristics. In one of the first studies to juxtapose two model-based biases, we investigated whether the age and knowledge state of a model affected the fidelity of children's copying. Eighty-five 5-year-old children watched a video demonstration of either an adult or child, who had professed either knowledge or ignorance regarding a tool-use task, extracting a reward from that task using both causally relevant and irrelevant actions. Relevant actions were imitated faithfully by children regardless of the model's characteristics, but children who observed an adult reproduced more irrelevant actions than those who observed a child. The professed knowledge state of the model showed a weaker effect on imitation of irrelevant actions. Overall, children favored the use of a ‘copy adults’ bias over a ‘copy task-knowledgeable individual’ bias, even though the latter could potentially have provided more reliable information. The use of such social learning strategies has significant implications for understanding the phenomenon of imitation of irrelevant actions (overimitation), instances of maladaptive information cascades, and cumulative culture.     

The Hirsch-index: a simple, new tool for the assessment of scientific output of individual scientists

In this brief paper we explore the Hirsch-index together with a couple of other bibliometric parameters for the assessment of the scientific output of 29 Dutch professors in clinical cardiology. It appears that even within such a homogeneous group there is large interindividual variability. Although the differences are quite remarkable, it remains undetermined what they mean; at least it is premature to interpret them as differences in scientific quality. It goes without saying that even more prudence is required when different fields of medicine and life sciences are compared (for example within University Medical Centres). Recent efforts to produce an amalgam of scientific ‘productivity’, ‘relevance’ and ‘viability’ as a surrogate parameter for the assessment of scientific quality, as for example performed in the AMC in Amsterdam, should be discouraged in the absence of a firm scientific base. Unfortunately for politicians and ‘managers of science’ only reading papers and studying are suitable for quality assessment of scientific output. Citations analyses can't substitute that. (Neth Heart J 2009;17:145–54.)     

John W. Burgess,the racial state and the making of the American science of politics

This article examines the place of racial ideas in the constitution of political science as an academic discipline in the USA. For the Gilded Age generation that built the first PhD-granting departments in political science in the country, ‘race’ was the source of sovereignty, the basis of democratic legitimacy and a tool for delineating democracy's borders. It was also an important element of that cohort's aspiration to a ‘science’ of politics, distinct from what they viewed as the ‘abstract and formal’ theorizing of the eighteenth and early nineteenth centuries. Moreover, while the brand of racialism that characterized this founding moment came to seem outmoded within a few decades, in the 1920s political scientists seeking once again to claim an empirical, scientific basis for their discipline – and for American democracy – turned to new accounts and sciences of race.     

Scientific Breeding in Central Europe during the Early Nineteenth Century: Background to Mendel’s Later Work

Efforts to bring science into early 19th century breeding practices in Central Europe, organised from Brno, the Hapsburg city in which Mendel would later turn breeding experiments into a body of timeless theory, are here considered as a significant prelude to the great discovery. During those years prior to Mendel’s arrival in Brno, enlightened breeders were seeking ways to regulate the process of heredity, which they viewed as a force to be controlled. Many were specialising in sheep breeding for the benefit of the local wool industry while others were showing an interest in commercial plants, especially fruit trees and vines, and later cereals. Breeders explained their problems in regulating heredity in terms of (1) climatic influences (2) disruption due to crossing (3) sports or saltations. Practical experience led them to the concepts of ‘inheritance capacity’ and the ‘mutual elective affinity’ of parents. The former was seen to differ among individuals and also among traits; the latter was proposed as a means of adding strength to heredity. The breeders came to recognise that traits might be hidden and yet transmitted as a ‘potential’ to future generations. They also grew to understand that heredity would be strengthened when a quality was ‘fixed’ within a lineage by ‘pure blood relations.’ Continued selection of the desired quality might then lead to ‘a higher perfection.’ But the ultimate ‘physiological’ question about breeding, ‘what is inherited and how?,’ found no answer. Major figures in this development included Abbot Napp, the one who asked this question and who was due to receive Mendel into the monastery in 1843, and Professor Diebl whose lectures on agriculture and natural science at the Brno Philosophical Institute Mendel would attend in 1846. Here we analyse their progress in theorizing about breeding up until about 1840. In discussing this development, we refer to certain international contacts, especially with respect to information transfer and scientific education, within the wider context of the late Enlightenment.