Science as Ideology: The Rejection and Reception of Sociobiology in China

The spread of sociobiology in China is not simply an internal event in the development of science. From the day it was introduced to China, its destiny was closely bound up with the development and change of Chinese society. Although it did not create as great disturbance as in America, it did have a significant impact in academic circles. However, scholars have paid little attention to these historical events. Today, sociobiology seems outdated and Wilson's grand agenda seems to have faded with the passing of time, but the mark that he made on the history of science is still striking. A review of the process of reception of sociobiology in China is helpful for understanding this theory as well as the society of China.     

Social Darwinism Lives! (Should it?)

Sociobiology has made a resurgence in recent years, but has become enmeshed in political controversy. Indeed, much of the work in sociobiology has been used to justify repressive or racist measures. It is argued that the unfortunate alliance of some sociobiologists and politicians is a poor basis for discrediting the field itself; that a science of sociobiology is possible and, if we seek to know the nature of our social heritage (if any!), needs be vigorously pursued.     

Sociobiology and philosophical ethics: Narrowing the gap

Though there are good reasons for thinking that sociobiology is capable of contributing to the solution of one of the central problems of philosophical ethics, the problem of other-benefitting behaviour, philosophers have not welcomed the new discipline with open arms. This has been so for three reasons: it is said that sociobiology studies behaviour, and not its proximal causes, that sociobiology tells us about the evolutionary history of behaviour and not about its justification, and that sociobiology prescribes morally unacceptable ways of acting. I argue that the first of the objections is simply mistaken, and that when we realize this, the second loses some of its force. I also argue in favour of atwo-factor model of motivation with reason and the emotions engaged in a dialogue with each other concerning the morally relevant features of a given situation. This two-factor model helps us overcome the third objection above, namely to the morally unacceptable dictates of sociobiology, and also to weaken claims that sociobiology is committed to a lack of freedom of the will in human action. Broadly speaking, my argument suggest that the ethical framework most suited to accommodating sociobiological insights into human motivation is an Aristotelian structure.     

Sir William Jardine and the Ichnology of Annandale

ABSTRACT

Sir William Jardine was a polymath; he was one of the world's foremost ornithologists, and ichthyologists, as well as a knowledgeable geologist, entomologist and botanist. He was a talented and skilled artist and engraver and a keen hunter and fisherman. He was also the author of the book The Ichnology of Annandale that represents the first book ever published on the subject of ichnology. It was here in this volume that Jardine coined the word ichnology. It is also one of the rarest ichnology publications, as it is believed that only 135–140 copies were ever printed. This volume remains the most lavishly illustrated book in vertebrate ichnology literature. This paper discusses the work of Jardine, the finds from his estate and his role in defining ichnology as a science.     

The Development of Sociobiology in Relation to Animal Behavior Studies, 1946–1975

This paper aims at bridging a gap between the history of American animal behavior studies and the history of sociobiology. In the post-war period, ecology, comparative psychology and ethology were all investigating animal societies, using different approaches ranging from fieldwork to laboratory studies. We argue that this disunity in “practices of place” (Kohler, Robert E. Landscapes & Labscapes: Exploring the Lab-Field Border in Biology. Chicago: University of Chicago Press, 2002) explains the attempts of dialogue between those three fields and early calls for unity through “sociobiology” by J. Paul Scott. In turn, tensions between the naturalist tradition and the rising reductionist approach in biology provide an original background for a history of Edward Wilson’s own version of sociobiology, much beyond the William Hamilton’s papers (Journal of Theoretical Biology 7: 1–16, 17–52, 1964) usually considered as its key antecedent. Naturalists were in a defensive position in the geography of the fields studying animal behavior, and in reaction were a driving force behind the various projects of synthesis called “sociobiology”.     

Microbes are not bound by sociobiology: Response to Kümmerli and Ross‐Gillespie (2013)

In recent years, sociobiology has been extended to microorganisms. Viewed through this lens, the microbial world is replete with cooperative behaviors. However, little attention has been paid to alternate hypotheses, making many studies self‐confirming. Somewhat apart is a recent analysis of pyoverdin production—a paradigmatic public good and social trait—by Pseudomonas, which has revealed discord between predictions arising from sociobiology and the biology of microbes. This led the authors, Zhang and Rainey (Z&R), to question the generality of the conclusion that pyoverdin is a social trait, and to question the fit between the sociobiology framework and microbiology. This has unsettled Kümmerli and Ross‐Gillespie (K&R), who in a recent “Technical Comment” assert that arguments presented by Z&R are flawed, their experiments technically mistaken, and their understanding of social evolution theory naive. We demonstrate these claims to be without substance and show the conclusions of K&R to be based on a lack of understanding of redox chemistry and on misinterpretation of data. We also point to evidence of cherry‐picking and raise the possibility of confirmation bias. Finally, we emphasize that the sociobiology framework applied to microbes is a hypothesis that requires rigorous and careful appraisal.     

Social science and a post-genomic future: alternative readings of genomic agency

Abstract

This paper explores competing discourses that envision different socio-technical landscapes opened up by the completion of the map of the human genome in 2003. It examines the ways in which the map, and its organising principle and very rationale—the gene as the sole or prime agent through which to understand the body and its disordering (as disease)—has been interpreted in quite distinct ways. It suggests how the sequences of a genomic map have post-genomic con-sequences that depend on a social rather than simply biological reading of genomic agency. Various accounts of the map and genetic agency or described, within science, science policy and social science, especially across science and technology studies (STS). The paper concludes with a comparative summary of these positions and asks whether a deconstructive reading of genomic agency by STS analysts might be the basis for a critical re-constructive engagement with post-genomic policy discourse that avoids the over-determination of agency one often finds in the latter.     

The future of sociobiology: Counting babies or studying proximate mechanisms

Much of the debate over applying the theory of evolution to the study of human behaviour has died down because most critics now realize that the political ramifications of sociobiology are no more, or no less, than those of behaviourism, psychoanalysis or cognitive science. But controversy remains. It is scientific, and concerns the 'proper' way to do human sociobiology. I contrast the perspective of those sociobiologists who use the approach of behavioural ecology, and who have come to be known as 'darwinian anthropologists' or 'darwinian social scientists', with their critics, who refer to themselves as evolutionary or 'darwinian psychologists', describe the research methods that each uses, and ask if those issues must also be confronted by those studying animals.     

Collaborations of Biocultural Hope: Community Science Against Industrialisation in Northwest Australia

ABSTRACT

The article discusses two community science projects organised in opposition to large-scale industrialisation in the Kimberley region of Northwestern Australia. Between 2006 and 2013, a significant conflict took place on the region’s Indian Ocean coast. It was triggered by the proposal of Australia’s largest independent oil and gas company Woodside Ltd. to build a $45 billion AUD liquefied natural gas facility at James Price Point, 50?km north of the tourist town of Broome. The community science initiatives highlight particular ways in which the local community was able not only to enter into the debate, but to significantly influence its outcome. This points towards alternate configurations of the political subjectivities involved in this conflict. Drawing on the Aboriginal notion of ‘living country’, the article presents these projects as signs of biocultural hope, that hint towards a world different from the one built on neoliberal ideals and dreams of economic opportunity alone.     

Technoscientific bespoking: Animals,publics and the new genetics

This paper examines the public understanding of science, especially biotechnology and the new genetics, in light of the symbolic roles of animals in the constitution of cultural identities. As such, the paper expands on the critical approach to public understanding of science, with its emphasis upon the way local identities impact upon the apprehension of, and trust in, science and scientific institutions. In particular, the new genetics raises issues about what sorts of broader public identities are mobilized. It is argued that, on the one hand, the complex symbolic role of animals is linked to a wide and contradictory range of modern Western identities, and thus potentially to volatility in the public's response to such biotechnological innovation. On the other, technoscientific bespoking, by rendering animals 'ready-to-order', might catastrophically curtail the symbolic role of animals in human identities, and thus provoke a general anxiety toward new genetics. Some political and research implications of the analysis are briefly explored.     

Sociobiology and Creationism: Two Ethnosociologies of American Culture

One of the most important motifs in mythology is the animal-human distinction. The relationship between humans and nonhuman animals is also a major concern of both human sociobiology and "scientific" creationism. In this paper, we suggest that sociobiology and creationism function as ethnosociologies of American society and that neither can be completely understood until they are related to each other and to the key symbols of American culture. We argue that sociobiology and creationism are comments on the secular world view of American culture and exist as transformations of one another.     

What Is the Future for Zoos and Aquariums?

ABSTRACT

Animal welfare concerns have plagued the professional zoo and aquarium field for decades. Societal differences remain concerning the well-being of animals, but it appears a shift is emerging. Scientific studies of animal welfare have dramatically increased, establishing that many previous concerns were not misguided public empathy or anthropomorphism. As a result, both zoo and aquarium animal welfare policy and science are now at the center of attention within the world’s professional zoos and aquariums. It is now possible to view a future that embraces the well-being of individual captive exotic animals, as well as that of their species, and one in which professional zoos and aquariums are dedicated equally to advancing both. Though the ethics of keeping exotic animals and animals from the wild in captivity are still a contentious subject both outside and even within the profession, this study argues. We argue that this path forward will substantially improve most zoo and aquarium animals' welfare and could significantly reduce societal concerns. If animal welfare science and policy are strongly rooted in compassion and embedded in robust accreditation systems, the basic zoo/aquarium paradigm will move toward a more thoughtful approach to the interface between visitors and animals. It starts with a fundamental commitment to the welfare of individual animals.     

Fostering systems thinking in student teachers of biology and geography – an intervention study

ABSTRACT

Developing students’ systems thinking is an often-posed demand in education for sustainable development (ESD) and science literacy. Several studies have shown that systems thinking can be fostered in students of different education levels. Therefore, science teachers who are required to teach ESD-relevant topics should be proficient in systems thinking and be able to transfer that knowledge effectively to their students. The research project SysThema (Systems Thinking in Ecological and Multidimensional Areas) investigated the effect of three courses designed to foster systems thinking in student teachers of biology and geography. Courses varied in their proportions of technical fundamentals of system science and didactical content for teaching systems thinking. To conceptualise systems thinking, a heuristic structural competence model for systems thinking was developed. This model served as the basis for a test in evaluating the courses in a quasi-experimental intervention study that employed a pre-, post- and follow-up test control group design. After the completion of the courses, a high effect of fostering systems thinking was found in all treatment groups compared to the control group.     

A suggested activity to develop integrated skills and a love of nature in children

Abstract

In this study, a process was designed, in which a lemon seed grew into a seedling, using the inquiry-based science learning approach. This aimed to increase the overall development of the scientific process skills of children and their sensitivity to nature. The germination, growth and development of a plant were meticulously and systematically observed in a long period from seed to seedling. This process contributed to the children’s integration of scientific process skills based on observation and measurement and structuring of concepts related to germination, growth and development in science lessons. It also supported the development of children’s love of nature through allowing them to make meaningful connections with nature.     

From the science of learning (and development) to learning engineering

ABSTRACT

In this issue, Cantor and colleagues synthesize a broad representation of the literature on the science of learning, and how learning changes over the course of development. Their perspective highlights three important factors about the emerging field of science of learning and development: (1) that it draws insights from increasingly diverse fields of research inquiry, from neuroscience and social science to computer science and adversity science; (2) that it provides a means to understand principles that generalize across learners, and yet also allow individual differences in learning to emerge and inform; and (3) that it recognizes that learning occurs in context, and is thus a shared responsibility between the learner, the instructor, and the environment. Here I discuss how this complex systems dynamical perspective can be integrated with the emerging framework of ‘learning engineering’ to provide a blueprint for significant innovations in education.     

Human rights and genomics: science,genomics and social movements at the 2004 London Social Forum

Abstract

The third meeting of the European Social Forum (ESF) was held in London during October 2004 with a broad ranging formal agenda and a penumbra of affiliated workshops and cultural activities. We draw on participant observation in all sessions dealing with science and genomics and offer an evaluation of Rothman's (2000) argument that NGOs and protest movements have a vital role to play in consolidating and disseminating the UN Universal Declaration on the Human Genome and Human Rights. The paper positions the ESF as a constituent part of the World Social Forum network, identifies the key ESF networks and actors concerned with science and genomics, and analyses the various action, grievance and mobilisation frames generated within the 2004 ESF. It concludes with a discussion of the potential of this networked movement milieu to realise the goals identified in Rothman's work.     

Inclusive fitness and the sociobiology of the genome

Inclusive fitness theory provides conditions for the evolutionary success of a gene. These conditions ensure that the gene is selfish in the sense of Dawkins (The selfish gene, Oxford University Press, Oxford, 1976): genes do not and cannot sacrifice their own fitness on behalf of the reproductive population. Therefore, while natural selection explains the appearance of design in the living world (Dawkins in The blind watchmaker: why the evidence of evolution reveals a universe without design, W. W. Norton, New York, 1996), inclusive fitness theory does not explain how. Indeed, Hamilton’s rule is equally compatible with the evolutionary success of prosocial altruistic genes and antisocial predatory genes, whereas only the former, which account for the appearance of design, predominate in successful organisms. Inclusive fitness theory, however, permits a formulation of the central problem of sociobiology in a particularly poignant form: how do interactions among loci induce utterly selfish genes to collaborate, or to predispose their carriers to collaborate, in promoting the fitness of their carriers? Inclusive fitness theory, because it abstracts from synergistic interactions among loci, does not answer this question. Fitness-enhancing collaboration among loci in the genome of a reproductive population requires suppressing alleles that decrease, and promoting alleles that increase the fitness of its carriers. Suppression and promotion are effected by regulatory networks of genes, each of which is itself utterly selfish. This implies that genes, and a fortiori individuals in a social species, do not maximize inclusive fitness but rather interact strategically in complex ways. It is the task of sociobiology to model these complex interactions.     

Scuola ed educazione naturalistica

Abstract

School and naturalistic education. In order that mankind may correctly fit in the balance of nature young people must be given the right scientific preparation during school years. This is why a better training of science teachers would be so important especially in Italy, where they come straight from University having followed various types of scientific degree courses, mainly theoretical, and with no special preparation for teaching.

The main basic requirement for a science teacher is that he has a solid preparation for laboratory but especially for field work. All other kinds of scientific and pedagogic knowledge is of course important but not as indispensable. It is therefore necessary to give science teachers the naturalistic training that University syllabuses do not provide for. At the same time work done inside the school should be supported from the outside by other organizations such as the Field Studies Council in England, or the « keeper-guides » of Israeli natural parks. In the present Italian school system one immediate step could be taken: teachers of « scientific observations » should not confine themselves to lecturing in classrooms but should spend most of their allotted time with their classes in the field or in the laboratory, in the same way as for instance teachers of « technical applications » do their teaching only in the workshop.     

An exploratory study of student teachers’ conceptions of teaching life science outdoors

Abstract

The purpose of this exploratory qualitative study was to investigate elementary student teachers’ conceptions of teaching life science outdoors. The study involved 99 student teachers who were enrolled in an elementary science methods course at a large public university in the United States of America. The study utilised drawings, and narratives to investigate the nature of these teachers’ conceptions. Data analysis revealed that three conceptions of teaching life science were common among the participants: (1) teaching life science is predominantly conceptualised as being situated in the schoolyard, (2) teaching life science outdoors is teacher-directed, and (3) teaching life science outdoors is disconnected from in-class science instruction. Implications include the need for (1) teacher education programmes to provide reflective supports that explicate student teachers’ conceptualisation of teaching life science and thus exposing prior frameworks; and (2) teacher educators to examine student teachers’ prior frameworks for teaching life science outdoors and provide knowledgeable theory and practice platforms that will serve as frameworks for student teachers to adopt, connect and routinize outdoor life science teaching with in-school teaching of life science.