Writing Scientific Biography

Much writing on scientific biography focuses on the legitimacy and utility of this genre. In contrast, this essay discusses a variety of genre conventions and imperatives which continue to exert a powerful influence on the selection of biographical subjects, and to control the plot and structure of the ensuing biographies. These imperatives include the following: the plot templates of the Bildungsroman (the realistic novel of individual self-development), the life trajectories of Weberian ideal types, and the functional elements and personae of the folkloric tale of the “hero’s quest.” The essay discusses the nature and application of these genre conventions in some detail, with the conclusion that biography, however useful, exerts a powerfully distorting influence on the image of how most science gets done.     

Realizing the promise of population biobanks: a new model for translation

The promise of science lies in expectations of its benefits to societies and is matched by expectations of the realisation of the significant public investment in that science. In this paper, we undertake a methodological analysis of the science of biobanking and a sociological analysis of translational research in relation to biobanking. Part of global and local endeavours to translate raw biomedical evidence into practice, biobanks aim to provide a platform for generating new scientific knowledge to inform development of new policies, systems and interventions to enhance the public’s health. Effectively translating scientific knowledge into routine practice, however, involves more than good science. Although biobanks undoubtedly provide a fundamental resource for both clinical and public health practice, their potentiating ontology—that their outputs are perpetually a promise of scientific knowledge generation—renders translation rather less straightforward than drug discovery and treatment implementation. Biobanking science, therefore, provides a perfect counterpoint against which to test the bounds of translational research. We argue that translational research is a contextual and cumulative process: one that is necessarily dynamic and interactive and involves multiple actors. We propose a new multidimensional model of translational research which enables us to imagine a new paradigm: one that takes us from bench to bedside to backyard and beyond, that is, attentive to the social and political context of translational science, and is cognisant of all the players in that process be they researchers, health professionals, policy makers, industry representatives, members of the public or research participants, amongst others.     

The Ecosystem as a Multidimensional Concept: Meaning,Model, and Metaphor

The ecosystem is a fundamental ecological concept that is not as simple as it first appears. We explore three key dimensions of the concept that make it both complex and broadly useful—its basic definition, its application via models to concrete or specific situations, and its metaphorical connotations as used in general communication within the domain of science and with the public at large. Clarity in identifying what the dimensions are and how they are related can help to maintain the rigor of the concept for specific scientific uses while also allowing enough flexibility for its use in the integration of scientific principles, as well as in public discourse. This analysis of the ecosystem as a multidimensional concept is likely to be generalizable to other important concepts in ecology. Received 28 February 2001; accepted 5 September 2001.     

“Theory” in Theory and Practice

A central obstacle to accepting evolution, both among students and the general public, is the idea that evolution is “just a theory,” where “theory” is understood in a pejorative sense as something conjectural or speculative. Although scientists and textbooks constantly explain that the scientific use of “theory” is quite different, the pejorative use continues to cause confusion, in part because of its deep roots in a popular, Baconian, understanding of science. A constructivist approach, whereby students are helped to examine the adequacy of their preconceptions about “theory” for themselves and to revise or replace them appropriately, is recommended.     

Model of development of science by the example of limnology

Limnology—the science about lakes—is the young and relatively closed area of studies; its existence is owing to several hundreds of scientists. The International Society of Limnologists holds its meetings since 1922. We used materials of these meetings to find out the main stages of development of this science; among these stages there were both fast and relatively calm periods. Based on analysis of these data, we constructed a model of development of the science, the same data being used for tuning and verification of the model. We have suggested that the main regularities and mechanisms of development of limnology can be extrapolated to other sciences. The main “acting person” in the model is population of scientists. Each scientist, with some probability, can propose new ideas as well as use in his studies some particular complex of the already accumulated knowledge and ideas. The model also takes into consideration how the scientific information is spreading, as well as some individual peculiarities of model scientists, such as age, experience, communicability. After the model parameters had been chosen in such a way that is described adequately development of limnology, we performed a series of experiments by changing some of the characteristics and obtained rather unexpected results published preliminary in the short work (Levchenko, V.F. and Menshutkin, V.V., Int. J. Comput. Anticip. Syst., 2008, vol. 22, pp. 63–75) and discussed here in the greater detail. It is revealed that development of science occurs irregularly and is sharply decelerated at low level of communication between scientists and the absence of scientific schools, while the age of “scientific youth” of scientist usually begins only after 40 years.     

The Role of History in Science

The case often made by scientists (and philosophers) against history and the history of science in particular is clear. Insofar as a field of study is historical as opposed to law-based, it is trivial. Insofar as a field attends to the past of science as opposed to current scientific issues, its efforts are derivative and, by diverting attention from acquiring new knowledge, deplorable. This case would be devastating if true, but it has almost everything almost exactly wrong. The study of history and the study of laws are not mutually exclusive, but unavoidably linked. Neither can be pursued without the other. Much the same can be said of the history of science. The history of science is neither a distraction from “real” science nor even merely a help to science. Rather, the history of science is an essential part of each science. Seeing that this is so requires a broader understanding of both history and science.     

<Emphasis Type="Italic">Physisporinus vitreus</Emphasis>: a versatile white rot fungus for engineering value-added wood products

The credo of every scientist working in the field of applied science is to transfer knowledge “from science to market,” a process that combines (1) science (fundamental discoveries and basic research) with (2) technology development (performance assessment and optimization) and (3) technology transfer (industrial application). Over the past 7 years, we have intensively investigated the potential of the white rot fungus, Physisporinus vitreus, for engineering value-added wood products. Because of its exceptional wood degradation pattern, i.e., selective lignification without significant wood strength losses and a preferential degradation of bordered pit membranes, it is possible to use this fungus under controlled conditions to improve the acoustic properties of tonewood (i.e., “mycowood”) as well as to enhance the uptake of preservatives and wood modification substances in refractory wood species (e.g., Norway spruce), a process known as “bioincising.” This minireview summarizes the research that we have performed with P. vitreus and critically discusses the challenges encountered during the development of two distinct processes for engineering value-added wood products. Finally, we peep into the future potential of the bioincising and mycowood processes for additional applications in the forest and wood industry.     

Against reduction

In Molecular Models: Philosophical Papers on Molecular Biology, Sahotra Sarkar presents a historical and philosophical analysis of four important themes in philosophy of science that have been influenced by discoveries in molecular biology. These are: reduction, function, information and directed mutation. I argue that there is an important difference between the cases of function and information and the more complex case of scientific reduction. In the former cases it makes sense to taxonomise important variations in scientific and philosophical usage of the terms “function” and “information”. However, the variety of usage of “reduction” across scientific disciplines (and across philosophy of science) makes such taxonomy inappropriate. Sarkar presents reduction as a set of facts about the world that science has discovered, but the facts in question are remarkably disparate; variously semantic, epistemic and ontological. I argue that the more natural conclusion of Sarkar’s analysis is eliminativism about reduction as a scientific concept.     

New England Faculty and College Students Differ in Their Views About Evolution, Creationism, Intelligent Design, and Religiosity

Public acceptance of evolution in Northeastern U.S. is the highest nationwide, only 59%. Here, we compare perspectives about evolution, creationism, intelligent design (ID), and religiosity between highly educated New England faculty (n = 244; 90% Ph.D. holders in 40 disciplines at 35 colleges/universities) and college students from public secular (n = 161), private secular (n = 298), and religious (n = 185) institutions: 94/3% of the faculty vs. 64/14% of the students admitted to accepting evolution openly and/or privately, and 82/18% of the faculty vs. 58/42% of the students thought that evolution is definitely true or probably true, respectively. Only 3% of the faculty vs. 23% of the students thought that evolution and creationism are in harmony. Although 92% of faculty and students thought that evolution relies on common ancestry, one in every four faculty and one in every three students did not know that humans are apes; 15% of the faculty vs. 34% of the students believed, incorrectly, that the origin of the human mind cannot be explained by evolution, and 30% of the faculty vs. 72% of the students was Lamarckian (believed in inheritance of acquired traits). Notably, 91% of the faculty was very concerned (64%) or somehow concerned (27%) about the controversy evolution vs creationism vs ID and its implications for science education: 96% of the faculty vs. 72% of the students supported the exclusive teaching of evolution while 4% of the faculty vs. 28% of the students favored equal time to evolution, creationism and ID; 92% of the faculty vs. 52% of the students perceived ID as not scientific and proposed to counter evolution or as doctrine consistent with creationism. Although ≈30% of both faculty and students considered religion to be very important in their lives, and ≈20% admitted to praying daily, the faculty was less religious (Religiosity Index faculty = 0.5 and students = 0.75) and, as expected, more knowledgeable about science (Science Index faculty = 2.27 and students = 1.60) and evolution (Evolution Index faculty = 2.48 and students = 1.65) than the students. Because attitudes toward evolution correlate (1) positively with understanding of science/evolution and (2) negatively with religiosity/political ideology, we conclude that science education combined with vigorous public debate should suffice to increase acceptance of naturalistic rationalism and decrease the negative impact of creationism and ID on society’s evolution literacy.     

Evolution Education in Utah: A State Office of Education–University Partnership Focuses on Why Evolution Matters

Several groups of people are essential for effectively teaching the theory of evolution in public schools. Teachers of course are at the leading edge of educating students. However, school district administrators, school boards, state education officers, and university professors all play critical roles in this endeavor. Whereas scientific discoveries and teacher training typically occur at the university level, it is school district leaders and teachers who actually disseminate this information in a way that creates an educated population of students. In this study, we introduce a partnership focused on strengthening evolution education in Utah’s public schools. Our program centers on the importance of evolution as an applied science and one that can be readily integrated throughout the biology curriculum. Our 2-day workshop—conducted in each Utah school district—brings together elected school board members, school district administrators, public school science teachers, and university professors to overcome barriers that can arise when teaching the theory of evolution as part of the 7–12 public school curriculum.     

Improving the public understanding of science: New initiatives

The United States may be on the brink of losing its global edge in science. Many American students are underprepared for and uninterested in the scientific and technical careers they may be asked to take on. Furthermore, these students, their teachers, and the broader public lack basic understandings of what science is and how it works, which may negatively impact their ability to make reasoned and informed decisions about science-related issues. We describe two unique and recently developed projects designed to help tackle these problems by improving public understanding of and interest in science. The Coalition on the Public Understanding of Science is a grassroots effort to lower the barriers between the scientific community and the public. It aims to inspire broad appreciation of science, inform the public about the nature and process of science, and make science accessible to everyone. Understanding Science is a web-based project that aims to improve teacher understanding of the nature of the scientific enterprise, to provide resources that encourage and enable kindergarten through undergraduate (K-16) teachers to reinforce the nature of science throughout their teaching, and to serve as a clear and accessible reference that accurately portrays the scientific endeavor. The botanical and broader scientific communities are invited to participate in these efforts.     

政府补偿与监管机制改革对公立医疗卫生机构科教与学科建设的影响分析

目的 分析政府补偿与监管机制改革对公立医疗卫生机构教学、科研以及学科建设的影响。方法 通过对上海市闵行区的机构调查,收集并分析2008—2012年3所公立综合性医院和12家社区卫生服务中心的医学教育、科研项目、论文发表及重点学科建设状况的相关数据。结果 闵行区公立综合性医院和社区卫生服务中心的医学教育和科研能力有所提升,重点学科建设也有所加强;但仍然存在教学能力薄弱,科研水平层次偏低,缺乏高质量的重点学科等问题。结论 政府补偿与监管机制改革在一定程度上强化了公立医疗机构的医学教育、科研能力和学科建设,但未来需进一步加大对科教和学科建设的鼓励和支持力度。     

Yale Peabody Museum of Natural History’s “Travels in the Great Tree of Life”

The Yale Peabody Museum of Natural History developed a 1,000-square-foot exhibition to help the general public understand the concept of phylogenetic relationships and their depiction on scientific Trees, or cladograms. In addition, exhibition planners hoped visitors would understand that research on the Tree of Life is a massive, complex undertaking requiring powerful computers and that Tree research has many potential practical applications. Museum exhibits designed to convey scientific information must use “stealth” to accomplish their cognitive goals: Unlike students in formal science education classes, visitors are not obliged to learn—they do not learn because they must pass a final examination. Informal educators must engage visitors’ interest so that they willingly take in new information and perhaps even learn new skills, change attitudes, and behaviors. “Travels in the Great Tree of Life” succeeded in engaging visitors who came away with awareness and understanding of scientific Trees, the immensity of the construct, and to a lesser extent, potential practical applications.     

Genes and generalizations: Darden's strategies and the question of context

In her recent book Lindley Darden has endeavored to reclaim for philosophy an active role in the elaboration of good science. She has done this, not by holding up some set of rational standards derived from outside of scientific practice, but rather by delving into the history of science and coming out with a set of scientific strategies. Unconcerned about whether any particular strategy wasin fact employed in a given historical case her project depends upon two claims, first that these strategiescould have been successfully deployed in the particular cases from which they were construed, and second and more importantly, that these strategies can be generalized beyond any particular context and be put to future use. It will be argued that Darden's conception of the possible context independence of scientific strategies is based upon an overly cognitivist misconstrual. An alternative account of the relationship of context dependent and context independent aspects of scientific theory formation will be offered as well as its implications for philosophy.     

From “Periodical Observations” to “Anthochronology” and “Phenology” – the scientific debate between Adolphe Quetelet and Charles Morren on the origin of the word “Phenology”

Mankind has observed and documented life cycle stages of plants and animals for a long time. However, it was comparatively recently that the newly emerging science was given its name. The name of Charles Morren and the year 1853 are being cited, although not frequently. Exact information is hardly known among present-day phenologists, yet new evidence shows that the term “phenology” was already in use in 1849. In the early 1840s, physicist and astronomer Adolphe Quetelet set up an observational network named "Observations of periodical Phenomena of the Animal and Vegetable Kingdom” and issued instructions for it. Even though biologist Charles Morren welcomed Quetelet's initiative, differences between Morren and Quentlet regarding the instructions for the observations and the potential results soon arose and a debate started, which lasted for nearly 10 years. In the wake of these disagreements, Morren was compelled to create a new term to denote his ideas on “periodical phenomena”. At first, he temporally used the word anthochronology, but in the end he coined the word phenology. The term was first used in a public lecture at the Académie royale des Sciences, des Lettres et des Beaux-Arts de Belgique’ in Brussels on 16 December 1849, and simultaneously in the December 1849 issue of volume V of the Annales de la Société royale d’Agriculture et de Botanique de Gand. One had to wait until 1853 before the new name appeared in the title of one of Morren’s publications. Based on evidence from archives and original publications, we trace the 10-year-long scientific debate between Morren and Quetelet. Morren states his biologist’s view on the subject and extends the more climate-related definition of Quetelet of “periodical phenomena”.     

Attitudes to biotechnology: estimating the opinions of a better-informed public

Public familiarity with basic scientific concepts and principles has been proposed as essential for effective democratic decision-making (Miller, 1998). Empirical research, however, finds that public 'scientific literacy' is generally low, falling well short of what normative criteria would consider 'acceptable.' This has prompted calls to better engage, educate and inform the public on scientific matters, with the additional, usually implicit assumption that a knowledgeable citizenry should express more supportive and favourable attitudes toward science. Research investigating the notion that 'to know science is to love it' has provided only weak empirical support and has itself been criticised for representing science and technology as a unified and homogenous entity. In practice, it is argued, how knowledge impacts on the favourability of attitudes will depend on a multiplicity of actors, not the least of which is the particular area of science in question and the technologies to which it gives rise (Evans & Durant, 1992). This article uses a new method for examining the knowledge-attitude nexus on a prominent area of 21st century science--biotechnology. The idea that greater scientific knowledge can engender change in the favourability of attitudes toward specific areas of science is investigated using data from the 2000 British Social Attitudes Survey and the 1999 Wellcome Consultative Panel on Gene Therapy. Together the surveys measure public opinion on particular applications of genetic technologies, including gene therapy and the use of genetic data, as well as more general attitudes towards genetic research. We focus our analysis on how two different measures of knowledge impact on these attitudes; one a more general measure of scientific knowledge, the other relating specifically to knowledge of modern genetic science. We investigate what impact these knowledge domains have on attitudes toward biotechnology using a regression-based modelling technique (Bartels, 1996; Althaus, 1998; Sturgis, 2003). Controlling for a range of socio-demographic characteristics, we provide estimates of what collective and individual opinion would look like if everyone were as knowledgeable as the currently best-informed members of the general public on the knowledge domains in question. Our findings demonstrate that scientific knowledge does appear to have an important role in determining individual and group attitudes to genetic science. However, we find no support for a simple 'deficit model' of public understanding, as the nature of the relationship itself depends on the application of biotechnology in question and the social location of the individual.     

The costs of being a restless intellect: Julian Huxley’s popular and scientific career in the 1920s

Julian Huxley’s (1887–1975) contribution to twentieth-century biology and science popularisation is well documented. What has not been appreciated so far is that despite Huxley’s eminence as a public scientific figure and the part that he played in the rise of experimental zoology in Britain in the 1920s, his own research was often heavily criticised in this period by his colleagues. This resulted in numerous difficulties in getting his scientific research published in the early 1920s. At this time, Huxley started his popular science career. Huxley’s friends criticised him for engaging in this actively and attributed the publication difficulties to the time that he allocated to popular science. The cause might also have its roots in his self-professed inability to delve deeply into the particularities of research. This affected Huxley’s standing in the scientific community and seems to have contributed to the fact that Huxley failed twice in the late 1920s to be elected to the Royal Society. This picture undermines to some extent Peter J. Bowler’s recent portrayal of Huxley as a science populariser.     

Edmund Vincent Cowdry and the Making of Gerontology as a Multidisciplinary Scientific Field in the United States

The Canadian–American biologist Edmund Vincent Cowdry played an important role in the birth and development of the science of aging, gerontology. In particular, he contributed to the growth of gerontology as a multidisciplinary scientific field in the United States during the 1930s and 1940s. With the support of the Josiah Macy, Jr. Foundation, he organized the first scientific conference on aging at Woods Hole, Massachusetts, where scientists from various fields gathered to discuss aging as a scientific research topic. He also edited Problems of Ageing (1939), the first handbook on the current state of aging research, to which specialists from diverse disciplines contributed. The authors of this book eventually formed the Gerontological Society in 1945 as a multidisciplinary scientific organization, and some of its members, under Cowdry’s leadership, formed the International Association of Gerontology in 1950. This article historically traces this development by focusing on Cowdry’s ideas and activities. I argue that the social and economic turmoil during the Great Depression along with Cowdry’s training and experience as a biologist – cytologist in particular – and as a textbook editor became an important basis of his efforts to construct gerontology in this direction.     

Obituary Fumio Oosawa 1922–2019

Prof. Fumio Oosawa passed away in Nagoya on March 4, 2019, at the age of 96. As two of his former students we, like a great many scientists both in Japan and around the world, were much inspired and influenced by him. We have, at the request of the journal, penned this note to describe some of his major scientific contributions and also provide the readers of Biophysical Reviews with an idea of the remarkable personality and character traits that he displayed throughout his life. Fumio Oosawa (or Oosawa-san as he preferred to be called) was a physicist who initially entered the area of biophysics through studies in the field of condensed matter phenomena. Although a remarkable human being, he was, first and foremost, one of the leading scientists of his generation, making many original contributions that could, by any measure, be described as scientific breakthroughs. Therefore, before providing a short biography of his life in and around science, we thought it most appropriate to begin this Letter by first summarizing his major scientific contributions.