Restoring the Narrative of American Environmentalism

The conventional narrative of American environmentalism is no longer very helpful for conservationists and restorationists seeking philosophical justification and guidance for their work. The tradition has often been cropped into a narrower and simplified account of the battle between the philosophies of wise use and preservation, a move bolstered by the turn to historical images of President Teddy Roosevelt and John Muir visiting California's Yosemite National Park in the early years of the twentieth century. This cropped conservation picture needs to be restored and widened to engage the pragmatism that has always been a part of the U.S. environmental tradition, but that became eclipsed by preservationist ideology with the rise of the fields of environmental history and environmental philosophy in the late twentieth century. Restoring this lost pragmatism to the environmental tradition will prove vital to recovering the value of environmental history and philosophy for conservation and restoration practice and to reclaiming a more holistic and useful narrative of people, culture, and environment.     

Lateral and Vertical Transfer in Biology,Linguistics and Anthropology: An Account of Widely Neglected Ideas in the Formation of Evolutionary Theories

The scope of this paper is to highlight models of reticulate evolution in a dual sense: (1) by stressing the importance of early models of horizontal/lateral transfer instead of models of unilinear vertical transfer in biology, linguistics, anthropology and related disciplines, and (2) by demonstrating that the acceptance of evolutionism as leitmotif in the nineteenth century was only possible by intense and repeated networks between scholars of different academic realms which lead to the assumption that the development of biological species and human cultures could be perceived as part of the same co-evolutionary process. Contrary to these widely popularized models of unilinear evolution, I would like to draw attention to alternative theories emphasizing the horizontal transfer of words, phenotypes/genotypes, and culture traits. Examples are the method of areal typology in linguistics, the theory of endosymbiosis in biology, and the anti-evolutionist attitude in Boasian anthropology, combined with an emphasis on the diffusion of culture traits. Further, it shall be pointed out that, even when—after the general dismissal of evolutionist ideas in the beginning of the twentieth century—the idea of co-evolutionary processes in the development of human populations and languages was again forwarded in the late twentieth century, this ‘modern synthesis’ of genetics, linguistics and archeology relied largely on interdisciplinary reticulations between sciences and humanities and serves as another example of reticulate evolution.     

Individuals and the evolution of biological and cultural systems

Recently, it has been suggested that anthropologists could more effectively build scientific theories of cultural evolution by reference to biology rather than social science. In this way, the evolution of cultures might be more usefully viewed as an anolog to the evolution of species. In systematic biology, however, the nature of species continues to be the subject of a long-standing duality of thought. This duality is analogous to the longstanding conflict in anthropology over the nature of culture. We argue, by analogy to Michael Ghiselin’s work on species, that a culture is an individual, not a class, and that cultures, like other individual entities, evolve. This view is highly concordant with concepts of culture formulated in earlier decades of this century. It has also been the philosophical orientation of American archaeology for approximately the last 25 years. We conclude that both biology and anthropology have an equal potential of contributing to a general evolutionary theory.     

French tradition and the rise of Evo-devo

The limited value most French biologists attributed to Darwinism and Mendelism in the first half of the twentieth century, and their conviction that these theories were at best insufficient to explain evolution and development, probably created conditions propitious to the development of Evo-devo at the end of the century. The separation between embryology and evolution did not exist in French biology as it did in American genetics: explanations for these two phenomena were sought equally in the “organization” of the egg. The major contribution of French biologists to Evo-devo was clearly the invention of the notion of the regulatory gene by Jacob and Monod; not the operon model per se, but the introduction of a hierarchy between two different kinds of genes. The consequence, the rise of the developmental gene concept, was not immediate, and required the active role of other biologists such as Antonio Garcia-Bellido, Allan Wilson and Stephen Jay Gould. Various obstacles had to be overcome for this concept of developmental gene to be fully accepted.     

Evolution of the capacity to evolve

Abstract During the past two decades, the fields of molecular biology and genetics have enabled study of far broader and more detailed aspects of evolutionary change than were possible when the evolutionary synthesis was elaborated in the mid‐twentieth century. The capacity for complete sequencing of both genes and proteins of all groups of organisms provide, simultaneously, the means to determine both the patterns and processes of evolution throughout the history of life. Increased knowledge of the genome documents the changing nature of its composition, mode of transmission, and the nature of the units of selection. Advances in evolutionary developmental biology demonstrate the conservation of genetic elements throughout multicellular organisms, and explain how control of the timing, position and nature of their expression has produced the extraordinary diversity of living plants and animals. The next generation of evolutionary biologists will benefit greatly from the increased integration of these new fields of research with those that are currently emphasized in the standard textbooks and journals.     

The extended evolutionary synthesis: its structure,assumptions and predictions

Scientific activities take place within the structured sets of ideas and assumptions that define a field and its practices. The conceptual framework of evolutionary biology emerged with the Modern Synthesis in the early twentieth century and has since expanded into a highly successful research program to explore the processes of diversification and adaptation. Nonetheless, the ability of that framework satisfactorily to accommodate the rapid advances in developmental biology, genomics and ecology has been questioned. We review some of these arguments, focusing on literatures (evo-devo, developmental plasticity, inclusive inheritance and niche construction) whose implications for evolution can be interpreted in two ways—one that preserves the internal structure of contemporary evolutionary theory and one that points towards an alternative conceptual framework. The latter, which we label the ‘extended evolutionary synthesis'' (EES), retains the fundaments of evolutionary theory, but differs in its emphasis on the role of constructive processes in development and evolution, and reciprocal portrayals of causation. In the EES, developmental processes, operating through developmental bias, inclusive inheritance and niche construction, share responsibility for the direction and rate of evolution, the origin of character variation and organism–environment complementarity. We spell out the structure, core assumptions and novel predictions of the EES, and show how it can be deployed to stimulate and advance research in those fields that study or use evolutionary biology.     

To err and win a nobel prize: Paul Boyer,ATP synthase and the emergence of bioenergetics

Paul Boyer shared a Nobel Prize in1997 for his work on the mechanism of ATPsynthase. His earlier work, though (whichcontributed indirectly to his triumph),included major errors, both experimental andtheoretical. Two benchmark cases offer insightinto how scientists err and how they deal witherror. Boyer's work also parallels andillustrates the emergence of bioenergetics inthe second half of the twentieth century,rivaling achievements in evolution andmolecular biology. This revised version was published online in July 2006 with corrections to the Cover Date.     

Reproductive Politics,Biopolitics and Auto-immunity: From Foucault to Esposito

The contingent cultural, epistemological and ontological status of biology is highlighted by changes in attitudes towards reproductive politics in the history of feminist movements. Consider, for example, the American, British, and numerous European instances of feminist sympathy for eugenics at the turn of the century. This amounted to a specific formation of the role, in late nineteenth and early twentieth century feminisms, of concepts of biological risk and defence, which were transformed into the justificatory language of rights claims. In this context, one can ask how reproductive politics are to be fitted into the paradoxical relationship between biopolitics and thanatopolitics discussed by Michel Foucault and more recently by Roberto Esposito. In this context, “reproductive life,” can be thought of arising at the intersection of thanapolitics and biopolitics as these relate to women’s bodies. Revisiting Foucault and Esposito in the light of reproductive politics also allows a reconsideration of the paradoxical feminist aims involved in defending individual rights by reference to overall biopolitical interest and futurity.     

Banning Evolution

Laws prohibiting the teaching of human evolution were in effect in some states for over 40 years during the twentieth century. While such laws have been ruled unconstitutional, the opposition to evolution which stimulated their adoption continues as a prominent feature of American culture.     

Why American Marine Stations?:The Teaching Argument

SYNOPSIS: Traditionally, historians have stressed the influenceof European laboratories on the development of American marinestations. While there is some justification for this interpretation,more attention must be directed at the original teaching imperativefor marine studies. Several marine stations emerged in the 1870swith no direct influence from Europe and with a complete commitmentto the education of secondary school teachers. Later in thecentury and early in the twentieth century this same patternwas repeated at several locations on both the east coast andthe west coast. All of these institutions were designed to presenta new pedagogical approach for biology in the United States.Originally as adjuncts to natural history museums and societiesand then as important innovations to teach laboratory methodsin American colleges and universities, marine biology stationsdeveloped research options only secondary to their primary educationalorientation.     

Tree thinking cannot taken for granted: challenges for teaching phylogenetics

Tree thinking is an integral part of modern evolutionary biology, and a necessary precondition for phylogenetics and comparative analyses. Tree thinking has during the 20th century largely replaced group thinking, developmental thinking and anthropocentricism in biology. Unfortunately, however, this does not imply that tree thinking can be taken for granted. The findings reported here indicate that tree thinking is very much an acquired ability which needs extensive training. I tested a sample of undergraduate and graduate students of biology by means of questionnaires. Not a single student was able to correctly interpret a simple tree drawing. Several other findings demonstrate that tree thinking is virtually absent in students unless they are explicitly taught how to read evolutionary trees. Possible causes and implications of this mental bias are discussed. It seems that biological textbooks can be an important source of confusion for students. While group and developmental thinking have disappeared from most textual representations of evolution, they have survived in the evolutionary tree drawings of many textbooks. It is quite common for students to encounter anthropocentric trees and even trees containing stem groups and paraphyla. While these biases originate from the unconscious philosophical assumptions made by authors, the findings suggest that presenting unbiased evolutionary trees in biological publications is not merely a philosophical virtue but has also clear practical implications.

Evolution—by the (Text) Book

Textbooks are widely used in American science classrooms and as such have become a focal point of efforts by the anti-evolution movement to eliminate or weaken evolution education in American schools. Because of this, the experience of writing and rewriting a biology textbook today is much more than an exercise in scientific pedagogy. The particular history of just one high school biology text illustrates the degree to which pressure can be placed on authors and publishers to weaken or dilute the coverage of evolution. The use of textbooks to define and support curricula makes it particularly important for the scientific and education communities to resist such pressures and to assert the integrity of the scientific process in determining textbook content.     

荧光原位杂交技术及其在植物研究中的应用

荧光原位杂交(FISH)是20世纪生物学领域的一项新技术。FISH应用细胞遗传学和分子生物学的基本原理,作为架设细胞遗传学与分子生物学之间的桥梁,现已被广泛应用于植物学各方面的研究。本文就FISH的基本原理、技术发展及其在植物遗传育种、起源进化、染色体物理图谱构建方面的应用及发展趋势进行了综述。     

‘The importance of symbiosis in philosophy of biology: an analysis of the current debate on biological individuality and its historical roots’

Symbiosis plays a fundamental role in contemporary biology, as well as in recent thinking in philosophy of biology. The discovery of the importance and universality of symbiotic associations has brought new light to old debates in the field, including issues about the concept of biological individuality. An important aspect of these debates has been the formulation of the hologenome concept of evolution, the notion that holobionts are units of natural selection in evolution. This review examines the philosophical assumptions that underlie recent proposal of the hologenome concept of evolution, and traces those debates back in time to their historical origins, to the moment when the connection between the topics of symbiosis and biological individuality first caught the attention of biologists. The review is divided in two parts. The first part explores the historical origins of the connection between the notion of symbiosis and the concept of biological individuality, and emphasizes the role of A. de Bary, R. Pound, A. Schneider and C. Merezhkowsky in framing the debate. The second part examines the hologenome concept of evolution and explores four parallelisms between contemporary debates and the debates presented in the first part of the essay, arguing that the different debates raised by the hologenome concept were already present in the literature. I suggest that the novelty of the hologenome concept of evolution lies in the wider appreciation of the importance of symbiosis for maintaining life on Earth as we know it. Finally, I conclude by suggesting the importance of exploring the connections among contemporary biology, philosophy of biology and history of biology in order to gain a better understanding of contemporary biology.     

Graphing evolutionary pattern and process: a history of techniques in archaeology and paleobiology

Graphs displaying evolutionary patterns are common in paleontology and in United States archaeology. Both disciplines subscribed to a transformational theory of evolution and graphed evolution as a sequence of archetypes in the late nineteenth and early twentieth centuries. U.S. archaeologists in the second decade of the twentieth century, and paleontologists shortly thereafter, developed distinct graphic styles that reflected the Darwinian variational model of evolution. Paleobiologists adopted the view of a species as a set of phenotypically variant individuals and graphed those variations either as central tendencies or as histograms of frequencies of variants. Archaeologists presumed their artifact types reflected cultural norms of prehistoric artisans and the frequency of specimens in each type reflected human choice and type popularity. They graphed cultural evolution as shifts in frequencies of specimens representing each of several artifact types. Confusion of pattern and process is exemplified by a paleobiologist misinterpreting the process illustrated by an archaeological graph, and an archaeologist misinterpreting the process illustrated by a paleobiological graph. Each style of graph displays particular evolutionary patterns and implies particular evolutionary processes. Graphs of a multistratum collection of prehistoric mammal remains and a multistratum collection of artifacts demonstrate that many graph styles can be used for both kinds of collections.     

The Evolution of Evolutionary Thinking in Chile

The scientific study of evolution in Chile has experienced periods of diversification and stasis, depending upon the social and political context at different times. In the eighteenth century, most of the natural history research consisted of systematics and taxonomy and, as in most of South America, this task was performed mainly by natural historian theologists. Later, the immigration of European scientists to Chile after independence from Spain in 1810 improved substantially its knowledge of the local biota and stimulated the diversification of naturalists in the country. Research in modern biology and the teaching of genetics in Chile can be traced back to Giovanni Noe, an Italian zoologist who had a profound impact in the first third of the twentieth century. In the 1960s–70s, Danko Brncic, a population geneticist educated in the tradition of Dobzhansky and the modern synthesis, led the most important diversification process in the study of evolutionary biology in the country. However, the military coup in 1973 brought this radiation to a sudden stop and produced a stasis period associated with the subsequent 17-year dictatorship. Evolutionary biology recovered its status after the re-establishment of democracy, and it is currently experiencing an exciting and renewed diversification period that has led to the foundation of the Chilean Society of Evolutionary Biology, the only scientific society for the study of evolution in Latin America. One of the missions of the Society is to bridge the gap between scientists and science educators in order to improve the teaching of evolution at different levels both in secular and religious schools. Even though the Roman Catholic Church has been a pivotal institution in the development of Chilean society, debate on evolutionism—creationism issues has been largely absent both in public and academic discussions. The influence of religion on science education has been sporadic, and mostly related to omission rather than tergiversation of scientific information in biology textbooks. Currently, schools are obliged by law to teach the basics of evolution in K-12 and K-16 levels (or their local equivalents). Because of this, there is little at present that suggests an organized creationist or intelligent design movement surge in the near future. Nevertheless, the high percentage of religiosity in Chile, together with the observation that the moral values of Chilean society are among the most conservative in the world, provide good reasons to remain vigilant.     

Jane goodall and the chimpanzees of gombe: An analysis of publications and their impact on teaching science

Five types of introductory university textbooks (N=37) were analyzed for references and citations pertaining to research on wild chimpanzees. Jane Goodall's publications were cited about three times as often as the publications from field sites other than Gombe and approximately five times more often than other Gombe researchers. Biological anthropology textbooks cited Goodall's work most often, followed by textbooks in general anthropology and cultural anthropology. Psychology and biology textbooks cited Goodall least often. Goodall's most comprehensive work, The Chimpanzees of Gombe: Patterns of Behavior (1986), was the most often cited publication about Gombe's apes, and tool-use was the most cited topic. The number of citations to wild chimpanzees tripled from publications in the 1960s to those in the 1980s, suggesting a growing recognition of primatology in the teaching of science.     

Does the Segregation of Evolution in Biology Textbooks and Introductory Courses Reinforce Students’ Faulty Mental Models of Biology and Evolution?

The well-established finding that substantial confusion and misconceptions about evolution and natural selection persist after college instruction suggests that these courses neither foster accurate mental models of evolution’s mechanisms nor instill an appreciation of evolution’s centrality to an understanding of the living world. Our essay explores the roles that introductory biology courses and textbooks may play in reinforcing undergraduates’ pre-existing, faulty mental models of the place of evolution in the biological sciences. Our content analyses of the three best-selling introductory biology textbooks for majors revealed the conceptual segregation of evolutionary information. The vast majority of the evolutionary terms and concepts in each book were isolated in sections about evolution and diversity, while remarkably few were employed in other sections of the books. Standardizing the data by number of pages per unit did not alter this pattern. Students may fail to grasp that evolution is the unifying theme of biology because introductory courses and textbooks reinforce such isolation. Two goals are central to resolving this problem: the desegregation of evolution as separate “units” or chapters and the active integration of evolutionary concepts at all levels and across all domains of introductory biology.     

Textbooks as a Possible Influence on Unscientific Ideas about Evolution

While school textbooks are assumed to be written for and used by students, it is widely acknowledged that they also serve a vital support function for teachers, particularly in times of curriculum change. A basic assumption is that biology textbooks are scientifically accurate. Furthermore, because of the negative impact of ‘misconceptions’ on learning, it is desirable that textbooks point out common misconceptions and why they are scientifically unacceptable. This paper reports on a study of life sciences textbooks as a potential influence on misconceptions about evolution by natural selection. Textbooks for Grades 10 to 12, from two different publishers, were investigated using content analysis to establish, first, the nature and extent of scientifically incorrect statements about evolution; second, latent problems with wording which might lead to unscientific ideas; and third, whether the books identified and addressed common misconceptions. Unscientific statements were found in all six books, but latent problems associated with the way explanations were expressed were also considered to pose a significant threat to learning. While particularly important for textbook authors and publishers, these findings are also of value to teachers. Although this study was conducted in South Africa, the findings provide useful insights for a wider audience of biology education stakeholders.     

Diffusion theory in biology: a relic of mechanistic materialism

Diffusion theory explains in physical terms how materials move through a medium, e.g. water or a biological fluid. There are strong and widely acknowledged grounds for doubting the applicability of this theory in biology, although it continues to be accepted almost uncritically and taught as a basis of both biology and medicine. Our principal aim is to explore how this situation arose and has been allowed to continue seemingly unchallenged for more than 150 years. The main shortcomings of diffusion theory will be briefly reviewed to show that the entrenchment of this theory in the corpus of biological knowledge needs to be explained, especially as there are equally valid historical grounds for presuming that bulk fluid movement powered by the energy of cell metabolism plays a prominent note in the transport of molecules in the living body. First, the theory's evolution, notably from its origins in connection with the mechanistic materialist philosophy of mid nineteenth century physiology, is discussed. Following this, the entrenchment of the theory in twentieth century biology is analyzed in relation to three situations: the mechanism of oxygen transport between air and mammalian tissues; the structure and function of cell membranes; and the nature of the intermediary metabolism, with its implicit presumptions about the intracellular organization and the movement of molecules within it. In our final section, we consider several historically based alternatives to diffusion theory, all of which have their precursors in nineteenth and twentieth century philosophy of science. This revised version was published online in July 2006 with corrections to the Cover Date.