The 'right' size in nanobiotechnology

The biological and physical sciences share a common interest in small structures (the definition of 'small' depends on the application, but can range from 1 nm to 1 mm). A vigorous trade across the borders of these areas of science is developing around new materials and tools (largely from the physical sciences) and new phenomena (largely from the biological sciences). The physical sciences offer tools for synthesis and fabrication of devices for measuring the characteristics of cells and sub-cellular components, and of materials useful in cell and molecular biology; biology offers a window into the most sophisticated collection of functional nanostructures that exists.     

Biology in the secondary science curriculum

The search for a model of balanced science has not so far been based on a detailed analysis of the nature and effects of the science curriculum. The present paper attempts to begin to fill the gap, from the perspective of biology, using data from the Assessment of Perform-ance Unit (APU). It is shown that, in England, the uptake of the subject as an option outstrips that of the other sciences, with pupils quoting its intrinsic interest as their motivation. Biology serves to attract to science pupils of all abilities and girls in particular. The other sciences are not so successful in this sphere. However, performance data show that the study of biology is not as effective in enhancing science performance as are the physical sciences.     

Tackling the challenges of interdisciplinary bioscience

The ultimate goal for biology is to become a science that formulates our understanding of subcellular, cellular and multicellular systems in terms of quantitative, holistic models that are underpinned by the rigorous principles of the physical sciences and mathematics. This can only be achieved through interdisciplinary research that draws heavily on the expertise and technologies of the physical sciences, engineering, computation and mathematics. Here, I discuss the benefits and challenges (both intellectual and practical) of interdisciplinary bioscience.     

Competencies in premedical and medical education: the AAMC-HHMI report

One hundred years ago, Flexner emphasized the importance of science in medicine and medical education. Over the subsequent years, science education in the premedical and medical curricula has changed little, in spite of the vast changes in the biomedical sciences. The National Research Council, in their report Bio 2010, noted that the premedical curriculum caused many students to lose interest in medicine and in the biological sciences in general. Many medical students and physicians have come to view the premedical curriculum as of limited relevance to medicine and designed more as a screening mechanism for medical school admission. To address this, the Association of American Medical Colleges and the Howard Hughes Medical Institute formed a committee to evaluate the premedical and medical school science curricula. The committee made a number of recommendations that are summarized in this essay. Most important were that competencies replace course requirements and that the physical sciences and mathematics be better integrated with the biological sciences and medicine. The goal is that all physicians possess a strong scientific knowledge base and come to appreciate the importance of this to the practice of medicine. While science education needs to evolve, Flexner's vision is as relevant today as it was 100 years ago.     

La crise de la psychiatrie contemporaine 1ère Partie: la perte du singulier

Contemporary psychiatry relies on its activity of categorization. It ignores the person’ subjective experience. This vista fits the current specialization of sciences. The authors relate the origins of modern psychiatry to the scientific spirit of the Age of the Enlightment. The activity of abstraction required by science leads to neglect some aspects of reality. This explains the equivocal face of contemporary psychiatry, which lacks a conception of healthy mental life, as well as a conception of pathological life, and moreover theoretical foundations able to guarantee healing perspectives. The main dangers are conformism and normality.     

Toward a more expansive conception of ecological science

There are two competing conceptions of the nature and domain of ecological science in the popular and academic literature, an orthodox conception and a more expansive conception. The orthodox conception conceives ecology as a natural biological science distinct from the human social sciences. The more expansive conception views ecology as a science whose domain properly spans both the natural and social sciences. On the more expansive conception, non-traditional ecological disciplines such as ecological psychology, ecological anthropology and ecological economics may legitimately be regarded as sub-disciplines of ecology, and the practitioners of such disciplines as ecologists. The orthodox-expansionist issue is significant both for the practice of ecology and for the self-identity of the philosophy of ecology. I argue in favour of the expansionist conception of ecology on general conceptual grounds, and by developing the case for one particular non-traditional ecological discipline, ecological psychology.     

Models in biology: form and function

The relationships between physical and biological sciences are important in science education. This is shown in the links between the structure of biological science and the use of models. Although the physical sciences contain many principles of wide application, much of biology consists of very distinct examples. When these examples are used as models of organisms or processes, misunderstanding can occur if the characteristics of the model are used to make inaccurate generalizations. In biological education, stress on the importance of unique features must continually accompany the demonstration of similarities.

Theoretical models are constructed and reconstructed by students learning science, particularly in relation to broadly applicable principles. In biology a student may build a theoretical model of a subject which is itself a model used as an example. Distinct features of biological science may influence a variety of learning situations including problem solving.     

Evolution and literary theory

Presupposing that all knowledge is the study of a unitary order of nature, the author maintains that the study of literature should be included within the larger field of evolutionary theory. He outlines four elementary concepts in evolutionary theory, and he argues that these concepts should regulate our understanding of literature. On the basis of these concepts, he repudiates the antirealist and irrationalist views that, under the aegis of “poststructuralism,” have dominated academic literary studies for the past two decades. He examines the linkage between poststructuralism and standard social science, and he speculates about the ideological and disciplinary motives that have hitherto impeded evolutionary study in both the social sciences and the humanities. Finally, he distinguishes literature from science and argues that literary criticism integrates elements of both.     

Aspects du care et de « l’éthique du care » en psychiatrie

The debate about care and its different forms has developed a lot in social sciences and in moral philosophy, since Carol Gilligan, arguing in a feminist perspective against the prejudices of moral development psychology, has defined an “ethics of care” and claimed that it should be recognized as of the same value as the dominant ethics (Kantian or utilitarian). Following this claim, a variety of researches have been carried out concerning the activity of caring that goes beyond the field of medical practice. However, in the medical field, in which “care” has to be distinguished from “cure,” the development of a theory of care has a strong impact on the conception of treatment (of its organization, its assessment, and the way it is taught). We will focus particularly on what is implied in psychiatry by such a characterization of care.     

Simulation as experiment: a philosophical reassessment for biological modeling

Some scientific modelers suggest that complex simulation models that mimic biological processes should have a limited place in ecological and evolutionary studies. However, complex simulation models can have a role that is different from that of simpler models that are designed to be fit to data. Simulation can be viewed as another kind of experimental system and should be analyzed as such. Here, I argue that current discussions in the philosophy of science and in the physical sciences fields about the use of simulation as an experimental system have important implications for biology, especially complex sciences such as evolution and ecology. Simulation models can be used to mimic complex systems, but unlike nature, can be manipulated in ways that would be impossible, too costly or unethical to do in natural systems. Simulation can add to theory development and testing, can offer hypotheses about the way the world works and can give guidance as to which data are most important to gather experimentally.     

生物技术发展趋势与预测

预测了未来10～20年内生物技术在人类医学领域、农业生物技术领域、工业生物技术领域、生物计算学领域、材料学领域、生物工程领域和环境生物工程领域的主要发展趋势,对生物技术的发展进程也作了预测,并对生物技术在人类疾病治疗方面、农业领域、工业领域、数学领域、材料学科、生物工程方面和环境生物工程领域作出了实际预测。     

Astrobiology,the transcendent science: the promise of astrobiology as an integrative approach for science and engineering education and research

Astrobiology is rapidly gaining the worldwide attention of scientists, engineers and the public. Astrobiology's captivation is due to its inherently interesting focus on life, its origins and distribution in the Universe. Because of its remarkable breadth as a scientific field, astrobiology touches on virtually all disciplines in the physical, biological and social sciences as well as engineering. The multidisciplinary nature and the appeal of its subject matter make astrobiology ideal for integrating the teaching of science at all levels in educational curricula. The rationale for implementing novel educational programs in astrobiology is presented along with specific research and educational policy recommendations.     

Mapping the new molecular landscape: social dimensions of epigenetics

Epigenetics is the study of changes in gene expression caused by mechanisms other than changes in the DNA itself. The field is rapidly growing and being widely promoted, attracting attention in diverse arenas. These include those of the social sciences, where some researchers have been encouraged by the resonance between imaginaries of development within epigenetics and social theory. Yet, sustained attention from science and technology studies (STS) scholars to epigenetics and the praxis it propels has been lacking. In this article, we reflexively consider some of the ways in which epigenetics is being constructed as an area of biomedical novelty and discuss the content and logics underlying the ambivalent promises being made by scientists working in this area. We then reflect on the scope, limits and future of engagements between epigenetics and the social sciences. Our discussion is situated within wider literatures on biomedicine and society, the politics of “interventionist STS”, and on the problems of “caseness” within empirical social science.     

关于生态场的几点评述

依据植物生态场的系统研究资料,对生态场的概念、场的特征函数、生态场的图形以及生态场对植物相互作用的解释进行了评述.阐明了生态场的最基本属性是物质性,目前的研究水平尚不能确定生态场是否是有别于一般物理场的特殊形式的场.对生态场的基本特征函数-生态势模型给予了形式与模型参数估测方面的评述,表明两种生态势模型各有一定的特点与优越性.作者强调,生态场更具生态学的方法论意义,应用生态场对植物相互作用形式与过程的分析描述,具有定量化、综合性与直观化特点.生态场的绘图为生态学研究开辟了新的途径,特别是应用生态场理论分析群体植物的动态变化过程(由互利共存到干涉竞争)会有合理的定量解释.     

关于生态场的几点评述

依据植物生态场的系统研究资料,对生态场的概念、场和特征函数、生态场折图形以及生态场对植物相互作用的解释进行了评述。阐明了生态场的最基本属性是物质性,目前的研究水平尚不能确定生态场是还是有别于一稻物理场的特殊形式在场,对生态场的基本特征函数－生态热模型给予了形式与模型参数体测方面的评述,表明两种生态势模型各有一定的特点与优越性。作者强调,生态场更具生态学的方法论意义,应用生态场对植物相互作用形式与过     

环境科学国际合作的理论机制研究

迄今科学界尚无形成系统的国际科学合作理论,也鲜有就环境科学国际合作进行理论研究。首次从全球资源配置的角度来看待环境科学国际合作。通过国际合作,环境科学在内在科学动力和外在社会动力的驱动下,促使全球科学资源和社会资源向有利于环境学科自身发展的方向流动和积聚。其中,配置科学资源遵循"最优要素选择原则",配置社会资源遵循"最小省力原则",两种内在动力和两个调节手段共同构成了环境科学国际合作的理论机制。     

Co-evolution of physical and social sciences in synthetic biology

Emerging technologies research often covers various perspectives in disciplines and research areas ranging from hard sciences, engineering, policymaking, and sociology. However, the interrelationship between these different disciplinary domains, particularly the physical and social sciences, often occurs many years after a technology has matured and moved towards commercialization. Synthetic biology may serve an exception to this idea, where, since 2000, the physical and the social sciences communities have increasingly framed their research in response to various perspectives in biological engineering, risk assessment needs, governance challenges, and the social implications that the technology may incur. This paper reviews a broad collection of synthetic biology literature from 2000–2016, and demonstrates how the co-development of physical and social science communities has grown throughout synthetic biology’s earliest stages of development. Further, this paper indicates that future co-development of synthetic biology scholarship will assist with significant challenges of the technology’s risk assessment, governance, and public engagement needs, where an interdisciplinary approach is necessary to foster sustainable, risk-informed, and societally beneficial technological advances moving forward.     

The long reach of philosophy of biology

The Oxford Handbook of Philosophy of Biology covers a broad range of topics in this field. It is not just a textbook focusing on evolutionary theory but encompasses ethics, social science and behaviour too. This essay outlines the scope of the work, discusses some points on methodology in the philosophy of biology, and then moves on to a more detailed analysis of cultural evolution and the applicability of a philosophy of biology toolkit to the social sciences. It is noted that concepts like the species concept may generalise to other domains whilst failing to account for the nature of all species. Finally, the author notes the omission of any discussion of information in biology.