History in the Education of Scientists
Encouraging Judgment and Social Action
Bibliographic Data
| ID | 4175461 |
|---|---|
| Authors | Vivien Hamilton (Harvey Mudd College), Daniel M Stoebel (0000-0002-9461-7567, Harvey Mudd College) |
| Year | 2020 |
| Volume | 111 |
| Issue | 3 |
| Pages | 623-630 |
| Publication date | 2020-09-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Isis (JOURNAL) |
| Journal identifiers | ISSN: 0021-1753 • E-ISSN: 1545-6994 |
| Publisher | University of Chicago Press (PUBLISHER • US) |
| DOI | 10.1086/711101 |
| OpenAlex | W3084950418 |
| Language | EN |
| Citations received | 1 |
| References cited | 9 |
The authors of this essay reflect on the experience of co-teaching a course on the history of genetics and race. The collaboration has pushed them both—a historian of science and a biologist—to consider how to make space for moral and scientific judgment in a history classroom. Drawing on examples from the course, they argue that it is possible to encourage social action and thoughtful critiques of past and current science without succumbing to a whiggish narrative of progress
Action (physics · Epistemology · History of science · Narrative · Pedagogy · Science education · Science history · Sociology · Space (punctuation) · History of Medicine and Tropical Health · Medical History and Research · Philosophy · Psychology · Race, Genetics, and Society
| Citations per year | 0.25 |
|---|---|
| Citation span | 2022 - 2022 (1) |
| Highly cited | No |