originstoriesh

4. Synthesis and extensions

Why do we tell stories? > See introduction. More answers TBA. How do stories get to be memorable and persuasive? > One answer is when they are biased in ways we accept (see discussion of bias below). More answers TBA. Why are origins important? > Why not simply start from where you are? Possible answer: Because origins connect the present to the future, that is, to who we are and where we are going. That is, origin stories can be read as explanations and explanations as justifications. Is story-telling an acceptable part of science? > TBA

-- An invented account of the origin of human intelligence that employs non-standard structuring themes. include component="page" wikiName="crcrth645" page="EvolutionOfHumanIntelligence" editable="1" -- An activity: Refer to the structural themes above to analyze E.O. Wilson's story about the evolution of human homosexuality, which is preceded and followed by other points relevant to his account, http://bit.ly/XHsxgi (starting end of first column). -- Let us distinguish bias and Bias bias 1. X's bias leads them to accept assumptions and propositions without examining alternatives. 2. The assumptions and propositions are one set of elements in the construction of scientific knowledge from many elements building upon each other. That is, all work is biased. (Image: biased bowls) vs. Experimental tests and peer review eliminate bias in science. (This view assumes, incorrectly, that all alternatives are raised and considered in normal science.) 3. 1=> Use the assertion that X is biased to counterpose alternative, and ask what difference it makes in examples cited, observations made, arguments addressed and conclusions reached. That is, bias, provides an entry point for further investigation. 4. 2=> We should not expect bias to determine the outcome. 5. 2=> Changing biased work will require changing many interconnected elements. vs. Bias 6. Bias = accusation that X's bias is determining, that changing it would make all the difference, because everything is built upon that. 7. Accusations of Bias arise in two ways: > a) Status quo-ers have the power to discount their own biases—they are normal—while others who question and advocate specific change are Biased -- they deviate from the normal; > b) Critics of the status quo attempt to reconstruct all the interconnected elements (see 5)—to grab attention, gain new audiences, develop constituency with shared assumptions upon which further work can build, etc. 8. 7b-ers run the risk of provoking a response from 7a-ers and of selectivity, which makes them vulnerable to 7a-ers.
 * include component="page" wikiName="crcrth645" page="StructuringThemes" editable="1" ||
 * I. Bias has a range of associations

Which biases should we identify and work through? > Start with pervasive biases, e.g., gender (whether or not you see pervasive gender Bias). > Use theme 3 above. > Correctives, e.g., eliminating masculine generics from language. - 5. Connections and resources 5b. [|Add to this blog post] to make contributions to the revision of the chapter above or to an annotated collection of readings and other resources related to the chapter. 5c. Adaptation of themes from the chapter to students' own projects of engaging others in learning or critical thinking about biology in its social context. Suggestions: i. Identify the leading or dominant explanation or account of some issue that is important in the area of your project. Identify the structural themes used. Invent an alternative account that emphasizes the alternatives to the structural themes. e.g., emphasizing the key role of contingency instead of a directional account. ii. Same as i, but instead of inventing the alternative, look for one already published or promoted by someone in the area. iii. Brainstorm with instructor