syllabus

College of Advancing & Professional Studies
= Biology in Society: Critical Thinking =

Syllabus, Fall 2014
 followed by II. Information to get started, orient yourself at the start of the course, and refer back to from time to time. III. Contract: Course requirements and assessment. IV. Schedule of classes: What is expected each session and why -- how each session contributes to the unfolding of the course. (This section starts with links to specific sessions). V. Bibliography (repeated, with links to pdfs, in Readings) POST-IT the start of each component in your [|printed version] of this syllabus
 * I. Quick access to key information and links to bookmark on your browser **


 * Instructor || Peter Taylor, Critical & Creative Thinking Program ||
 * Email: || peter.taylor@umb.edu ||
 * Gmail for hangouts || testpjt@gmail.com ||
 * Phone || 617-287-7636 ||
 * Office || Wheatley 2nd floor, room 157 (on back corridor parallel to main long corridor) ||
 * Office hours (also phone& hangout): || ptaylor.wikispaces.umb.edu/PTOfficeHours ||
 * Class time & location || Weds 4-6.45 pm, W-2-157 (Online students join all course sessions by google+ hangout, with URL listed on http://bit.ly/PJThangout) ||
 * Report glitches in online materials || [|using this form] ||
 * BOOKMARK THIS! Syllabus || crcrth645.wikispaces.umb.edu/syllabus, with a menu of useful links at the top right ||
 * BOOKMARK THIS! Blog || @http://blogs.umb.edu/crcrth645-f14/ for sharing work for peer reviewing & other comments related to the course ||

** II. Information to get started, orient yourself, and refer back to from time to time **  Current and historical cases are used to examine the political, ethical, and other social dimensions of the life sciences. Close examination of developments in the life sciences can lead to questions about the social influences shaping scientists' work or its application. This, in turn, can lead to new questions and alternative approaches for educators, biologists, health professionals, and concerned citizens.
 * CATALOG DESCRIPTION**

Critical thinking about the diverse influences shaping the life sciences. Topics include evolution and natural selection; heredity, development and genetic determinism; biotechnology and reproductive interventions. We interpret episodes in science, past and present, in light of scientists' historical location, economic and political interests, use of language, and ideas about causality and responsibility.
 * OVERVIEW**

You address the course material on a number of levels: as an opportunity to learn the science and approaches to interpreting science; as models for working as an educator--construed broadly as stimulating greater citizen involvement in scientific debates; and as a basis for discussions about practices and philosophies of education and lifelong, collaborative learning.

You undertake individual semester-long "learning/engaging" project in an area of the life sciences in their social context about which you are interested in engaging others in learning and critical thinking. Each week you adopt or adapt the themes and activities from the previous session to apply to your project area. This provides many tools and perspectives on self-directed research (and thus serves as a research seminar for honors students).

Each session has 3 parts: a) a mini-lecture during the last part of the previous meeting; b) a check-in about how you are interweaving the course themes into your project; and c) an activity (or activities) on the topic of the session. Readings and exercises follow up on the mini-lecture and prepare you for the next meeting. (Students who miss a session can listen to the recordings of the mini-lecture and class meeting, undertake the activities, and, well before the next meeting, post on the blog their reflections related to four separate points spread across the class meeting.)

Each session is followed up in 3 ways: a) additional readings (optional); b) adopt or adapt the themes and activities to apply to your project area; and c) contribute to the revision of the chapters introduced and to an annotated collection of new readings and other resources. The chapters and the bibliography form part of a text in development; students who give permission will have their contributions to the revisions of the text acknowledged.

Individually and as a group, you already know a lot about learning, teaching, biology, society, and critical thinking. If this knowledge is elicited and affirmed, you are more able to learn from others. Many activities can help the course develop as a learning community, such as, weekly check-in on how you adopted/adapted themes, contributions on the chapters, peer commenting, miscellaneous reflections using the blog, and pair-wise or small-group work in class sessions. Over the course of the semester, you are encouraged to recognize that there is insight in every response and share your not-yet-stable aspects. The trust required for this takes time to establish.

Through activities, such as the Critical Incident Questionnaire, students are encouraged to approach this course as a work-in-progress. Instead of harboring criticisms to submit after the fact, we can find opportunities to affirm what is working well and suggest directions for further development.  Readings available for download from http://crcrth645.wikispaces.umb.edu/readings (accessible to signed-in students only).
 * TEXTS**

Recommended to help with writing, research, and group processes: > Daniel, D., C. Fauske, P. Galeno and D. Mael (2001). Take Charge of Your Writing: Discovering Writing Through Self-Assessment. Boston: Houghton Mifflin ("new" copies available well below list price on amazon.com)

> Elbow, P. (1981). Writing with Power. New York: Oxford Univ. Press. (old editions are OK)

> Taylor, P., J. Szteiter (2012) Taking Yourself Seriously: Processes of Research and Engagement. Arlington, MA: The Pumping Station. (Available in hard copy from online retailers or as pdf from @http://thepumpingstation.org ) > Online links may duplicate pages in this text, but, if you buy the printed or pdf text, you can refer to that instead of reading the pages online and you have a reference work to consult after the course.  Graduate standing or permission of instructor. In lieu of other formal prerequisites, your previous studies should have prepared you to a. examine influences shaping the life sciences and their applications in society; b. engage others (e.g., students) in learning and critical thinking; c. formulate and pursue library research and internet exploration and d. write, seek feedback, and revise in systematic and efficient ways with minimal supervision (see [|research and study competencies]). 
 * PREREQUISITES** and preparation assumed for this course
 * TECHNICAL SET UP**
 * Make bookmarks on your browser to quick access links (see sect. I of syllabus); Set up access to online bibliographic databases via the library; Arrange bibliographic software for references; Know your official @umb.edu student email address and password; Accept the invite (to your UMB email) to join this wiki; Join http://blogs.umb.edu and inform instructor; Organize your computer (e.g., separate folders/directories for course work, downloaded readings, etc., replicate this file organization on a flash drive or other backup medium, and have a system for synchronizing and backing up files--see research competencies for more detail and other suggestions.) Face2face students: Bring laptop if you have one, registered for UMB wifi, to sessions 1, 2, 7, 13.
 * For students from a distance: Sign up for [|google+] and [|install plugins] for hangouts; Establish high bandwidth internet access (e.g., ethernet cable into modem); Procure and use reliable headset; Practice on a hangout muting when not speaking and screensharing of document (see tips); Join [] for access to hangout URLs.


 * WRITING SUPPORT:** For graduate students, see http://cct.wikispaces.umb.edu/writingsupport.


 * ACCOMMODATIONS:** Sections 504 and the Americans with Disabilities Act of 1990 offer guidelines for curriculum modifications and adaptations for students with documented disabilities. The student must present any adaptation recommendations to the professors within a reasonable period, preferably by the end of the Drop/Add period.


 * CODE OF CONDUCT:** The University’s [|Student Code of Conduct] exists to maintain and protect an environment conducive to learning. It sets clear standards of respect for members of the University community and their property, as well as laying out the procedures for addressing unacceptable conduct. Students can expect faculty members and the Office of the Dean of Students to look after the welfare of the University community and, at the same time, to take an educational approach in which students violating the Code might learn from their mistakes and understand how their behavior affects others.

Students are advised to retain a copy of this syllabus in personal files for use when applying for certification, licensure, or transfer credit.

This syllabus is subject to change, but workload expectations will not be increased after the semester starts. (Version 30 August '14)

** III. Contract: Course requirements and assessment ** include component="page" wikiName="crcrth645" page="Notes" editable="1" include component="page" wikiName="crcrth645" page="Rubric" editable="1"

** IV. Schedule of classes: What is expected each session and why -- how each session contributes to the unfolding of the course **

TOPICS AT A GLANCE
0 (9/3) Pre-course meeting to get set up 1 (9/10) Introductions to the course, the other participants, and project-based learning (PBL) 2 (9/17) Workshop to develop initial ideas of activities to engage others in critical thinking about the life sciences in their social context 3 (9/24) Interpreting ideas about nature as ideas about society 4 (10/1) Biological origin stories and their structure 5 (10/8) Multiple layers of a scientific theory: Reconstructing Darwin's presentation of natural selection 6 (10/15) What causes a disease? -- Beriberi 7 (10/22) Metaphors of control and coordination in development 8 (10/29) What causes a disease? -- Pellagra (Styles of causal explanation & their relation to ideas about politics or social action) 9 (11/5) How changeable are IQ test scores? 10 (11/12) Social negotiations around genetic screening 11 (11/19) Intersecting processes -- Complexities of environment and development in the age of DNA 11/26--No class meeting 12 (12/3) Presentations on learning/engagement units and their development over the semester 13 (12/10) Taking Stock of Course: Where have we come and where do we go from here?

The mini-lecture introducing each session happens at the end of the previous class. The lectures from 2012 are archived on http://crcrth645.wikispaces.umb.edu/av if you miss one from 2014. Preparation for each class is detailed on the link given for each session. //**The following check-ins, assignments, and participation items are not listed in the schedule after the first time**//: > Each class from session 3-11 begins with a check-in where you say briefly how you adopted/adapted the themes or activities of the previous session to apply to the area chosen for your "learning/engaging" project. The 350-600 word draft installment is due posted on the blog on the day of the class. Follow-up on each session 2-11 includes contributions to revision of the chapters introduced in the sessions or to an annotated collection of new readings and other resources related to the chapters. Links to the full chapter write-ups will go live after the class meeting ; these will have some suggestions for how to approach installments. ( showing rhythm of assignments and related participation items.)



**Session 0 Preview & Set Up**
4pm Face2face honors students (optional for graduate students): Course description; Conception of research running through the course; Interview students from previous year 5pm [|Online students only]: Practice connecting with hangout and screensharing
 * //(9/3)://**



**Session 1 Introductions**
//**Preparation:**// Reading: Taylor, "Developing Critical Thinking is Like a Journey" > (Don't expect the significance of everything to be clear on the first reading. This article is also assigned at the end of the course, with the expectation that students will see a difference in their appreciation of the issues raised.) Syllabus quiz, which includes: review the syllabus; ; get set-up to use the internet and computers; etc. Face2face students: Bring laptop to class if you have one; sign up for UMB wifi on it

//**Session**// **//(9/10)://** a. Personal and professional development (PPD) goals (worksheet); Fellow students and their concerns b. Rapid Project-based learning activity (worksheet) //**Follow-up:**// Sign up for first conference, to help get on top of course materials and expectations, to discuss project ideas, etc. Post PPD worksheet on the blog under Profile category //**Work due this session:**// Syllabus quiz



**Session 2 Project-based learning (PBL) about biology in society**
Mini-lecture (given 9/10): Project-based learning

//**Preparation:**// Read the PBL guided tour and two PBL cases based on an embryo mix up (details (see #1 & 2)) Bring laptop to class if you have one //**Session**// **//(9/17)://** a. [|Dialogue hour] on PBL and comparison of the two cases. b. Workshop to generate initial ideas for semester-long "learning/engaging" project (Session2Worksheet) //**Follow-up:**// Contributions to revision of the chapter and PBL guidelines introduced in the session. Use [|blog post] to make suggestions or to provide an annotation to a new reading or other resource. Reading (optional): Greenwald, "Learning from problems"



**Session 3. Interpreting ideas about nature as ideas about society, which involves exposing what is only implicit, what is not literally stated**
Mini-lecture (given 9/17): Interpreting images of society and nature in the West since the middle ages (slide show)

//**Preparation:**// Reading: Williams, "Ideas of nature" (details (see #1 & 2)) //**Session**// **//(9/24)://** Check-in: Description of your project and how you adopted/adapted themes from last class. Review timelines of changing and contrasting ideas of nature. Multi-party conversation among contrasting views about nature (Session3Worksheet) Part 2: October 15, 3-5pm for facetoface students: "Scavenger hunt" in Harvard Museum of Natural History to identify features that are consistent or discordant with the theme of the session (Session3Worksheetb). (Online students identify a local natural history museum, zoo, or aquarium to visit.) //**Follow-up:**// Contributions to revision of the chapter. Reading (optional): Berger, "Why look at animals," Worster, chaps. 1 & 2. //**Work due this session:**// Initial description of your semester-long "learning/engaging" project, including how you would adopt or adapt PBL into your area. Comment posted on [|this link] to make suggestions about last session's chapter or to provide an annotation to a new reading or other resource related to the chapter.



**Session 4. Biological origin stories and their structure**
Mini-lecture (given 9/24): The structure of Genesis, chapter 1

//**Preparation:**// Readings: Martin, "The egg and the sperm: How science has constructed a romance," Lewin, "The storytellers," Hrdy, "An Initial Inequality." Examine biology texts for the gender bias claimed by Martin and others (details (see #1 & 2)) //** Session (10/1)**//**//://** Pairwise discussion of Martin's interpretation and analysis of structure of Hrdy, followed by whole-class discussion //**Follow-up:**// Contributions to revision of the chapter Reading (optional): Landau, "Human Evolution as Narrative," Beldecos, et al. "The importance of feminist critique," Fausto-Sterling, "Society writes biology," "Life in XY Corral"



**Session 5. How did Darwin try to convince people of Natural selection as the mechanism of evolution? (Multiple layers of a scientific theory--argument, analogy, metaphor, and defences)**
Mini-lecture (given 10/1): Introduction to close reading of Darwin. Natural selection as a metaphor.

//**Preparation:**// Reading: Darwin, __On the Origin of Species__, Introduction & Chaps. 1, 3, part of 4, using Session5Worksheet (details (see #1 & 2)) //**Session**// (10/8)**//://** Close reading, using Session5Worksheet  and reconstruction of Darwin's exposition of his theory of natural selection. //**Follow-up:**// Contributions to revision of the chapter Readings (optional): Moore, "Socializing Darwin," Orel, "Scientific animal breeding," Rudge, "Does being wrong," Taylor, "Natural Selection: A heavy hand."



**Session 6. What causes a disease?--Beriberi**
Mini-lecture (given 10/8): Introduction to the case and historical case-based learning

//**Preparation:**// This session involves completion of programmed, historical case-based learning that happens outside the class meeting. It is asynchronous and you can start any time. It will work best if you all try to complete it by Saturday, 10/18. //**Session**// **//10/15://** Continuation of session 3 (above): Field Trip to Harvard Natural History Museum [|26 Oxford St., Cambridge]. Bring student ID or MA license to get in free, arrive any time after 3pm, and use [|worksheet] to guide your exploration. Meet outside Museum at 5pm to go to the [|Greenhouse Cafe] for debriefing and (optional) dinner. //**Follow-up:**// Contributions to revision of the chapter //**Work due this session:**// First office hours conference must be completed before class 6 to discuss the course and course project. Schedule second meeting before class 10.



**Session 7. Metaphors of control and coordination in development**
Mini-lecture (given 10/ 8 ): Metaphors in science and in interpretation of science & Multiple views of heredity c. 1900

//**Preparation:**// Reading: Gilbert, "Cellular Politics," "Animal development," Lakoff and Johnson, "Concepts We Live By" (on metaphors) (details (see #1 & 2)) Bring laptop to class if you have one //**Session**// **//(10/22)://** Game of Life and analogies with Development Inventing alternative metaphors of control and co-ordination, incl. discussion of Just vs. Goldschmidt //**Follow-up:**// Contributions to revision of the chapter Goodwin, __How the Leopard Changed its Spots__, Oyama, "Boundaries," Sapp, "Struggle for Authority"



**Session 8. What causes a disease?--the consequences of hereditarianism in the case of pellagra**
Mini-lecture (given 10/22): Styles of causal explanation & their relation to ideas about politics/social action: Review of beriberi case & introduction to pellagra

//**Preparation:**// Reading: Chase, "False Correlations = Real Deaths" (details (see #1 & 2)) //**Session**// **//(10/29)://** Take the roles of Goldberger and Davenport to convince others to act on your scientific account //**Follow-up:**// Contributions to revision of the chapter Reading (optional): Harkness, "Vivisectors and vivishooters" (human experimentation); Marks, "Epidemiologists explain"



**Session 9. How changeable are IQ test scores?**
Mini-lecture (given 10/29): Interpreting parent-offspring height patterns

//**Preparation:**// Lewontin-Jensen-Lewontin exchange on intelligence (details (see #1 & 2)) //**Session**// **//(11/5)://** Map arguments, counter-arguments, and missing arguments in the exchange //**Follow-up:**// Contributions to revision of the chapter Reading (optional): American Psychological Association, "New model of IQ development,"



**Session 10. Social negotiations around genetic screening**
Mini-lecture (given 11/5): PKU--Substituting a genetic condition for chronic illness and second-generation effects (& introduction to intersecting processes)

//**Preparation:**// Readings: Rapp, "Moral pioneers," Paul, "The history of newborn phenylketonuria screening" (details (see #1 & 2)) //**Session**// **//(11/12)://** Design a forum to help supplement advances in genetic screening with communities developing a) greater tolerance for normal variation; b) social measures to care for people suffering from abnormal variation; and/or c) multiple voices/constituencies/ethical positions around gene-based medicine. //**Follow-up:**// Contributions to revision of the chapters on PKU and on genetic screening Reading (optional): Yoxen, 157-173 //**Work due this session:**// Second office hours meeting must be completed before class 10 to discuss evolving course projects.



**Session 11. Intersecting processes -- Complexities of environment and development in the age of DNA**
Mini-lecture (given 11/12): Intersecting processes in the social origins of mental illness

//**Preparation:**// Readings: Taylor, "What can we do," American Psychological Association, "New model of IQ development" (details (see #1 & 2)) //**Session**// **//(11/19)://** Diagramming intersecting processes (to analyze change as something produced by intersecting economic, political, linguistic, and scientific processes operating at different scales) //**Follow-up:**// Contributions to revision of the chapter Reading (optional): Taylor, "Distributed agency," Underhill, "Life shaped," Freese et al., "Rebel without a cause," Pollitt, "When is a mother"

No class, Wednesday 11/26 but keep submitting installments & revisions
 **Session 12. Presentations on learning/engagement units and their development over the semester** Workshop (run on 11/19) on preparing report and presentation; preceded by a [|mini-lecture] on how the themes of the course add up.

//**Preparation:**// Presentations on learning/engagement units and their development over the semester, with visual aids emailed to instructor in advance. Length = 10 minutes, incl. feedback (to be confirmed) > (Because you cannot possibly cover everything you did, begin by quickly setting the scene -- reminding listeners of your area of biology in society and the audience that you are trying to engage in critical thinking and learning -- then convey the way your thinking evolved over the semester, including any stumbling blocks. Finally, in order to prime discussion, express where you need to develop your thinking further. Visual aids shoud //aid// what you say, not repeat all your words. > Although students usually do [|work-in-progress presentations] in my courses that help clarify the project definition and priorities, you have been clarifying with each installment, so presentations are near the end.)

//**Session**// **//(12/3)://** 10-minute Presentations on learning/engagement units and their development over the semester, with peer comments //**Follow-up:**// Commentary on another student's draft report //**Work due this session:**// Complete Draft of Project Report, uploaded to blog



**Session 13. Taking Stock of Course: Where have we come and where do we go from here?**
//**Preparation:**// Reading: Taylor, "Developing Critical Thinking is Like a Journey" > (What learning themes outlined in this article (see summary in the coda) were evident during the course? What were missing? What additional learning themes did you see?) Review your profiles from week 1 on what you brought to the course and where you would like to be by the end. > (Take note of how differences between these session 1 plans and where you actually got to. Make notes to assess the difference -- what did you gain that you hadn't prefigured and what did you not gain that you would have liked to.) Bring laptop to class if you have one

//**Session**// **//(12/10)://** [|Dialogue hour] on how we might foster critical thinking about science-in-society Course evaluations, via [] > This is one of the multiple angles of end-of-semester course evaluation with the aim of: >> a) feeding into your future learning (and other work), you take stock of your process(es) over the semester; >> b) feeding into instructor's future teaching (and future learning about how students learn); Instructor takes stock of how you, the students, have learned.

//**Work due this session:**// Commentary on another student's draft report, uploaded to blog

Process Review Assignment Check-list maintained by student & ready for review
 * One week after session 13** //**Work due:**// Final version of Project Report



** V. BIBLIOGRAPHY **

 * (For deeper consideration of the issues raised in both biomedical sciences and in interpretation, critical thinking, and ethical and political analysis, review student and instructor comments on the chapters for annotated reading suggestions.)**

Allchin, D. "Christian Eijkmann and the case of beriberi." http://www1.umn.edu/ships/modules/biol/Christian%20Eijkman%20&%20Beriberi.pdf (viewed 22 August 2014)

American Psychological Association (2001). "New model of IQ development accounts for ways that even small environmental changes can have a big impact, while still crediting the influence of genes." (Apr. 15), http://www.apa.org/news/press/releases/2001/04/iq-model.aspx (viewed 16 Nov. 2014).

Beldecos, A., et al. (1989). "The importance of feminist critique for contemporary cell biology." __Feminism and science__. ed. N. Tuana. Bloomington: Indiana University Press, 172-187.

Berger, J. (1980). "Why Look at Animals?," in __About Looking__. New York: Pantheon Books, 1-26.

Chase, A. (1977). "False Correlations = Real Deaths," in __The Legacy of Malthus__. NY: Knopf, 201-225.

Daniel, D., C. Fauske, P. Galeno and D. Mael (2001). __Take Charge of Your Writing: Discovering Writing Through Self-Assessment__. Boston: Houghton Mifflin

Darwin, C. 1859 [1964]). Introduction & Chapters 1, 3, part of 4. In __On the Origin of Species__. Cambridge, MA: Harvard University Press, 1-43, 60-96.

Elbow, P. (1981). __Writing with Power__. New York: Oxford University Press, chapters 2, 3, 13

Fausto-Sterling, A. (1987). "Society writes biology/ biology constructs gender." __Daedalus__ 116(4): 61-76.

Fausto-Sterling, A. (1989). "Life in the XY Corral." __Women's Studies Int. Forum__ 12: 319-326 only.

Freese, J., B. Powell and L. C. Steelman (1999). "Rebel without a cause or effect; Birth order and social attitudes."__American Sociological Review__ 64: 207-231.

Gilbert, S. F. (1988). "Cellular Politics." In __The American Development of Biology__, ed. R. Rainger, K. Benson, and J. Maienschein. Philadelphia, PA: University of Pennsylvania Press, 311-345.

Gilbert, S. F. (1995) "An introduction to animal development." in __Developmental Biology__. Sunderland, MA: Sinauer Associates, 1-34

Goodwin, B. (1994). __How the Leopard Changed Its Spots__. New York, Charles Scribner's Sons, vii-xiii,18-41,77-114,169-181,238-243.

Greenwald, N. (2000). "Learning from Problems." __The Science Teacher__ 67(April): 28-32. Harkness, J. M. (1994). "Vivisectors and vivishooters: Experimentation on American prisoners in the early decades of the twentieth century," ms.

Hrdy, S. B. (1981). "An Initial Inequality," in __The Woman That Never Evolved__. Cambridge, MA: Harvard University Press, 20-23.

Lakoff, G. and M. Johnson. (1980). "Concepts We Live By." In __Metaphors we live by__. Chicago, IL: University of Chicago Press, 3-6, 87-105, & 156-158.

Landau, M. (1984). "Human Evolution as Narrative." __American Scientist__ 72 (May-June): 262-268.

Lewin, R. (1987). "The storytellers," in __Bones of contention: Controversies in the search for human origins__. New York, Simon & Schuster, 30-46

Marks, H. M. (2003). "Epidemiologists Explain Pellagra: Gender, Race, and Political Economy in the Work of Edgar Sydenstricker." __Journal of the History of Medicine and Allied Sciences__ 58(1): 34-55.

Martin, E. (1991). "The egg and the sperm: How science has constructed a romance based on stereotypical male-female roles," Signs __16__(3): 485-501.

Moore, J. (1986). "Socializing Darwinism: Historiography and the Fortunes of a Phrase," in L. Levidow (Ed.),__Science as Politics__. London, Free Association Books, 39-80.

Orel, V. and R. Wood (2000). "Scientific animal breeding in Moravia before and after the rediscovery of Mendel's theory." __Quarterly Review of Biology__ 75(2): 149-157.

Oyama, S. (2006). "Boundaries and (Constructive) Interaction". Pp. 272-289 in __Genes in Development. Re-reading the Molecular Paradigm__, E. M. Neumann-Held and C. Rehmann-Sutter (Eds.) Durham, NC: Duke University Press.

Paul, D. (1997). "Appendix 5. The history of newborn phenylketonuria screening in the U.S.," in N. A. Holtzman and M. S. Watson (Eds.), __Promoting Safe and Effective Genetic Testing in the United States__. Washington, DC: NIH-DOE Working Group on the Ethical, Legal, and Social Implications of Human Genome Research, 137-159.

Pollitt, K. (1990). "When is a mother not a mother?" __The Nation__, 31 Dec., 840-6.

Rapp, R. "Moral Pioneers: Women, Men & Fetuses." __Women & Health__ 13 (1/2, 1988): 101-116.

Rudge, D. W. (2000). "Does being wrong make Kettlewell wrong for science teaching?" __Journal of Biology Education__ 35(1): 5-12.

Sapp, J. (1983). "The Struggle for Authority in the Field of Heredity." __Journal of the History of Biology__ 16 (3): 311-318, 327-342.

Taylor, P. J. (1998). "Natural Selection: A heavy hand in biological and social thought." __Science as Culture__ 7(1): 5-32.

Taylor, P. J. (2001). "Distributed agency within intersecting ecological, social, and scientific processes," in S. Oyama, P. Griffiths and R. Gray (Eds.), __Cycles of Contingency: Developmental Systems and Evolution__. Cambridge, MA: MIT Press, 313-332.

Taylor, P. J. (2004). "What can we do? -- Moving debates over genetic determinism in new directions." __Science as Culture__ 13(3): 331-355.

Taylor, P. J. (2008). "Why was Galton so concerned about 'regression to the mean'--A contribution to interpreting and changing science and society." __DataCritica__ 2(2): 3-22.

Taylor, P. J. (2008). "Developing Critical Thinking is Like a Journey," in __Teachers and Teaching Strategies, Problems and Innovations__. G. F. Ollington (Ed.) Hauppauge, NY: Nova Science Publishers.

Underhill, W. (1999). "Shaped by life in the womb." __Newsweek__(Sep. 27): 51-57.

Williams, R. (1980). "Ideas of Nature," in __Problems in Materialism and Culture__. London, Verso, 67-85.

Woodhead, M. (1988). "When psychology informs public policy." __American Psychologist__ 43(6): 443-454.

Worster, D. (1985). __Nature's Economy__, Cambridge U. P., chapters 1 & 2.

Yoxen, E. (1986). __Unnatural Selection?__ London: Heinemann, 1-17, 157-173.