History in the Education of Scientists: Encouraging Judgment and Social Action
History in the Education of Scientists: Encouraging Judgment and Social Action
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DOI：
10.1086/711101
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发表时间：
2020-09-01
期刊：
影响因子：
0.6
通讯作者：
Stoebel, Daniel M.
中科院分区：
文献类型：
--
作者：
Hamilton, Vivien;Stoebel, Daniel M.
本文作者反思了共同教授一门遗传学和民族史课程的经验。这一合作促使他们两人--一名科学史学家和一名生物学家--考虑如何在历史课堂上为道德和科学判断腾出空间。借鉴课程中的例子，他们认为，可以鼓励社会行动，对过去和现在的科学进行深思熟虑的批评，而不屈服于对进步的辉格党叙事。
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.