Research Schools of Molecular Biology in the US, UK and France, 1935-1970

Abir-Am博士继续探索和比较 四个成员之间互动的过程和产品 美国、英国和法国的分子生物学研究型学校 在1935年到1970年间。 该项目追溯了每一个 研究学校作为一个独特的社会和智力单位， 早期起源于不同学科的组合。 的 该项目进一步追踪了这些曾经孤立的 学校进入分子生物学这一新学科， 从经典生物学和生物化学的角度。 该项目旨在 比较四个研究学院的研究项目， 他们的社会成员类别，他们的机构 生态学及其在科学政策中的机会， 和国际化。 Abir-Am博士结合了历史和社会学方法， 探索学校成员之间的互动，以及 校际联系。 因此，档案研究的个人 以及每所学校的创始人/领导人的机构文件 通过对成员的口述历史采访， 附属机构。 该项目将有助于澄清 研究学校作为非正式的交易场所， “货币”，如创造力，实验灵巧， 信誉和忠诚 它还将评估学校如何 与科学进步、变化和分层有关， 解释科学权威是如何被授权和合法化的 在研究型学校内，在更广泛的学科范围内， 以及为什么学校既能促进又能限制创新， careers.

Dr. Abir-Am is continuing her exploration and comparison of the processes and products of interaction among members of four research schools in molecular biology in the US, UK, and France between 1935 and 1970. The project traces the evolution of each research school as a distinct social and intellectual unit from earlier origins in diverse combinations of disciplines. The project further traces the confluence of these once isolated schools into the new discipline of molecular biology as distinct from both classical biology and biochemistry. The project seeks to compare the research programs of the four research schools, their categories of social membership, their institutional ecology and their opportunities in science policy, both national and international. Dr. Abir-Am combines both historical and sociological methods to explore the interaction among members of a school as well as inter-school contacts. Thus, archival research on the personal and institutional papers of the founders/leaders of each school are supplemented by oral history interviews with members and affiliates. This project will help to clarify the actual operations of research schools as informal arenas for transactions in "currencies" such as creativity, experimental dexterity, credibility, and loyalty. It will also evaluate how schools relate to scientific progress, change and stratification and explain how scientific authority is delegated and legitimized within research schools, by schools within the wider disciplinary domain, and why schools both enable and constrain innovations and careers.