CAREER: Twentieth Century Theories of Development in Context

“背景下的二十世纪发展理论”项目提供了CAREER倡议所要求的研究、教学和推广的整合。该项目以20世纪的发育生物学为主题，从理论生物学和生物学史两个学术和教育角度来研究发展。该研究项目旨在了解发育生物学的理论假设、分析类别和数学模型是如何与科学、社会经济、政治和文化背景的几个层面相互作用而产生的。因此，该研究项目从多个角度关注科学变化。它的目标是从历史和概念上理解这种变化，并为正在进行的科学辩论做出贡献。教育和推广活动是亚利桑那州立大学生命科学学院生物、社会、历史和科学哲学（HPS）项目增长和进一步发展的一部分。它们包括跨学科课程的发展，如“生物学历史实验室”，以及为研究生和本科生举办的生物学历史研讨会，以及进一步发展HPS和生物学与社会的研究生和本科生课程，作为生物学学位的集中。所有这些研究和教育项目都是为了更好地理解科学知识是如何产生的，并为解释当前的科学知识及其与社会和政策决定的相互作用增加重要的观点。智力价值：该项目将实现两个主要智力目标。首先，它将提供对发展理论的历史和现状的丰富理解，以及三组因素(a)科学/技术，（b)行动者/地点和(c)社会/文化）如何在科学变革中相互作用的多种方式。由于胚胎研究的重要性，这本身就具有强大的知识价值。该项目以理论为视角，更广泛地研究胚胎研究的变化模式。其次，对发展理论动力学历史的理解也将与当前的科学政策问题、公众对科学的理解以及发育生物学本身的理论讨论有关。因此，跨学科项目涉及不同的知识和政策群体。更广泛的影响：该项目具有多个广泛的影响：(1)由于其跨学科的重点，其问题和结果将与多个学科社区相关。该项目还将展示跨学科研究和培训的价值。(2)虚拟实验室（VL）数字化工作环境支持本研究，并使所有研究材料和学术解释可供多个用户使用。(3)研究将展示发展理论如何在多种科学和社会背景下发生变化，并包括对形成科学和社会决策的新兴模式的解释。这也应该为今后的决策、进程和决策提供信息。(4)将为多个用户群体编写教材。(5)研究生和本科生，特别是少数民族学生，他们在生物学和社会专业中有很好的代表性，都将成为研究小组的成员，每个人都将接受单独的训练，同时加入自己的研究成果。

The project "Twentieth Century Theories of Development in Context" provides the integration of research, teaching, and outreach called for by the CAREER initiative. Taking developmental biology in the 20th century as its subject matter, the project approaches development from two scholarly and educational angles: theoretical biology and the history of biology. The research project seeks to understand how the theoretical assumptions, analytical categories, and mathematical models of developmental biology arose in interaction with several layers of scientific, socio-economic, political, and cultural contexts. The research project thus focuses from multiple perspectives on scientific change. Its goal is to understand that change historically and conceptually and also to contribute to ongoing scientific debates. The educational and outreach activities are part of the growth and further development of the Biology and Society and History and Philosophy of Science (HPS) programs within the School of Life Sciences at Arizona State University. They include the development of interdisciplinary courses, such as the "Laboratory in the History of Biology," and seminars in history of biology for graduate and undergraduate students and the further development of a graduate and undergraduate curriculum in HPS and Biology and Society as a concentration of biology degrees. All these research and educational projects are geared towards developing a better understanding of how scientific knowledge is generated, and add important perspectives to interpretations of current scientific knowledge and its interactions with societal and policy decisions.Intellectual Merit:The Project will accomplish two major intellectual goals. First it will provide a rich understanding of the history and current state of theories of development and the multiple ways how three clusters of factors, (a) Scientific/Technical, (b) Actors/Places, and (c) Social/Cultural, interact in scientific change. Because of the importance of embryo research, this is of powerful intellectual value itself. The project focuses on theories as a lens to study changing patterns of embryo research more generally. Second, the understanding of the history of dynamics of theories of development will also be relevant for current issues of science policy, the public understanding of science, and theoretical discussions within developmental biology itself. The interdisciplinary project thus addresses different intellectual and policy communities.Broader Impacts:This project has multiple broad impacts: (1) Due to its interdisciplinary focus, its questions and results will be relevant to multiple disciplinary communities. The project will also demonstrate the value of interdisciplinary research and training. (2) The Virtual Laboratory (VL) digital working environment supports this research and makes all research materials and scholarly interpretations available to multiple users. (3) The research will demonstrate how theories of development change within multiple scientific and societal contexts and include interpretations of the emerging patterns shaping science and societal decisions. This should also inform future decisions processes and policy-making. (4) Educational Materials will be developed for multiple user groups. (5) Graduate students and undergraduates, especially minority students, who are well represented within the Biology and Society program, will all be members of the research team, and each will be trained individually while adding their own results.