Education

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Smithsonian.com has an interesting essay by Richard Conniff on the development of evolutionary theory.

We call it Darwinism, for short. But in truth, it didn’t start with Darwin, or with Wallace either, for that matter. Great ideas seldom arise in the romantic way we like to imagine—the bolt from the blue, the lone genius running through the streets crying, “Eureka!” Like evolution itself, science more often advances by small steps, with different lines converging on the same solution.

What many fundamentalists seem to forget (or choose to selectively ignore), is the fact that Darwin was a product of his time, and had he not published On the Origin of Species by Means of Natural Selection, someone else (namely Alfred Russel Wallace) surely would have.


Alfred Russel Wallace
Co-founder of the theory of evolution

For those who thought that victory in Dover meant the struggle against creationism and ID had been won, a national survey of American high school biology teachers suggests otherwise. 939 teachers from around the country answered questions concerning their personal beliefs in the origins of life, the amount of time spent teaching evolutionary concepts, and how they handle creationism in class.

Eighty percent responded that they spend between 3-20 hours on general evolutionary processes (natural selection, gene flow, Hardy-Weinberg equilibrium) during the school year. That’s somewhere between 4 and 26 class periods. Fifty-two percent report they spend 2 hours or less on human evolution, and while the researchers lamented that statistic, I don’t find it surprising. Unfortunately, human evolution generally is not part of the state science standards and is not covered by standardized tests, so teachers do not spend valuable class time covering it.

More interesting were the responses to the personal belief questions, which mirror surveys taken of the general public over the last 25 years.

National Survey of Biology Teachers

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While a debate between presidential candidates concerning the scientific issues facing our country seems unlikely, at least until a Democratic nominee is chosen, a poll by the Science Debate 2008 team shows that 85% of Americans want to hear the candidates’ positions on science and technology.

Science Debate

Additional poll results are available here.

Image credit: Science Debate 2008 Poll (May 2008)

If you’re interested in the real story behind the new ID movie, Expelled, the NCSE has set up the Expelled Exposed website, with links to reviews and other analysis.

Scientific American also has a series – Expelled: No Intelligence Allowed – Scientific American’s Take, with commentary from Michael Shermer.

Update: One of my fellow grad students has a review of the film in our student newspaper. Kudos, Mark!

There’s a movement afoot. Towards open-access academic journals. Traditionally, academics published their works in peer-reviewed journals, the more widely recognized, the better. If you want to read a scientific publication, you had to access it through a subscription held by your institution. If they lacked a subscription to a particular publication, many times you were out of luck, unless you contacted the author directly and asked for a reprint, or waited weeks for interlibrary loan (which can be a real pain if you’re in the middle of writing an article of your own).

Open-access journals are also peer-reviewed, but academic work is disseminated free to the public. Several open-access journals have started in the last few years, including all the publications from PloS. The National Institutes of Health requires that any scholarly work funded by the agency be made freely available through PubMed, though finding free articles here is still hit and miss.

The faculty of the College of Arts & Sciences at Harvard voted this month to require that all faculty publications be open-access to encourage freedom of information.

Each Faculty member grants to the President and Fellows of Harvard College permission to make available his or her scholarly articles and to exercise the copyright in those articles. In legal terms, the permission granted by each Faculty member is a nonexclusive, irrevocable, paid-up, worldwide license to exercise any and all rights under copyright relating to each of his or her scholarly articles, in any medium, and to authorize others to do the same, provided that the articles are not sold for a profit.

Stuart M. Shieber, a professor at FAS, said, “There is no question that scholarly journals have historically allowed scholars to distribute their research to audiences around the world. But, the scholarly publishing system has become far more restrictive than it need be. Many publishers will not even allow scholars to use and distribute their own work. And, the cost of journals has risen to such astronomical levels that many institutions and individuals have cancelled subscriptions, further reducing the circulation of scholars’ works.

There are also smaller, more specialized journals going open-access as well. For those anthropologists with a museum focus, the University of Iowa is hosting Museum Anthropology Review

whose purpose is the wide dissemination of articles, reviews, essays, obituaries and other content advancing the field of material culture and museum studies, broadly conceived.

The more universities that adopt open-access policies, and the more journals that make their offerings available for free, the better for everyone.

Sources: Harvard to collect, disseminate scholarly articles for faculty

FAS February 2008 Agenda (pdf)

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