Year: 2020
Type: article
Abstract: 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.
Source: Isis
DOI: 10.1086/711101
Authors: Vivien Hamilton, Daniel M. Stoebel
Institution: Harvey Mudd College
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W3084950418