Skopek Jeffrey M
Harvard Law School, Cambridge, MA 02138, USA.
Stud Hist Philos Biol Biomed Sci. 2011 Jun;42(2):210-25. doi: 10.1016/j.shpsc.2010.11.016.
This paper is concerned with the uses of history in science. It focuses in particular on Anglo-American genetics and on university textbooks--where the canon of a science is consolidated, as the heterogeneous approaches and controversies of its practice are rendered unified for its reproduction. Tracing the emergence and eventual standardization of geneticists' use of a case-based method of teaching in the 1920s-1950s, this paper argues that geneticists created historical environments in their textbooks-spaces in which students developed an understanding of the laws of genetics through simulations of their discovery and use. Witnessing the unfolding of Mendel's and Morgan's experiments and performing genetic crosses on paper, students learned not only the rules that were explicitly taught as such, but also the experientially-based, tacit skills needed to find and follow these rules. This didactic system taught them how to go on when confronting new situations, and in doing so, provided geneticists with an important disciplinary tool, freeing the first steps of their student's enculturation from the physical infrastructure of the laboratory.
本文关注历史在科学中的运用。它尤其聚焦于英美的遗传学以及大学教科书——科学的准则在教科书中得以巩固，因为其实践中多样的方法和争议在用于再传播时变得统一。通过追溯20世纪20年代至50年代遗传学家使用基于案例的教学方法的出现及最终标准化过程，本文认为遗传学家在他们的教科书中创造了历史环境——在这些空间里，学生通过模拟遗传学定律的发现和应用来理解这些定律。见证孟德尔和摩尔根实验的展开并在纸上进行遗传杂交，学生不仅学到了明确讲授的规则，还学到了发现和遵循这些规则所需的基于经验的隐性技能。这种教学体系教会他们在面对新情况时如何继续前行，并且在此过程中，为遗传学家提供了一种重要的学科工具，使学生文化适应的第一步摆脱了实验室的物理基础设施的限制。
