Abigail Lustig testimony in Texas.

I feel very strongly that scientists should know the history of their discipline, as this is of substantial importance in guiding new research and preventing the same tired arguments from continually resurfacing (case in point, the myth that “junk DNA” was dismissed as totally nonfunctional or that epigenetics represents “neo-Lamarckism”). In this sense, the lessons provided by historians and philosophers can be relevant for modern science. Familiarity with the history of science is also critical for effective teaching, so again, historians can play an influential role in improving science education. This is true not only for university-level science courses taught by professional scientists, but also in protecting education standards at the high school level.

Here is an example of that — Dr. Abigail Lustig, a historian at the University of Texas Austin, presenting her testimony before the Texas Board of Education. It is very brief, but eloquently clarifies the crucial distinction between evolution as fact and as theory, and the substantial difference in historical debate and timing of acceptance of Darwin’s ideas on these two issues.

For my take, see Evolution as fact, theory, and path in E:EO.

Understanding natural selection.

My most recent paper in Evolution: Education and Outreach, which is part of a series on natural selection, is available in preprint form.

Understanding natural selection: essential concepts and common misconceptions
T. Ryan Gregory

Natural selection is one of the central mechanisms of evolutionary change and is the process responsible for the evolution of adaptive features. Without a working knowledge of natural selection, it is impossible to understand how or why living things have come to exhibit their diversity and complexity. An understanding of natural selection also is becoming increasingly relevant in practical contexts, including medicine, agriculture, and resource management. Unfortunately, studies indicate that natural selection is generally very poorly understood, even among many individuals with postsecondary biological education. This paper provides an overview of the basic process of natural selection, discusses the extent and possible causes of misunderstandings of the process, and presents a review of the most common misconceptions that must be corrected before a functional understanding of natural selection and adaptive evolution can be achieved.

Click here to download.

Excellent comment on teaching science.

From a comment by Linda Lin on my Nature Network blog:

Nevertheless, there is a habit of teaching the way we ourselves were taught, even if this is not the most efficient approach.

I went to a workshop for TAs and instructors addressing the issue of sort of flying blind in teaching. They emphasized on the importance of training and reading up on teaching every so often. One researcher said, well, we’ve been taught science for 20 years, surely we’d know how teach it without needing any training. His head of dept retorted that “I’ve had sex for 20 years, that doesn’t make me a qualified gynaecologist”.

Science education journal links.

We often hear the stereotype that good researchers are not good teachers and vice versa. I think this is vastly overstated, and in actuality many people who seek to excel at research also are driven to be effective instructors. Nevertheless, there is a habit of teaching the way we ourselves were taught, even if this is not the most efficient approach. This is where being a researcher who puts considerable weight on data can make one a better educator. As Bruce Alberts, former president of the NAS and now editor of Science, once noted,

Research has taught us a great deal about effective teaching and learning in recent years, and scientists should be no more willing to fly blind in their teaching than they are in scientific research.

To that end, I thought it could be useful to compile a list of journals and other sources that discuss the teaching of science in general or biology in particular.

Journals:

Special issues on evolution:

From the National Academy of Sciences:

Domestication.

Those of you who have read Darwin will know that he had a strong interest in domestication and artificial selection. People have argued about how important this was in his development of the idea of natural selection, but there is no doubt that it was at least relevant in his explanation of the mechanism. It is the first topic he discusses in the Origin, and the only subject that he meant to cover in greater detail that he actually returned to in a later publication (the two-volume The Variation of Animals and Plants under Domestication, 1868).

I wrote a paper about domestication and what it can teach us about natural selection for the recent issue of Evolution: Education and Outreach, and I now see that Michael Purugganan and Dorian Fuller have authored a paper on this topic for the Feb. 12 issue of Nature (Darwin Day). I didn’t know about their paper, so it isn’t cited in my article, but I can at least give a link below. Another one that I learned about too late but which is recommended is by Melinda Zeder from a couple of years ago.

Gregory TR. 2009. Artificial selection and domestication: modern lessons from Darwin’s enduring analogy. Evolution: Education and Outreach 2: 5-27.

Purugganan MD and Fuller DQ. 2009. The nature of selection during plant domestication. Nature 457: 843-848.

Zeder MA 2006. Central questions in the domestication of plants and animals. Evolutionary Anthropology 15: 105-117.

For many more, see the references cited in my paper.

Evolution: Education and Outreach, vol. 2 issue 1.

This year, Evolution: Education and Outreach will have a special (but not exclusive) focus on Darwin in celebration of the 200th anniversary of his birth and the 150th anniversary of the Origin of Species.

The first issue in volume 2 is now available, once again free online.

Evolution: Education and Outreach
Volume 2, Issue 1

Editorial: Darwin’s Year
Niles Eldredge and Gregory Eldredge
1

Why Darwin?
Niles Eldredge
2-4

Artificial Selection and Domestication: Modern Lessons from Darwin’s Enduring Analogy
T. Ryan Gregory
5-27

Charles Darwin and Human Evolution
Ian Tattersall
28-34

Experimenting with Transmutation: Darwin, the Beagle, and Evolution
Niles Eldredge
35-54

Studying Cultural Evolution at the Tips: Human Cross-cultural Ecology
Lauren W. McCall
55-62

Industrial Melanism in the Peppered Moth, Biston betularia: An Excellent Teaching Example of Darwinian Evolution in Action
Michael E. N. Majerus
63-74

Assessment of Biology Majors’ Versus Nonmajors’ Views on Evolution, Creationism, and Intelligent Design
Guillermo Paz-y-Miño C. and Avelina Espinosa
75-83

Darwin’s “Extreme” Imperfection?
Anastasia Thanukos
84-89

Don’t Call it “Darwinism”
Eugenie C. Scott and Glenn Branch
90-94

Educational Malpractice: The Impact of Including Creationism in High School Biology Courses
Randy Moore and Sehoya Cotner
95-100

Scholar’s Dilemma: “Green Darwin” vs. “Paper Darwin,” An Interview with David Kohn
Mick Wycoff
101-106

The “Popular Press” Responds to Charles Darwin, The Origin of Species and His Other Works
Sidney Horenstein
107-116

Paleontology and Evolution in the News
Sidney Horenstein
117-121

Charles Darwin’s Manuscripts and Publications on the World Wide Web
Adam M. Goldstein
122-135

Teaching Evolution in Primary Schools: An Example in French Classrooms

Bruno Chanet and François Lusignan
136-140

Why Why Darwin Matters Matters
Why Darwin Matters: The Case Against Intelligent Design, by Michael Shermer. New York: Henry Holt, 2006.
Tania Lombrozo
141-143

DeSalle’s and Tattersall’s Human Origins: A Companion to The Museum of Natural History’s Hall of Human Origins and More
Human Origins: What Bones and Genomes Tell Us about Ourselves, by Rob DeSalle and Ian Tattersall. College Station: Texas A & M University Press, 2008. Pp. 216. H/b $ 29.95
Robert Wald Sussman
144-147

I am not certain whether the dedication we wrote to the late Dr. Majerus will appear online, but I am hoping it will be included in the print issue. Here it is, just in case.

This issue of Evolution: Education and Outreach includes a paper by Prof. Michael Majerus of Cambridge University, a world expert on industrial melanism and a champion of the peppered moth as an excellent example of natural selection in the wild. In it, Prof. Majerus describes the controversy surrounding the peppered moth, much of it based on misrepresentations and misunderstandings. He also describes, with extraordinary modesty, his own widely respected research which has refuted the misplaced criticism of the peppered moth example.

We consider the paper a testament to Prof. Majerus’s patience and dedication to settling debates in science as they should be settled – with evidence rather than rhetoric. In this regard, Prof. Majerus’s paper not only highlights an exquisite example of evolution in action, but also serves to illustrate how careful scientific study generates outstanding results.

It is with deep regret that we note that Prof. Majerus passed away peacefully during the night of January 26/27 from a brief but severe illness. As Prof. David Summers, Head of the Department of Genetics at Cambridge, wrote

“Mike Majerus was a traditional Cambridge scientist; a charismatic individual for whom the boundaries between life and work, and teaching and research, were very hard to discern. He was a world authority in his field, a tireless advocate of evolution and an enthusiastic educator of graduate and undergraduate students.”

We are proud to present Prof. Majerus’s article on the peppered moth and are grateful for his contribution to the journal, for his important and diligent research, and for his dedication to defending and enhancing science education. We extend our deepest condolences to his family, friends, and colleagues. He will be missed.

T. Ryan Gregory
Associate Editor

Niles Eldredge
Editor-in-Chief

On the Origin of Species – Chapter 2

Once again, this is just a repost of what I wrote in my book club discussion forum.

Chapter 2 – Variation Under Nature

This is a fairly short chapter, with much less information than the discussion of variation under domestication. In part, this is because a lot more was known about variation in domesticated animals and plants than in natural species. However, it wasn’t considered by everyone to be a good approach — Wallace always thought Darwin’s argument was weakened by relying so much on domestication as an analogy with natural processes.

Some things I found interesting in this chapter:

1) Species are hard to define. We talked in class about how there is no clear definition of species and how this causes problems in biology. Well, Darwin recognized the difficulty very early (p.67).

“Nor shall I here discuss the various definitions which have been given of the term species. No one definition has as yet satisfied all naturalists; yet every naturalist knows vaguely what he means when he speaks of a species.”

2) Darwin begins to suggest that the variation within species (e.g., varieties) is the same stuff that turns into differences among species. He introduces the term “incipient species” to indicate this. However, not all incipient species will become species — some may go exinct and some may not change further (p.76).

“Hence I believe a well-marked variety may be justly called an incipient species; but whether this belief be justifiable must be judged of by the general weight of the several facts and views given throughout this work.

It need not be supposed that all varieties or incipient species necessarily attain the rank of species. They may whilst in this incipient state become extinct, or they may endure as varieties for very long periods.”

3) Sometimes daughter species can co-exist with parental species — it is not always a gradual change of one species into another. In other words, Darwin recognizes cladogenesis (indeed, something compatible with punctuated equilibria) and not only anagenesis (p.76) .

“If a variety were to flourish so as to exceed in numbers the parent species, it would then rank as the species, and the species as the variety; or it might come to supplant and exterminate the parent species; or both might co-exist, and both rank as independent species.”

4) Nevertheless, Darwin does not think that species are real. They are just convenient constructs (p.76).

“From these remarks it will be seen that I look at the term species, as one arbitrarily given for the sake of convenience to a set of individuals closely resembling each other, and that it does not essentially differ from the term variety, which is given to less distinct and more fluctuating forms. The term variety, again, in comparison with mere individual differences, is also applied arbitrarily, and for mere convenience sake.”

UPDATE: John Wilkins does not think that this and similar passages indicate that Darwin considered species as mere conveniences, only that he considered the distinction between varieties (which he called “incipient species”) and species to be mainly arbitrary. He may have a point.

5) Darwin suggests that widespread, numerous species are likely to produce more daughter species (p.77). This would seem to contradict later models of speciation involving geographic isolation, especially ones based on drift in small isolates.

“Hence it is the most flourishing, or, as they may be called, the dominant species,— those which range widely over the world, are the most diffused in their own country, and are the most numerous in individuals,—which oftenest produce well-marked varieties, or, as I consider them, incipient species.”

6) Darwin has compiled a series of data (he doesn’t show them here) comparing genera that are diverse (lots of species) and those that are not, and argues that larger genera include species that themselves include more varieties. He argues on this basis that dominant lineages will become more dominant, since these varieties are incipient species. However, he also notes that this does not continue indefinitely because some previously dominant lineages disappear and some small genera can expand.

On the Origin of Species – Chapter 1

I am not planning any official blogging of the Origin (cf. Blogging the Origin), but I am currently reading it with a few students from my evolution course just for fun. We’re discussing it online and will be meeting to talk about it every week or two. I’m posting below what I posted in our discussion forum.

Chapter 1 – Variation Under Domestication

Darwin spends a lot of time discussing the fact that domestic breeds vary. This may seem pretty obvious to us, but it was an important set up for the idea that variation is common. Remember– no variation, no selection.

He also goes to pains to convince readers that domestic breeds (e.g., of pigeons) were all descended from a common ancestor. Again, this may seem obvious to us, but as he notes (p. 50), almost all breeders assumed that each breed was descended from a different wild ancestor. So, he is using these examples to establish common descent and branching.

Several important ideas already appear in the chapter:

1) Although he didn’t know how heredity works he knew it is crucial for his mechanism (p.33).

“Any variation which is not inherited is not important for us.”

2) Differences between modern organisms may be so great that it is difficult to imagine that they share common ancestors — he used the example of pigeons, which would be classified as different species if a taxonomist didn’t know they were domestic breeds because they look so different (p.44). And yet, all the information indicates that they are descended from the same ancestor species.

“Altogether at least a score of pigeons might be chosen, which if shown to an ornithologist, and he were told that they were wild birds, would certainly, I think, be ranked by him as well-defined species. Moreover, I do not believe that any ornithologist would place he English carrier, the short-faced tumbler, the runt, the barb, pouter, and fantail in the same genus”.

3) Selection is the main mechanism of change. Not crossing, not effects of environment, and so on (p.66).

“Over all these causes of Change I am convinced that the accumulative action of Selection, whether applied methodically and more quickly, or unconsciously and more slowly, but more efficiently, is by far the predominant Power.”

4) Selection is about the accumulation over many generations of almost imperceptibly slight changes (p.52-53). The emergence of breeds is gradual, probably too much to notice as it is occurring (p.62).

“We cannot suppose that all the breeds were suddenly produced as perfect and as useful as we now see them; indeed, in several cases, we know that this has not been their history. The key is man’s power of accumulative selection: nature gives successive variations; man adds them up in certain directions useful to him. In this sense he may be said to make for himself useful breeds.”

“But, in fact, a breed, like a dialect of a language, can hardly be said to have had a definite origin. A man preserves and breeds from an individual with some slight deviation of structure, or takes more care than usual in matching his best animals and thus improves them, and the improved individuals slowly spread in the immediate neighbourhood. But as yet they will hardly have a distinct name, and from being only slightly valued, their history will be disregarded. When further improved by the same slow and gradual process, they will spread more widely, and will get recognised as something distinct and valuable, and will then probably first receive a provincial name.

But the chance will be infinitely small of any record having been preserved of such slow, varying, and insensible changes.”

5) Selection is known to occur, at least with breeding (p.52, p.55).

“The great power of this principle of selection is not hypothetical.”

6) Most changes are ignored (neutral) or detrimental, but some are noticed and selected (p.61).

“Nor let it be thought that some great deviation of structure would be necessary to catch the fancier’s eye: he perceives extremely small differences, and it is in human nature to value any novelty, however slight, in one’s own possession. Nor must the value which would formerly be set on any slight differences in the individuals of the same species, be judged of by the value which would now be set on them, after several breeds have once fairly been established. Many slight differences might, and indeed do now, arise amongst pigeons, which are rejected as faults or deviations from the standard of perfection of each breed.”

7) Selection doesn’t require conscious effort. It can be unconscious (p.56).

“…a kind of Selection, which may be called Unconscious, and which results from every one trying to possess and breed from the best individual animals, is more important. Thus, a man who intends keeping pointers naturally tries to get as good dogs as he can, and afterwards breeds from his own best dogs, but he has no wish or expectation of permanently altering the breed.”

8) Large populations are best for selection (p.63).

“But as variations manifestly useful or pleasing to man appear only occasionally, the chance of their appearance will be much increased by a large number of individuals being kept; and hence this comes to be of the highest importance to success.

When the individuals of any species are scanty, all the individuals, whatever their quality may be, will generally be allowed to breed, and this will effectually prevent selection.”

9) If breeds are going to diverge, they must not interbreed (i.e., what we would now say means blocking gene flow) (p.64).

“In the case of animals with separate sexes, facility in preventing crosses is an important element of success in the formation of new races,—at least, in a country which is already stocked with other races. In this respect enclosure of the land plays a part.

On the other hand, cats, from their nocturnal rambling habits, cannot be matched, and, although so much valued by women and children, we hardly ever see a distinct breed kept up; such breeds as we do sometimes see are almost always imported from some other country, often from islands.”