History of Genetics
Code: 108878Credits: 3
| Degree programme | Type | Course |
|---|---|---|
| Genetics | OP | 4 |
Contact lecturer
- Name :
- Miquel Carandell Baruzzi
- Email :
- miquel.carandell@uab.cat
Teaching staff
- Carlos Tabernero Holgado
Group languages
You can consult this information at the end of the document.
Prerequisites
None.
Objectives
The fundamental objectives of the subject are to introduce the student to the consideration and experimentation of history as a vehicle for cultural reflection/construction, as an instrument for scientific research, documentation and popularization, and as a pedagogical tool in the field of science. Within the specific field of the history of genetics, the subject aims to give the student the necessary tools to identify and critically analyze the main historiographical trends related to genetics. Likewise, the subject aims to introduce the student to the knowledge of the processes of generation, circulation, communication and management of scientific (genetic) knowledge, as well as its intervention in sociocultural transformations throughout history. Finally, this subject aims to make the student reflect on the analysis of the role and situation of genetics and its social relations today and throughout history, while considering the social, cultural, strategic and economic importance of genetics and genomics in the life sciences, health and society. And thus, give the student the necessary tools to synthesize, based on the historical progress of genetics, a perspective on the current and future scope of this science.
Learning outcomes
- CM35 (Evaluate the historical impact and socio-ethical implications of advances in genetics and alterations in individuals and populations.) Evaluate the historical impact and socio-ethical implications of advances in genetics and alterations in individuals and populations.
- KM29 (Describe the key milestones in the historical development of genetics, from classical principles to the genomic era, contextualising their sociocultural and ethical implications.) Describe the key milestones in the historical development of genetics, from classical principles to the genomic era, contextualising their sociocultural and ethical implications.
- SM33 (Apply the principles of inheritance by integrating the gender perspective and the analysis of socio-historical and ethical implications.) Apply the principles of inheritance by integrating the gender perspective and the analysis of socio-historical and ethical implications.
- SM34 (Prepare scientific reports and communications on the conceptual evolution of the principles of inheritance and genetic variation by reviewing historical sources.) Prepare scientific reports and communications on the conceptual evolution of the principles of inheritance and genetic variation by reviewing historical sources.
Contents
The course will begin with a session dedicated to introducing the characteristics, objectives, and main practices of the discipline of the history of science, and the history of genetics within it.
From there, the course is divided into four distinct sections:
1. Heredity throughout history. Concepts and sociocultural relationships (up to the 18th century).
2. Evolution and the pillars of modern biology (19th century)
3, From Mendel in Molecular Biology, through the Modern Synthesis of Evolutionary Theory. Genetics and the historical view of life in the 20th century.
4. Genetics, genomics, sociobiology: debates and challenges.
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Independent study, consultation of bibliography and realization of works | 39.75 | 1.59 | |
| Theoretical classes / Discussion sessions with TIC support | 20.25 | 0.81 | |
| Solving problems and tasks autonomously, participation in discussions | 11.25 | 0.45 |
This course will combine a lecture-based methodology with more dynamic and participatory activities, such as workshops using primary sources or audiovisual resources, and debates. In addition, students will be required to undertake independent study, which will consist of reading articles and other texts, watching audiovisual materials, and preparing for debates.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Final Team assay | 50% | 1.75 | 0.07 | CM35, KM29, SM33, SM34 |
| Portfolio | 50% | 2 | 0.08 | CM35, KM29, SM33, SM34 |
Assessment for this course will be divided into two parts:
a) First, students must compile a portfolio containing assignments from each theory module; further details regarding this will be provided well in advance (50% of the final grade).
b) Second, the assessment will be completed by preparing a final written essay in teams (50% of the final grade) on a specific topic linked to the course content and competencies. In this essay, students must demonstrate their ability to place any issue related to the history of genetics in its historical context and analyze it critically.
The final grade will be the sum of the points obtained. To pass the course, students must successfully complete both parts separately. Students who do not pass the course will be eligible to take a retake exam.
In this course, the use of Artificial Intelligence (AI) technologies is permitted exclusively for support tasks, such as bibliographic or information searches. Students must clearly identify which parts were generated using this technology, specify the tools employed, and include a critical reflection on how these tools influenced the process and final outcome of the activity. Failure to be transparent about the use of AI in an assessable activity will be considered a lack of academic honesty and may result in a partial or total grade penalty, or more severe sanctions in serious cases.
Single assessment:
The single assessment will consist of writing a final essay in person—at a date, time, and venue to be determined—on a specific topic covered by the course content and competencies. In this essay, the student must demonstrate the ability to place any issue regarding the history of genetics in its historical context and analyze it critically. Teaching staff will provide specific tutorials for students requiring single assessment, covering each of the main course units. The same retake policy applied to continuous assessment will be used.
Bibliography
Essential references
BARONA, J.L. Història del pensament biològic. València, Universitat de València, Col·lecció Educació-Materials, 2003 (1998)
GIORDAN, A. (coord.) Conceptos de Biología, vols. 1&2. Madrid, Labor, 1988
JAHN, I., LOTHER, R. y SENGLAUB, K. Historia de la biología. Barcelona, Labor, 1990
MORANGE, M. A history of molecular biology. Harvard: Harvard University Press; 2000.
Additional references (1)
BOWLER, Peter J. (1995) Charles Darwin, el hombre y su influencia. Madrid: Alianza..
DARWIN, Charles (1985) The Origin of Species. London: Penguin Classics (1859).
DARWIN, Charles (1988) L'origen de les espècies. Barcelona : Edicions 62 (1859).
DARWIN, Charles. The Complete Works of Charles Darwin online <http://darwin-online.org.uk/>
DOBZHANSKY, T., AYALA, F.J., STEBBINS, G.L., VALENTINE, J.W. (1983) Evolución. Barcelona: Omega
GLICK, Thomas (ed.) (1988) The Comparative Reception of Darwinism. Chicago : The University of Chicago Press (1ª ed. 1974).
MAYNARD-SMITH, J. y SZATHMÁRY, E. (2001) Ocho hitos de la evolución. Barcelona: Tusquets (Metatemas) (1ª ed. 1999).
TEMPLADO, Joaquín (1982) Historia de las teorías evolucionistas. Madrid: Alhambra, (1ª ed. 1974)
DE CHADAREVIAN, Soraya. (2002) Designs for Life: Molecular Biology after World War II. Cambridge: Cambridge University Press.
FABIAN, A.C. (ed.) (2001) Evolución: sociedad, ciencia y universo. Barcelona: Tusquets (Metatemas) (1ª ed. 1998).
JACOB, François (1973) La lógica de lo viviente: una historia de la herencia. Barcelona: Laia (1ª ed. 1970).
JACOB, François (1975) Lógica de lo viviente e historia de la biología. Barcelona: Laia (1ª ed. 1970).
KEVLES, Daniel; HOOD, Leroy (eds) (1992) The code of codes. Scientific and social issues in the Human Genome Project. Cambridge, MA: Harvard UniversityPress.
MONOD, Jacques (2000) El Azar y la Necesidad. Barcelona, Tusquets (Metatemas) (1ª ed. 1970).
SCHRÖDINGER, Erwin (2001) ¿Qué es la vida? Barcelona: Tusquets (Metatemas) (1ª ed. 1944).
WATSON, J.D. (STENT G.S., ed.) (1980) The Double Helix. Nueva York: Norton (1ª ed. 1968)
WATSON, J.D. (2004) La Doble Hélice. Barcelona: RBA (1ª ed. 1968)
APPLE, Rima D.; APPLE, Michael W. (1993) Screening Science. Isis 84(4): 750-754.
CRICHTON, Michael (1991) Jurassic Park. Londres: Arrow (1ª ed. 1990).
CRICHTON, Michael (1994) Parque Jurásico. Barcelona: Plaza & Janés (1ª ed. 1990).
ELENA, Alberto. (2002) Ciencia, Cine e Historia: de Méliès a 2001. Madrid: Alianza
FONT-AGUSTÍ, Jordi (coord.) (2002) Entre la Por i l'Esperança: Percepció de la Tecnociència en la Literatura i el Cinema. Barcelona: Proa.
NIETO GALAN, Agustí (2011) Los públicos de la ciencia. Expertos y profanos a través de la historia. Madrid: Marcial Pons.
SECORD, James (2004) Knowledge in Transit, Isis 95, 654-672
SHINN, Terry; WHITLEY, Richard (eds.) (1985) Expository Science. Forms andFunctions of Popularization. Reidel: Dordrecht., pp. 3-28.
SNOW, Charles P. (1965) Les dues cultures i la Revolució Científica. Barcelona: Ediciones 62 (1ª ed. 1959).
SNOW, Charles P. (1993) The Two Cultures. Cambridge: Cambridge University Press (1ª ed. 1959).
SPIELBERG, Steven (1993) Jurassic Park. Universal Pictures [DVD].
VV.AA. (1983). Journal of Contemporary History 18(3). [Monográfico sobre “cine e historia”].
VV.AA. (1989). Sylva Clius 8. [Monográfico sobre “cine e historia de la ciencia”].
VV.AA. (2006). Fotogrames de ciència. Mètode 48: 57-108. / Anuario 2006: 198-237 [Monográfico sobre “ciencia y cine”].
VV.AA. (2009). Focus: Historicizing ‘Popular Science’. Isis 100(2): 310-368.
Additional references (2)
Rothfels, Nigels. Savages and beasts. The birth of the modern zoo. Baltimore: The Johns Hopkins University Press; 2002.
Cittadino, Eugene. Nature as the laboratory. Darwinian plant ecology in the German empire, 1880-1900. Dordrecht (Holland): Reidel publishing company; 1990.
Farber, Paul Lawrence. The emergence of ornithology as a scientific discipline: 1760-1850. Cambridge: Cambridge University Press; 1982.
Bowler, Peter J. Theories of human evolution. A century of debate, 1844-1944. Baltimore: The Johns Hopkins University Press; 1986.
Kay, Lily E. Who wrote the book of life? A history of the genetic code. Stanford, California: Stanford University Press; 1993
Worster, Donald. Nature’s economy. A history of ecological ideas. 2nd edition. Cambridge: Cambridge University Press; 1994.
Bud, Robert. The uses of life. A historyof biotechnology. Cambridge: Cambridge University
Weindling, Paul. Health, race and German politics between national unifications and Nazism, 1870-1945. Cambridge: Cambridge University Press; 1989.
Ellegard, Alvar. Darwin and the general reader. The reception of Darwin’s Theory of evolution in the British periodical press, 1859-1872. Chicago: The University of Chicago Press; 1990.
Olby, Robert. Origins of mendelism. Chicago: The University of Chicago Press; 1985.
Turney, Jon. Frankenstein’s footsteps. Science, genetics and popular culture. New Haven: Yale University Press; 1998.
Marouf Arif Hasian, Jr. The rhetoric of eugenics in Anglo-American thought. Georgia: The University of Georgia Press; 1996.
Bashford Alison, Levinell Philippa, Eds. The Oxford handbook of the history of eugenics. Oxford; New York: Oxford University Press; 2010.
Software
In addition to web and Office tools, such as the campus online, email, Google docs, word, powerpoint and excel, tools such as wetransfer, dropbox or the VLC audiovisual file reader will be used.
Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE