Since Haeckel's Biogenetic Law (‘ontogeny recapitulates phylogeny’) fell into disrepute early in the twentieth century, there has been intermittent debate, particularly in recent years (de Beer, 1958; Gould, 1977; Alberch et al., 1979; Alberch, 1980; Bonner, 1982; McNamara, 1982a), on the nature of the relationship between an individual's development and phylogenetic history. Important questions under discussion include the following: If a strong causal relationship does exist, what is its nature? How does it work? What is its importance in evolution? How can it be recognized in the fossil record?
While originally referring to the use of material objects to convey abstract ideas, “object lesson” took on a second meaning at the turn of the twentieth century. This particular connotation—denoting a person and leader as moral exemplar—reveals fault lines between the thinking of W. E. B. Du Bois and G. Stanley Hall on young people. Through his own adoption of the German ideals of sturm und drang and bildungsroman, as well as “aftershadowing”—a recalibration of ideas and reflections on his own family genealogy, childhood, and intellectual lineages—Du Bois made ideological claims that were a counter-narrative to Hall’s recapitulation theory.
Embryological evidences opposite to Darwin’s theory: Biogenetic law (Recapitulation theory) and Haeckel’s evolutionary tree are valid or not
