The cultural significance of physics and evolution in Francoist Spain: continuity and development in the autarchic period

Science took on several distinct uses and meanings under Francoism. It was exhibited as a token of intellectual prowess, deployed as a mighty diplomatic tool, applied as a resource for industry, and invoked in support of National Catholicism. However, in order to successfully fulfill all these roles, science had first to be cleansed and purified, for it was historically bound to materialism, atheism, and positivism. Physics had developed a mechanical worldview that precluded spiritual agency, and the theory of evolution had deprived man of his privileged place in nature. Could these developments be reversed? Classical physics would not easily serve the needs of the new National Catholic state, but modern physics might do, acting as a model and a tool for biological reasoning. In this paper we describe the various attempts by Spanish scientists, philosophers, and intellectuals to enlist modern physics and a revised version of evolution in the construction of the new regime. They strove to show their spiritual value, to sever them from a soul-less modernity, and to reinstate them within a grand universal Catholic tradition. We discuss the import of their arguments for the simultaneous debates about time, space, matter, life, and evolution, exploring the affinities and tensions between the inert and the living world.

Is Human Society an Organism Made of Many Animals?

Social organism theories of the past have defined human societies as “biological organisms”, similar to animals or plants. This present work draws from the recent technological breakthroughs in both biology and astronomy to define the worldwide human society as a “multizoa organism”, i.e. an organism made of many animals. The paper then puts forth the idea that as a multizoa organism, human society is subject to some of the same biological processes that apply to other organisms, such as the natural cycles of growth, feeding and reproduction, the principles of evolution through natural selection, and the dangers of evolutionary pressures. Finally, it argues that war can be understood as a multizoa disease that decreases the chances of a society to survive in its environment and reproduce, thus providing a purely biological reasoning against the use of warfare.

Simulating a Computational Biological Model, Rather Than Reading, Elicits Changes in Brain Activity during Biological Reasoning

Undergraduates who computationally simulated a biological model showed increased activity in occipital and parietal brain regions when later reasoning about that model relative to students who learned through reading. Accuracy in model-based reasoning correlated with prefrontal brain activity.

Representing Variability: The Case of Life Cycle Diagrams

An examination of life cycle diagrams from books and from an online database of science diagrams is presented. Many diagrams contained many irrelevant details, depicted the life cycle as a closed circle, and did not depict any form of biological variability. How these features might influence student learning and biological reasoning is discussed.

What do we mean by diversity? The path towards quantification

The concept of biological diversity has evolved from a simple count of species to more sophisticated measures that are sensitive to relative abundances and even to evolutionary divergence times between species. In the course of this evolution, diversity measures have often been borrowed from other disciplines. Biological reasoning about diversity often implicitly assumed that measures of diversity had certain mathematical properties, but most of biology’s traditional diversity measures did not actually possess these properties, a situation which often led to mathematically and biologically invalid inferences. Biologists now usually transform the traditional measures to «effective number of species», whose mathematics does support most of the rules of inference that biologists apply to them. Effective number of species, then, seems to capture most (though not all) of what biologists mean by diversity.

Is the most representative skunk the average or the stinkiest? Developmental changes in representations of biological categories

People often think of categories in terms of their most representative examples (e.g., robin for BIRD). Thus, determining which exemplars are most representative is a fundamental cognitive process that shapes how people use concepts to navigate the world. The present studies (N = 669; ages 5 years – adulthood) revealed developmental change in this important component of cognition. Studies 1-2 found that young children view exemplars with extreme values of characteristic features (e.g., the very fastest cheetah) as most representative of familiar biological categories; the tendency to view average exemplars in this manner (e.g., the average-speeded cheetah) emerged slowly across age. Study 3 examined the mechanisms underlying these judgments, and found that participants of all ages viewed extreme exemplars as representative of novel animal categories when they learned that the variable features fulfilled category-specific adaptive needs, but not otherwise. Implications for developmental changes in conceptual structure and biological reasoning are discussed.

Deriving Population Growth Models by Growing Fruit Fly Colonies

Population growth presents a unique opportunity to make the connection between mathematical and biological reasoning. The objective of this article is to introduce a method of teaching population growth that allows students to utilize mathematical reasoning to derive population growth models from authentic populations through active learning and firsthand experiences. To accomplish this, we designed a lab in which students grow and count populations of Drosophila over the course of 12 weeks, modifying abiotic and biotic limiting factors. Using the data, students derive exponential and logistic growth equations, through mathematical reasoning patterns that allow them to understand the purpose of these models, and hypothesize relationships between various factors and population growth. We gathered student attitudinal data and found that students perceived the lab as more effective, better at preparing them for lecture, and more engaging than the previous lab used. Through this active and inquiry-based method of teaching, students are more involved and engaged in both mathematical and biological reasoning processes.

The Relationship between Biology Classes and Biological Reasoning and Common Heath Misconceptions

This study investigates the relationship among (1) college major, (2) knowledge used in reasoning about common health beliefs, and (3) judgment about the accuracy of those beliefs. Seventy-four college students, advanced biology and non– science majors, indicated their agreement or disagreement with commonly believed, but often inaccurate, statements about health and explained their reasoning. The results indicated that while the direct impact of college-level biology coursework on judgment accuracy was minimal, biology major was associated with increased reliance on advanced biological reasoning, which mediated judgment accuracy. However, the overall association of advanced biological reasoning with judgment accuracy was small. The discussion calls for strengthening the science–daily life connection in biology education for majors and nonmajors.