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Cultures of the Life Sciences

Module description

This module will introduce historical and contemporary practices in the life sciences by drawing on philosophical, historical, and sociological perspectives. The module will focus on the ways in which biological knowledge is produced, from the collection and description of species in the field to the use of models, experiments, and computational tools in the laboratory. We will investigate the relationship between the knowledge produced within the life sciences and its material, social and historical context. We will also consider the wider implications of such knowledge for our conception of ourselves and our place in the natural world.

Module aims - intentions of the module

To provide a thorough and rigorous discussion of historical and contemporary practices in the life sciences from a range of philosophical, historical, and sociological perspectives. To foster techniques of analytical and critical inquiry.

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

• 1. demonstrate an understanding of many of the basic conceptual issues and challenges at stake in the life sciences,
• 2. demonstrate in writing an ability to philosophically analyse the ways in which these problems have been and/or could be addressed
• 3. demonstrate in writing an ability to understand both contemporary and historical aspects of biology in a wide conceptual context and to think across discipline-specific boundaries.

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

• 4. demonstrate in writing and orally a well-developed ability to understand and analyse scientific theories and philosophical arguments
• 5. demonstrate in writing and orally an understanding of the role and importance of detailed empirical work for philosophical understanding

ILO: Personal and key skills

On successfully completing the module you will be able to...

• 6. demonstrate an independent ability to construct their own arguments and critically evaluate the ideas and arguments of others, both orally and in writing
• 7. demonstrate in writing able to show they have acquired precision of thought and expression in the analysis and formulation of complex problems. Students will also be able to identify and locate appropriate literature, and write cogent and convincing essay

Syllabus plan

Whilst the precise content may vary from year to year, it is envisaged that the syllabus will draw from the following: 

• The role of classification in biology
• Experimental practices in biology
• Modelling practices in biology
• Publishing practices in biology
• The role of important concepts such as ‘gene’
• The role of computation in biology
• Biology and human nature

Learning activities and teaching methods (given in hours of study time)

Details of learning activities and teaching methods

Formative assessment

Summative assessment (% of credit)

Details of summative assessment

Details of re-assessment (where required by referral or deferral)

Re-assessment notes

Where you have been referred/ deferred for the essay, you will resubmit two 3,000 word essays.  This will constitute 100% of the module (30 credits).

Indicative learning resources - Basic reading

Desmond, A. & Moore, J. (1992). Darwin. Penguin.

Dupre, J (1993) The Disorder of Things. Cambridge University Press.

Mueller-Wille, S and Rheinberger, H (2018) The Gene: From Genetics to Postgenomics. Chicago University Press.

Sarkar, S., & Plutynski, A., Eds. (2008). A companion to the philosophy of biology. Oxford: Blackwell.

Sterelny, K. & Griffiths, P. (1999). Sex and Death: An Introduction to Philosophy of Biology (Chicago: University of Chicago Press)

Wimsatt, W. (2007). Re-engineering philosophy for limited beings. Harvard: HUP.

Indicative learning resources - Web based and electronic resources

Web based and electronic resources:

ELE http://vle.exeter.ac.uk/

Stanford Encyclopedia of Philosophy: http://plato.stanford.edu/

Key words search

Biology, medicine, models, experiments, philosophy of science, history of science, social studies of science.