History and philosophy of science takes form

During the past hundred years the strength of the amalgam of history and philosophy of science (HPS) has waxed and waned, while assuming multiple forms and acquiring different imprints. In the 1940s and 1950s, philosopher Gerd Buchdahl and colleagues in Melbourne, Australia, assembled a methodologically powerful version of HPS, drawing on their readings, with general historians, of the philosophical works of R.G. Collingwood and Ludwig Wittgenstein, among others. Buchdahl later tried to export this pioneering conceptualization to Cambridge University, where he came to lead a new department of HPS. To appreciate the qualities and dimensions of the innovative mode of inquiry, it is necessary to understand the ecology of knowledge that promoted its emergence in an out-of-the-way settler colonial society, a productively marginal site where unanticipated filiations and alliances might be licensed to unsettled émigré scholars such as Buchdahl. Accordingly, this essay brushes off a forgotten genealogy of the relations of history and philosophy and science, thereby revealing a neglected past cognitive identity of HPS and suggesting a means to re-imagine its future.

What Can the Chemical Hold?: The Politics of Efficacy in the Psychedelic Renaissance

Drawing from ethnographic research with psychedelic therapists and researchers, this article explores political tensions between two sources of efficacy within psychedelic therapy: the self and the chemical. At times researchers and therapists emphasize the specificity of chemical effects in relationship to the neurobiology of particular diagnoses. And at other times they foreground the self as the true source of an experience which is not tied to that same biochemistry. Anthropologists have long emphasized that efficacy is a historically and socially embedded category and practice. Those conversations have new valence in light of recent theorization of the chemicals as material-semiotic structures shaped by their experimental contexts. This article argues that while the empirical claims embedded in these two efficacies can and do mutually include each other, a fundamental political tension remains between the efficacious ends envisioned by each. As clinical trials develop these drugs as therapeutic agents, they do so through linking the specific effects of the chemical to particular diagnostic populations, which may enfranchise these chemicals, but not all their efficacies.

Is HPS a valuable component of a STEM education? An empirical study of student interest in HPS courses within an undergraduate science curriculum

This paper presents the results of a survey of students majoring in STEM fields whose education contained a significant history, philosophy and sociology (HPS) of science component. The survey was administered to students in a North American public 4-year university just prior to completing their HPS sequence. The survey assessed students' attitudes towards HPS to gauge how those attitudes changed over the course of their college careers, and to identify the benefits and obstacles to studying HPS as a component of their STEM education. The survey reveals that students generally found unexpected value in taking HPS within their STEM curriculum. It also reveals that framing HPS courses as a means of gaining communication skills necessary to be an influential scientist seems to resonate with students. However, students also identified several factors limiting engagement with HPS content, including the length and density of required readings and assessment via essays and papers.

Perceptions of Scientific Authorship Revisited: Country Differences and the Impact of Perceived Publication Pressure

Relying on data collected by the Zurich Survey of Academics (ZSoA), a unique representative online survey among academics in Germany, Austria, and Switzerland (DACH region), this paper replicates Johann and Mayer's (Minerva 57(2):175-196, 2019) analysis of researchers' perceptions of scientific authorship and expands their scope. The primary goals of the study at hand are to learn more about (a) country differences in perceptions of scientific authorship, as well as (b) the influence of perceived publication pressure on authorship perceptions. The results indicate that academics in Switzerland interpret scientific authorship more leniently than their colleagues in Germany and Austria. The findings further indicate that, as perceived pressure to publish increases, researchers are more likely to belong to a group of academics who hold the view that any type of contribution/task justifies co-authorship, including even those contributions/tasks that do not justify co-authorship according to most authorship guidelines. In summary, the present study suggests that action is required to harmonize regulations for scientific authorship and to improve the research culture.

On which common ground to build? Transferable knowledge across cases in transdisciplinary sustainability research

To support societal problem solving, transdisciplinary research (TDR) uses knowledge co-production focusing on relevance and validity in a studied case and its particular social-ecological context. In the first instance, the resulting situated knowledge seems to be restricted to these single cases. However, if some of the knowledge generated in TDR could be used in other research projects, this would imply that there is a body of knowledge representing this special type of research. This study used a qualitative approach based on the methodology of grounded theory to empirically examine what knowledge is considered transferable to other cases, if any. 30 leaders of 12 Swiss-based TDR projects in the field of sustainable development were interviewed, representing both academia and practice. The transferable knowledge we found consists of the following: (1) Transdisciplinary principles, (2) transdisciplinary approaches, (3) systematic procedures, (4) product formats, (5) experiential know-how, (6) framings and (7) insights, data and information. The discussion of TDR has predominantly been focusing on transdisciplinary principles and approaches. In order to take knowledge co-production in TDR beyond an unmanageable field of case studies, more efforts in developing and critically discussing transferable knowledge of the other classes are needed, foremost systematic procedures, product formats and framings.

Epistemic and Political Confrontations Around the Public Policies to Fight COVID-19 Pandemic: What can Science Education learn from this episode?

Our purpose in this article is to discuss the roles for HPSS in Science Education considering the crisis of COVID-19, as well as to think what Science Education could look like beyond the pandemic. Considering the context of a pandemic as a starting point, we defend in this article the thesis that contours of public controversy involving COVID-19 bring elements that allow us to argue that Science Education needs to embrace perspectives that highlight politics as co-constitutive of science, and not in a subsidiary role to it. To defend this thesis, we begin with a theoretical framework based on arguments of science studies and from exemplary cases from history of science. Then, we analyze some of the public controversies surrounding COVID-19, in its most central aspects, trying to interpret how intertwining between science and politics took place. Brazilian case is analyzed in more details. Finally, based on educational scholarship and considering the previous discussions, we propose some implications for Science Education research and practices, both concerning the role of HPSS in its teaching and discussing critically boundaries of this research field.

Accounting for One Health: Insights from the social sciences

This paper discusses the relationship between One Health (OH) and the social sciences. Using a comparison between three narratives of the history of OH, it is argued that OH can be studied as a social phenomenon. The narrative of OH by its promoters (folk narratives) emphasizes two dimensions: OH as a renewal of veterinary medicine and OH as an institutional response to global health crises. Narratives from empirical social science work explore similar dimensions, but make them more complex. For political sociology, OH is the result of negotiations between the three international organisations (WHO, OIE and FAO), in a context of a global health crisis, which led to the reconfiguration of their respective mandates and scope of action: OH is a response to an institutional crisis. For the sociology of science, OH testifies to the evolution of the profession and veterinary science, enabling it to position itself as a promoter of interdisciplinarity, in a context of convergence between research and policy. In the Discussion section, I propose an approach to OH as an “epistemic watchword”: a concept whose objective is to make several actors work together (watchword), in a particular direction, that of the production of knowledge (epistemic).

An Origin of Citations: Darwin's Collaborators and Their Contributions to the Origin of Species

In the first edition of the Origin of Species (1859), Charles Darwin apologized for not correctly referencing all the works cited in his magnum opus. More than 150 years later we have catalogued these citations and analyzed the resultant data. Looking for a complete selection of collaborators, a flexible interpretation of the term citation was necessary; we define it as any reference made to a third party, independently of its form or function. Following the same idea, the sixth edition of the Origin, originally published in 1872 and reprinted with minor additions and corrections in 1876, was chosen for the research because it represents the end of a long debate between Darwin and his peers. It naturally is the edition with the greatest number of citations and collaborators. Through a diverse theoretical analysis, we aim to present a new perspective for the study of the Origin of Species: a bibliographic approach that provides the tools needed to understand the history of the book as a physical and cultural object. Bibliometrics provides a theory of citations as well as a quantitative analysis; science studies highlights the profound social aspects of science in the making. The analysis resulted in 639 citations to 298 collaborators and provided a new perspective of the rhetorical structure of the Origin, even though these results are only the tip of the iceberg of the potential of all the data gathered in this study.

How researchers frame scientific contributions to sustainable development: a typology based on grounded theory

Given that research on sustainable development usually relates to real-world challenges, it requires researchers to align scientific knowledge production with concrete societal problem situations. To empirically explore how researchers frame scientific contributions when designing and planning projects, we conducted a qualitative study on land use-related projects based on the methodology of grounded theory. We identified major influence factors and various types of research design. Among the factors that influence project framing, scientific considerations were found to be more important than expected. Core characteristics of project framings concerned (a) type of scientific contributions envisaged; (b) real-world sustainability challenges addressed, and (c) researchers' conceptions of how knowledge would reach its addressees. Three different types of project framing were found, suggesting that framing strongly depends on (the researchers' perception of) how well a real-world problem situation is understood scientifically and how strongly are societal actors aware of the problem and act upon it. The spectrum of how researchers planned that knowledge would reach its addressees comprised communicating results to interactive conceptions allowing for mutual learning throughout the research process. The typology reveals a variety of useful and promising project framings for sustainable development research. The typology may serve to reconcile conceptual ideals and expectations with researchers' realities.