History of Genetics
Code: 103628 ECTS Credits: 3| Degree | Type | Year |
|---|---|---|
| 2502442 Medicine | OT | 2 |
Contact
- Name:
- Carlos Tabernero Holgado
- Email:
- carlos.tabernero@uab.cat
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
There is no prerequisite.
Objectives and Contextualisation
The subject of History of Genetics is studied in the 2nd course of the Degree in Medicine as an optional subject.
The main objectives of the subject are:
To introduce the student to the consideration and experimentation of history as a vehicle for reflection and cultural construction, as a tool for research,
documentation and scientific popularization, and as a pedagogical tool in the fields of science and medicine.
Within the specific field of the history of genetics, to give the student the necessary tools to identify and critically analyze the main historiographical trends related to genetics.
To introduce the student to the historical processes of generation, circulation, communication and management of scientific (genetic) knowledge, as well as their intervention
in sociocultural transformations throughout history.
To introduce the student to the analysis of the role and situation of genetics and their social relations currently and throughout history. To consider the social, cultural,
strategic and economic importance of genetics and genomics in the life sciences, health and society.
And so, to give the student the necessary tools to synthesize, from the historical exploration of genetics, a perspective of the current and future scope of this science.
Competences
- Communicate clearly, orally and in writing, with other professionals and the media.
- Critically assess and use clinical and biomedical information sources to obtain, organise, interpret and present information on science and health.
- Demonstrate basic research skills.
- Demonstrate knowledge of the historical principles underlying health, illness and the medical profession.
- Demonstrate understanding of the importance and the limitations of scientific thought to the study, prevention and management of diseases.
- Demonstrate, in professional activity, a perspective that is critical, creative and research-oriented.
- Use information and communication technologies in professional practice.
Learning Outcomes
- Communicate clearly, orally and in writing, with other professionals and the media.
- Define the factors determining healthcare transition in today's world.
- Demonstrate a diachronic vision of healthcare institutions and the healthcare strategies implemented.
- Demonstrate basic research skills.
- Demonstrate, in professional activity, a perspective that is critical, creative and research-oriented.
- Identify changes and continuities in the forms and contents of the medicalisation process.
- Identify the origins and the institutionalisation of scientific activity, and the epistemological bases of scientific thought in the health sciences.
- Identify the processes of professionalisation in the field of the health sciences and the tendency towards specialisation.
- Make correct use of databases and works of reference (bibliographies, encyclopedias, and dictionaries) in the health sciences.
- Recognise and distinguish the different medical traditions that make up the current health panorama.
- Recognise health and illness as socially determined constructions that change over time.
- Recognise the scope and the limitations of scientific thought in the health sciences.
- Understand medical science as knowledge in construction, subject to constant change, posing new challenges and opportunities.
- Use information and communication technologies in professional practice.
Content
History as a vehicle for reflection / cultural construction, as a tool for scientific research, documentation and popularization, and as a pedagogical tool in the fields
of science and medicine.
Within the specific field of the history of genetics, identify and analyze critically the main historiographical currents related to genetics.
Develop a historical vision of genetics, identifying and characterizing the major historical stages, and emphasizing the processes of generation, circulation,
communication and management of scientific (genetic) knowledge,
as well as its intervention in sociocultural transformations throughout history.
Analysis of the role and situation of genetics and their social relations currently and throughout history. Consider the social, cultural, strategic and economic importance
of genetics and genomics in the life sciences, health and society.
And so, give the student the necessary tools to synthesize, from the historical advance of genetics, a perspective of the current and future scope of this science.
Distributive blocks
A. Introduction to the history of genetics within the field of the history of science.
B. Inheritance throughout history. Concepts and sociocultural relations (until the eighteenth century).
C. The two cultures and the pillars of contemporary biology (nineteenth century).
D. From Mendel to the Synthetic Theory of Evolution. Genetics and the historical vision of life.
E. The development of molecular biology: individuals, society and information.
F. Genetics, genomics, sociobiology: debates and challenges.
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| THEORY (TE) | 20 | 0.8 | 1, 2, 4, 3, 5, 13, 6, 7, 8, 11, 10, 12, 9, 14 |
| Type: Supervised | |||
| TUTORIALS | 11.25 | 0.45 | 1, 2, 4, 3, 5, 13, 6, 7, 8, 11, 10, 12, 9, 14 |
| Type: Autonomous | |||
| TASK DEVELOPMENT / PERSONAL STUDY / PAPER READING / INTEREST REPORTS | 40 | 1.6 | 1, 2, 4, 3, 5, 13, 6, 7, 8, 11, 10, 12, 9, 14 |
Directed activities (26.7% = 20 hours): Theoretical classes / discussion sessions with ICT support.
Supervised activities (15% = 11.25 hours): Individual problem solving and participation in the discussions.
Autonomous activities (53.3% = 40 hours): Individual study, bibliography consultation and performance of works.
Description (directed and supervised activities: theoretical classes and discussion sessions; problem solving):
Block A. Introduction to the history of genetics within the scope of the history of science and, in particular, of biology: 1 class of 2 hours.
Bloc B. Inheritance throughout history. Concepts and socio-cultural relationships (until the 18th century): 2 classes of 2 hours.
Bloc C. The two cultures and the pillars of contemporary biology (nineteenth century): 2 classes of 2 hours.
Bloc D. From Mendel to the Synthetic Theory of Evolution. Genetics and the historical vision of life: 2 classes of 2 hours.
Bloc E. The development of molecular biology: individual, society and information: 2 classes of 2 hours.
Bloc F. Genetics, genomics, sociobiology: debates and challenges: 1 class of 2 hours.
Deliveries: Final written essay in relation to a specific topic integrated in the contents and competences of the subject, to be delivered on the exam date
via virtual campus or email.
Note: 15 minutes of a class will be reserved, within the timetable established by the centre/title, for the complementation by the students of the assessment surveys of the teaching staff's performance and the assessment of the subject.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Short essay 1 | 30% | 1 | 0.04 | 1, 2, 4, 3, 5, 13, 6, 7, 8, 11, 10, 12, 9, 14 |
| Short essay 2 | 30% | 1 | 0.04 | 1, 2, 4, 3, 5, 13, 6, 7, 8, 11, 10, 12, 9, 14 |
| Written evaluation through reports | 40% | 1.75 | 0.07 | 1, 2, 4, 3, 5, 13, 6, 7, 8, 11, 10, 12, 9, 14 |
The evaluation of the subject is continuous in relation to:
- Active participation in class discussions, which will include two short essays to be assigned during the semester (30% of the final grade each written essay).
- The preparation of a brief final written essay (40% of the final grade) on a specific topic integrated into the contents and competences of the subject, in which the student must demonstrate its ability to historically situate and analyze critically
any subject related to the history of genetics.
For the evaluation to be effective, the students must pass each of the different tests separately. Otherwise, they will be considered as "non-assessable". Students who have not passed the course may be submitted to a resit. To participate in the resit the student must have been previously evaluated of the thematic blocks
whose weight equals a minimum of two thirds of the total grade of the subject. In addition, to participate in the resit the student must have obtained at least 3.5 in the total grade of the subject.
Students who do not take the theoretical and practical assessment tests will be considered as not evaluated and will exhaust the rights of the registration of the subject.
On carrying out each evaluation activity, lecturers will inform students (on Moodle) of the procedures to be followed for reviewing all grades awarded, and the date on which such a review will take place.
Students will obtain a “Not assessed/Not submitted” course grade unless they have submitted more than 30% of the assessment items.
In the event of a student committing any irregularity that may lead to a significant variation in the grade awarded to an assessment activity, the student will be given a zero for this activity, regardless of any disciplinary process that may take place. In the event of several irregularities in assessment activities of the same subject, the student will be given a zero as the final grade for this subject.
Single evaluation:
If necessary, a single assessment test will be carried out for those students who, for justified reasons, cannot take the continuous assessment tests of the subject (essays and participation in class debates). This test will consist of the preparation, in person, at a date, time and classroom to be determined, of a brief final written essay (in this case 100% of the mark) in relation to a specific topic integrated into the contents and competences of the subject, and in which the student must demonstrate his/her ability to historically situate and critically analyze any problem related to the history of genetics. The teaching staff will assist students who require a single assessment with a specific tutorial related to each of the main blocks.
The students who take advantage of the single evaluation and who do not take the indicated test will be considered as "Not evaluated", exhausting the rights to enroll in the subject.
Bibliography
Bibliographic sources of digital access will be provided during the semester. However, below are reference works that may also be used.
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 and Functions 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 history of 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.
Language list
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (TE) Theory | 101 | Catalan/Spanish | second semester | morning-mixed |