Philosophers of biology, such as David Hull and Michael Ghiselin, have argued that the notion of human nature is incompatible with modern evolutionary biology and they have recommended rejecting this notion. In this article, I rebut this argument: I show that an important notion of human nature is compatible with modern evolutionary biology.

Alfred Russell Wallace’s The Malay Archipelago, published in 1869, is a classic text in natural history and the theory of evolution. Amidst heroic hunting narratives and picturesque descriptions of local fauna and flora, stands out a curious episode in which Wallace describes adopting a baby orangutan, whose mother he had killed. Wallace, a British naturalist and collector, cultivated an affectionate relationship with the orphaned orangutan, often referring to her as his “baby.” This paper examines how the orangutan was transformed from (...) being a moving target for museum display, to a beloved companion but also a scientific specimen. In this process, Wallace redesigned his colonial bungalow to a space that combined domestic settings with engineered nature-like environments, a familiar construction in later primate research. I use Wallace’s adoption episode to discuss how affect and care were interwoven into the exploitative relations of British naturalists and physiologists and the animals they studied. The account of Wallace’s idiosyncratic relationship with the orangutan is augmented with additional documentation of the close relationships of scientists with research animals, staged as familial kinship. The emergence of the “laboratory pet” demonstrates how the production of knowledge, the sharing of households, and human-animal emotional ties were interwoven in early biomedical research. (shrink)

In recent years, the debate on emotions has been influenced by postconstructionist research, particularly the use of performativity as a key concept. According to Judith Butler (1993, 1997) the construction of emotions is a process open to constant change and redefinition. The final result of emotionlanguage “natural” development is what is known as technoscience. New ways of naming emotions have emerged within technoscience. In our research on the use of information and communication technologies (ICT) by cyber-café and call shop users, (...) we came to understand how these technologies are significant in those users’ daily life. The emphasis will be on analyzing emotions related to the use of ICT in the aforementioned settings. Using the concept of performance (Butler, 1990), we will explore how narratives create a need for particular emotions, which did not exist before they were performed. To understand this performance, we use an ad hoc tool called Membership Categorization Analysis (MCA) as it is used by the Manchester School. Analysis has revealed the existence of a membership category in which velocity is salient as performance. This ‘velocity’ seems to follow the evolution of technoscience in the social sciences. We will observe velocity in the context created by two concepts, Donna Haraway’s (1990) cyborg and Alessandro Baricco’s (2007) mutant. (shrink)

In 1916, a 41 year old woman with little formal scientific education became the secretary of the New York Aquarium. In becoming the Aquarium’s first female officer, Ida M. Mellen realized her lifelong dream of successfully pursuing a career in the biological sciences and broke with the limitations and low expectations surrounding her sex and class backgrounds. By 1930, Mellen left the NYA and pursued a career in popular hobbyist writing, becoming the foremost expert on aquarium fishes and domesticated cats (...) in the United States. Margaret Rossiter and other historians of science have illuminated women’s common career paths in the sciences, but little work has been done on individuals whose gender and class impacted their career. Building on Rossiter’s framework, this case study suggests that class, as much as gender, structured the scientific career of women. Through the narrative of the outsider scientific practitioner, we can more fully illuminate the social structure of scientific work. Examining the struggles of Mellen to enter and maintain a scientific career sheds light, not just on her own career path, but those alternately closed to her. If we wish to understand science in the early twentieth century, especially questions of inclusion and exclusion in the scientific process, we must examine those individuals who operated on the periphery of the “traditional” scientific path. (shrink)

(1999). Is the postmodern self a feminised citizen? Critical Review of International Social and Political Philosophy: Vol. 2, Feminism, Identity and Difference, pp. 80-99.

Adversarial relations between science and religion have recurred throughout Western History. Archaeologists figure prominently in a recent incarnation of this debate as members of a hegemonic scientific elite. Postmodern debates situate disagreements in cosmological differences between innocent, traditional, native peoples and insensitive, career-mad, colonialist scientists. This simplistic dichotomy patronizes both First Peoples and archaeologists, pitting two economically marginal groups in a political struggle that neither can win. Although a few scholars have discussed the tyrannical nature of anthropological models of tradition (...) and culture, little consideration has been given to the fact that archaeology as a scientific discipline is drastically under-funded, with little research support and few jobs. Reconsideration of which political and economic groups actually benefit from the dramatization of a dichotomy between traditional and academic perspectives indicates some interesting patterns. The search for common ground is shown to have ethical implications for both the futures of First Peoples and the future of archaeology. (shrink)

Despite a recent resurgence of interest in social ontology, the standard conceptualization of social/cultural objects reiterates dichotomies such as nature and culture, subjectivity and objectivity: the objective components of a social/cultural environment are usually divided into their material substratum, natural or manufactured, and their imposed or assigned social import. Inert materiality and subjectively or intersubjectively assigned meanings and functions remain distinct as constitutive aspects of a reality that is intuitively experienced as a whole. In contrast—by means of examining a broad (...) range of natural/cultural entities—I propose an experiential or visceral ontology of the social, which addresses the comprehensive nature of our experience of cultural objects, as well as their perpetual transmutability within the space between nature and culture, objectivity and subjectivity. This perspective allows for a cathexis of meaning in the material constitution of cultural entities—in contrast to a mere imposition of detachable layers of meaning—and suggests a reconsideration of our unexamined perception of social/political action as editorial supervision and correction. Moreover, I point out the centrality of the concept of practice for recovering the lived sense of social things, since practice, by virtue of its inalienable informality, constitutes the field of Protean renewal of this sense. I understand my approach as complementary to the body-turn in contemporary social theory, since I extend the postulation of meaningfulness in the objective aspect of subjective existence towards its lived surroundings, which are here perceived as engaged in a process of meaningful practiced reciprocations with corporeal subjectivities. (shrink)

This thesis explores the restoration and cultivation of mutually constitutive relationships between technique and identity. I begin by establishing the framework of practice that will be used throughout the thesis, in which I define practice by the methodological conditions of open-endedness, repeatability, intuition, situatedness and autonomy. I critique the practices of classical vocal pedagogy, the field of my own training and one about which critical scholarship is distinctly lacking. I argue that these practices effect a violentseparation between technique and identity (...) by means of the fetishisation of technique, ideologies of transcendence, structural whiteness and the reification that structures spaces of training and practice. I establish a theoretical framework, grounded in the work of Ben Spatz, for understanding the relationships between the repetition and sedimentation of technical knowledge and the always ongoing formation of identity, and explore the defetishisation of technique and the objects and practices in which it is encoded both in the university’s practice-as-research context and in the work of two artists and collaborators, Ragnar Kjartansson and Monia Sander Haj-Mohammed. Grounded in an intertextual reading of philosophies of immanence, philosophical pragmatism and feminist epistemology, I articulate the notion of situational emergence in processes of technical development and explore the broader scope and significance of lifelong transformation through technique. With this basis, I give an account of the works in the portfolio, exploring methodologies of defetishisation and situated making, and highlighting the ways that forms emerge in and through durational processes that are always specifically situated in time and place. (shrink)

This special issue of Science, Technology, & Human Values critically explores a new stage in which the life sciences and biomedical practices have entered. This new stage is marked by postgenomic developments and an increased interest of life sciences in the everyday lives of people outside laboratories and clinical settings. Furthermore, particular attention is given to many chronic and degenerative disorders such as cardiovascular disease, Alzheimer’s disease, or developmental disorders. These developments coincide—or have become entangled—with a new set of interests (...) that an anthropologically inclined science and technology studies is bringing to the analyses of biomedical practices. An increased interest is observed in the anthropologically inclined STS in studying phenomena on different scales and in exploring fields that are not readily dominated by technoscientific rationality in practice. The introduction to the special issue examines briefly these developments and situates them in a broader genealogy of different movements that have taken place in the anthropologically inclined subfield of STS since the late 1970s and early 1980s. (shrink)

What is Love? Discourse about Emotions in Social Sciences The study of emotions has been one of the most important areas of research in the Social Sciences. Social Psychology has also contributed to the development of this area. In this article we analyse the contribution of social Psychology to the study of emotion, understood as a social construct, and its strong relationship with language. Specifically, we open a discussion on the basis of the general characteristics of the Social Psychology of (...) emotions and the contributions from different disciplines in this area of research, to give meaning to the relationship they have with the language of emotions. In this regard, we have reviewed basic references for the study of the construction of an emotion, and thematically classified them into three broad categories: 1) Contributions from different backgrounds and perspectives; 2) Construction and de-construction studies of emotion, and 3) Postconstructionist studies of emotion. In the first category, we consider the main contributions from the Social Sciences, which can be summarized in two areas: philosophical-construction of an emotion; mainstream-psychology of emotion. In the second category we have began with the relationship between emotion and language and the social construction of emotion, i.e., its discursive status. We end with postconstructionist theories, i.e., Butler's concept of performance and technoscience. To give more meaning to this line of research, the use of a concrete example of emotion seemed appropriate. Thus, we chose "love". (shrink)

Sociologists have challenged the discipline to account for and incorporate biological factors in their analyses. Heeding this call, this article asks how chimeras, a particularly puzzling biological organism, are being officially classified in the interrelated sites of endangered species preservation and the zoo. Based on a qualitative study of endeavors to clone endangered animals, I contend that biology alone cannot determine the classification of these interspecies organisms. Rather, categorizing chimeras requires metaphoric, schematic references to more familiar entities. Here culture and (...) biology are tools for classification, which has consequences for preservation practices and the materiality of endangered wildlife. Drawing on the sociology of culture, I show that positions on classification represent an intermediary space for interpreting the relationship between meaning and action in discourse elaboration. Building on the sociology of science and technology, I show the epistemological limitations of understanding the biological as an a priori factor. (shrink)

What does it mean to practice socially responsible science on controversial issues? In a fresh turn focussing on the neuroscientists’ responsibility in producing knowledge about politically charged subjects, Chalfin et al. (Am J Bioethics 8(1):1–2, 2008) caution neuroscientists to be careful about how they present their findings lest their results be used to support unfounded biases, social stereotypes and prejudices. Weisberg et al. (J Cogn Neurosci 20(3):470–477, 2008) discuss the allure of neuroscience explanations and demonstrate how laypersons easily accept dubious (...) claims as long as (even non-relevant) neuroscientific descriptions are provided. Fine (2010) exposes the use of scientific evidence in propagating outdated gender myths by popular writers and discusses the infiltration of these prejudices into popular belief, folk culture and lifestyle. This paper discusses ways in which the ‘neuroscience of gender difference’ itself inadvertently contributes to normalising socially constructed theories about sex difference in cognitive performance. This unpremeditated effect has evident implications on the structuring of society because gender relations cut across social, political and economic boundaries. We present a theoretical reflection of factors that could interact with the scientists’ attempted objective evaluation of the subject, the methods and some principle problems, and we engage a science studies approach as our methodological tool. Our object of critique is drawn from the research on spatial abilities that articulate the dissention pertaining to sex differences in intellectual capacity. (shrink)

The article examines and extends work bringing together engineering ethics and Science and Technology Studies, which had built upon Diane Vaughan’s analysis of the Challenger shuttle accident as a test case. Reconsidering the use of her term “normalization of deviance,” the article argues for a middle path between moralizing against and excusing away engineering practices contributing to engineering disaster. To explore an illustrative pedagogical case and to suggest avenues for constructive research developing this middle path, it examines the emergence of (...) green chemistry and green engineering. Green chemistry began when Paul Anastas and John Warner developed a set of new rules for chemical synthesis that sought to learn from missed opportunities to avoid environmental damage in the twentieth century, an approach that was soon extended to engineering as well. Examination of tacit assumptions about historical counterfactuals in recent, interdisciplinary discussions of green chemistry illuminate competing views about the field’s prospects. An integrated perspective is sought, addressing how both technical practice within chemistry and engineering and the influence of a wider “social movement” can play a role in remedying environmental problems. (shrink)

In this article, I draw on ethnographic research to show how a particular ethos and worldview get produced in the context of “technical” education in a department of nanoengineering. Building on feminist science studies and communication theory, I argue that the curriculum introducing undergraduate students to scale implicitly teaches them an abstract and universal notion that smaller is better. I suggest that rather than smaller is better, a perspective that embraces context and specificity—such as the question “when, how, and for (...) whom is smaller better?”—would ground nanoengineering in a more reflexive, pluralistic, and democratically oriented mode of world-building. (shrink)

Historians of science have only just begun to sample the wealth of different approaches to the study of animal behavior undertaken in the twentieth century. To date, more attention has been given to Lorenzian ethology and American behaviorism than to other work and traditions, but different approaches are equally worthy of the historian's attention, reflecting not only the broader range of questions that could be asked about animal behavior and the "animal mind" but also the different contexts in which these (...) questions were important. One such approach is that represented by the work of the French zoologist Louis Boutan (1859-1934). This paper explores the intellectual and cultural history of Boutan's work on animal language and the animal mind, and contextualizes the place of animal behavior studies within late-nineteenth- and early-twentieth-century French biology. I explore the ways in which Boutan addressed the philosophical issue of whether language was necessary for abstract thought and show how he shifted from the idea that animals were endowed with a purely affective language to the notion that of they were capable of "rudimentary" reasoning. I argue that the scientific and broader socio-cultural contexts in which Boutan operated played a role in this transition. Then I show how Boutan's linguistic and psychological experiments with a gibbon and children provide insights into his conception of "naturalness." Although Boutan reared his gibbon at home and studied it in the controlled environment of his laboratory, he continued to identify its behavior as "natural." I specifically demonstrate the importance of the milieu of the French Third Republic in shaping Boutan's understanding not only of animal intelligence and child education, but also his definition of nature. Finally, I argue that Boutan's studies on the primate mind provide us with a lens through which we can examine the co-invention of animal and child psychology in early-twentieth-century France. (shrink)

I have been teaching an undergraduate course called “Ethics and Animals” for almost a decade now. It counts as a core course for the ethics certificate at my university, and is housed in my home department, Women’s Studies, so there is some presumption of feminist or progressive content. I have the syllabi from all these years laid out in front of me on my desk. What strikes me immediately is that the turnover of the reading list is at least 75 (...) percent, and sometimes even 100 percent, from year to year. Early on, I see Singer (1975) and Regan (1983), Adams (1990), DeGrazi (2002), Francione (1996), Singer and Regan again, Linzey (1987), Haraway (1989), Francione again, Wolfe (2003), Derrida (2008), Waldau (2006) .. (shrink)

Scientists of the Human Genome Project tend to rely on three metaphors to describe their work, each of which implicitly tells much the same story. Whether they claim to interpret the ultimate "book," to fix a flawed "machine," or to map a mysterious "wilderness," they invariably cast the researcher as one who dominates and exploits the Other. This essay, which explores the ways such a story conflicts with feminist values, proposes an alternative.

The introduction of digital games and simulations into science museums has prompted excitement about a new "post-museum" pedagogy emphasizing egalitarianism, interactivity, and personalized approaches to learning. However, many post-museums of science, this article aims to show, enact rhetorical performances that lead visitors to narrowly targeted answers and hide the authority of the expert in a play of tactile and affective activities, thus operating in opposition to many of the basic ideals of the post-museum. The Brain and Cognition Exhibit at the (...) Hong Kong Science Museum serves as a case study for how a post-museum exhibit, through embracing interactivity and visitor-centered tasks, becomes a site where science is tested on and performed through visitors' bodies such that institutional prescriptions are applied. Visitors are not merely encouraged at this exhibit to learn about the brain through doing but are trained to see functional and dysfunctional brains and to then diagnose themselves and their children by playing games and taking brain-measurement tests. As a result, the interactive engagement of the exhibit creates a new space of public medicalization. Reflections and suggestions are offered at the end of the article. (shrink)

(1991). Can feminism politicize hermeneutics and reconstruct deconstruction? Social Epistemology: Vol. 5, Postmodern Social Epistemology, pp. 361-369.