Aleta Quinn (University of Idaho)
I teach “environmental philosophy,” “philosophy of biology” and related undergraduate courses. In this poster I reflect on what is/are the purpose(s) of teaching these courses, and in turn how I should teach. I am presenting this paper at a major scientific conference in July, to collect feedback from individuals with broad backgrounds in molecular or organismal biology and wildlife management, both to improve my own class and to contribute to pedagogical literature. At the PSA I will present the results of this interaction with biology professionals and students. Challenges include students’ belief that empirical studies will straightforwardly solve conceptual problems, colleagues’ views about the relative value of different sub-fields of biology, and administrators’ demand that pedagogy narrowly fit career objectives. Additionally, the things that interest me as a philosopher and a hobby herper differ from the things that would be of interest and value to my students. I recently argued successfully for my courses to earn credit towards biology degrees, and I expect to contribute to graduate students’ research. What issues and skills, broadly considered “conceptual,” do biologists wish that they and/or their students had an opportunity to study? My poster is an invitation to collaborate across disciplines to improve scientific literacy in the general population, but especially to help develop strong conceptual foundations for future biologists.
