Tag: biology

Counting on Montane Birds: Biologists, Verticality, and Territorial Defense in Colombia

This piece is about the unforeseen and sometimes overlooked connection between (i) birds living in the forests of Colombia’s high tropical Andes, (ii) local biologists supporting an anti-mining coalition by conducting an alternative baseline study, and (iii) the undertheorized production of upward vertical territories. (read more...)

Naming Species in Colombia’s Biodiverse Landscapes

There is a unique pair of rules on Sattins Island, in Ursula K. Le Guin’s world of Earthsea. This pair is called The Rules of Names and though these rules circulate among the villagers, they are taught to children by the schoolteacher. Names are allocated on Sattins Island based on a person’s physical characteristics or any other visible aspect of their way of life. The local wizard, for instance, is simply called “Mr. Underhill.” An old wizard known for his ineffective spells but still respected by the villagers, he lives in a cave under a hill and doesn’t enjoy visits. Mr. Underhill was in fact listening to the schoolteacher, Palani, when she was teaching the children about the Rules. Noting his presence, Palani found it instructive to call Mr. Underhill and use his case as evidence for the omnipresence of the Rules. (read more...)

What Educates in DIYbio?

The Pedagogical Paradox Two human inventions can be regarded as the most difficult, — namely, the art of government and that of education; and yet we are still contending among ourselves as to their fundamental nature. – Immanuel Kant Kant here is referring to the pedagogical paradox presented by education. This paradox of moral authority most often occurs in the context of schooling: How does education, in the sense of external regulation), lead to the internally regulated autonomy of thought and action? Stated more generally, the pedagogical paradox is assuming the existence of something for which education is the precondition. For example, can someone declare oneself to be a biologist and launch an independent course of inquiry without recognized credentials? The pedagogical paradox is also a question of legitimate knowledge; in this case, who may speak the truth of biology? (read more...)