The aesthetic of biology and its role in teaching biology to nonscience majors in college.

摘要

Biology is an aesthetically rich science. Not only is there beauty in the natural world, but in the processes of biological inquiry and in the results of that inquiry: in the hypotheses, theories, and models developed to explain the living world. This study is an investigation of these aesthetic dimensions of biology. It begins with an examination of why the aesthetic dimension of biology is not emphasized by most biologists, philosophers of science, and biology teachers.; The question of how aesthetics relates to biology is discussed. There is a thorough investigation of the aesthetic qualities found in living things, and in the processes and results of biological inquiry. Order is the central quality in the aesthetic of biology. Linked to it are all the other aesthetic qualities relevant to biology: pattern, balance, rhythm, symmetry, form, unity, simplicity. Included is documentation of the aesthetic experiences of biologists in their work, and a discussion of cognitive processes used in science and involving aesthetic dimensions, particularly the use of imagery and metaphor. Questions of style and taste are reviewed, because biologists use aesthetic criteria in their work--in the choice of a problem and in their experimental approaches, and in the evaluation of hypotheses and results.; After the aesthetic of biology has been explored and developed, it is related to the problems of biology education. There is currently much criticism of the low level of scientific literacy among nonscientists. Since college science courses will often be the last formal science education for nonscientists, it is particularly important that these courses provide as full and realistic a view of science as possible. This should include treatment of biology's aesthetic dimension. Advantages of using this dimension are outlined, including improving student attitudes toward science and making science more attractive to underachievers, to women, and to students with diverse cultural backgrounds. The argument is presented that appreciation of the beauties of biology is possible for nonscientists just as appreciation of the aesthetic value of art is possible for nonartists; as art enriches both the cognitive and affective life of the individual, so can biology.