知识的地方性——以博爱理的生物学研究转向为例
Situatedness of Knowledge——A Case Study Based on Alice Middleton Boring's Research Shift
梁佳媛1
作者信息
- 1. 北京大学医学人文学院,北京 100191
- 折叠
摘要
文章考察了燕京大学生物学系美籍教员博爱理在20世纪30年代做出的学术研究转向.作为一名在美国接受正规学术训练的研究人员,博爱理早期追随摩尔根、康克林等学者从事细胞胚胎学研究;而在1923年来华后,她逐步舍弃当时被认为较具发展前景的实验性学科门类,转而从事传统意义上的描述性生物学科分支.文章认为,这种具有明显跨度的研究转向,反映了20世纪前半叶中国特定的自然与社会-文化情境对生物学科分支的适应性筛选机制,以及生物学知识的"地方性生成"特性.借此论点,文章进而提出相对主义视角下的"学科建制"概念,认为生物学分支学科的建制过程以地方性知识的自主规模性生成为其本质特征.
Abstract
In 1923,American biologist Alice Middleton Boring working as a visiting professor at Yenching Universi-ty marked the initiation of her academic engagement.Originally intended for a three-year term,in 1926,she em-braced permanent teaching in China,which led to an extension of her role.This pivotal choice foreshadowed her subsequent reorientation of research during the 1930s.This paper undertakes a comprehensive exploration of this transformative trajectory,functioning as an embodiment of the situatedness of biological knowledge prevalent in the first half of the 20th century within a distinct natural-sociocultural context.Armed with a doctorate in philosophy as a testament to her academic training in the United States,Boring initially adhered to the guidance imparted by prominent embryologists like Thomas Morgan and Edwin Conklin.However,her tenure at Yenching University bore witness to a gradual deviation from the anticipated path of a promising experimental biologist.Instead,she gravita-ted towards the traditional realm of descriptive biology,specifically manifesting as systematic biology.This notewor-thy shift in research emphasis can be attributed to the intricate interaction between temporal and spatial considera-tions.
关键词
学科建制/知识生成/系统生物学Key words
institution of discipline/knowledge making/systematic biology引用本文复制引用
基金项目
国家留学基金委公派联合培养博士生项目(2019年)()
出版年
2024
NETL
NSTL
万方数据