The authors of this essay reflect on the experience of co-teaching a course on the history of genetics and race. The collaboration has pushed them both—a historian of science and a biologist—to consider how to make space for moral and scientific judgment in a history classroom. Drawing on examples from the course, they argue that it is possible to encourage social action and thoughtful critiques of past and current science without succumbing to a whiggish narrative of progress.

中文翻译：

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科学家教育史：鼓励判断力和社会行动

本文的作者反思了共同教授遗传学和种族历史课程的经验。这种合作促使他们——科学史学家和生物学家——考虑如何在历史课堂上为道德和科学判断腾出空间。借鉴课程中的例子，他们认为有可能鼓励社会行动和对过去和当前科学的深思熟虑的批评，而不会屈服于对进步的光彩照人的叙述。