1.3: Science and Belief- Just Because We Can, Doesn't Always Mean We Should
- Page ID
- 138509
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Science and Belief: Just Because We Can, Doesn’t Always Mean We Should.
Image Caption: International Symbol for Deafness and Hearing Loss
Learning Objectives
- Distinguish between science and belief
- Apply anthropological theories and methods to understanding real-world issue
Supplies Needed
- Short readings (provided)
- Worksheet (provided)
- Space for discussion (if in-person)
- Discussion board (if online)
Readings
- Sprigs, M. 2002. Lesbian couple create a child who is deaf like them. Journal of Medical Ethics. 28:283.
- Ives, James. 2020. Researchers Treat Deafness with Gene Therapy. News Medical Life Sciences.
Introduction
Steps
- Introduce (or review) the properties of science and the properties of belief systems. Remind students that both science and belief systems are valid ways of exploring and evaluating phenomena; they are systems we use to understand the world around us. Belief systems take many forms (ethics, morals, philosophy, religion and laws, for example) and science comes from a specific historical context which then spread on a global scale.
- Distribute the worksheet and the readings listed above. Give students approximately 20-30 minutes to read both articles/summaries (they are reading for big ideas, not doing close readings).
- Discuss students’ reactions to the articles.
- Ask students what big ideas are in tension. How can these dyadic concepts be “mediated” through anthropological approaches?
- Dyadic concepts to discuss might include: Culture and biology; science and belief; nature and nurture; ontology and epistemology.
Takeaway Ideas and Points for Review:
- Important: Pointing out this irony does not suggest that either approach is wrong. Again, anthropological theories and methods help us embrace that which is apparently contradictory and “mediate” common ground for more holistic understandings of complex issues like deafness.
- A nuanced approach to deafness –one that acknowledges the connections between culture/biology and science/belief – might better focus resources and programs for deaf people and their families.
- Other dyadic concepts to consider: nature & nurture; ontology & epistemology; organic & synthetic; individual & group; extraordinary & mundane
Adapting for Online Learning
For Further Exploration
Image Attributions
References
Science and Belief Worksheet
Step 1
| SCIENCE | BELIEF |
Step 2
| BIOLOGY | CULTURE |
Step 3
- Prior to reading these articles, did you think about deafness as being primarily biological or cultural?
- Do either or both articles consider deafness from a predominantly biological approach?
- Do either or both articles approach deafness from more of a cultural understanding?
- What are the roles of science and belief in each of the articles?
- Did reading these articles and discussing them change any of your ideas about science/belief and culture/biology? About approaches to deafness?
- How can anthropological methods and theories help inform our understandings of deafness and other conditions/statuses/phenomena?
- What other seemingly-contradictory concepts do these articles underscore?
- Do you perceive any irony in the contrast between these two articles?
Take-away Ideas and Conclusions:
- All humans use science AND belief systems to explore the world and attempt to understand it. Sometimes we have the science to ameliorate problems, but our belief system (ethics, morals, laws) dictate whether (and how) we put science into action (or not!). Think about cloning, for example. We have advanced science capable of cloning our pets (see article below). Does that mean we should? What about cloning your little brother?
- Therein lies the irony of the presentation of these two articles together. Gene therapy works only for people with genetically inherited deafness (i.e. folks that are born into deaf families). People are born deaf or deafened for many reasons (genetic causes account for about half of childhood cases, according to the CDC). More importantly, many deaf people, like the couple in one of the articles, do not view deafness as a disability and many people who approach deafness from a deaf cultural perspective do not view deafness as a loss but often as gain (see article below). In fact, some ethnographic research suggests that deaf families (i.e. families with deaf relatives) are the least likely to seek medical intervention (like gene therapy) because they seek the shared cultural and linguistic experience in deaf communities and through the use of sign language (see articles below).
- Important: Pointing out this irony does not suggest that either approach is wrong. Anthropological theories and methods help us embrace that which is apparently contradictory and “mediate” common ground for more holistic understandings of complex issues like deafness.
- A nuanced approach to deafness –one that acknowledges the connections between culture/biology and science/belief – might better focus resources and programs for deaf people and their families.
- Other dyadic concepts to consider: nature & nurture; ontology & epistemology; organic & synthetic; individual & group; extraordinary & mundane
References
Further Reading:
- Bauman, Dirksen and Murray, Joseph. 2014. An Introduction to Deaf Gain. Psychology Today.
- Brogan, Jason. 2008. The Real Reason You Shouldn’t Clone Your Dog. Smithsonian Magazine.
- Centers for Disease Control and Prevention. 2020. Hearing Loss in Children, National Center on Birth Defects and Developmental Disabilities.
- Cooper, Rachel. 2007. Can it be a Good Thing to be Deaf? The Journal of Medicine and Philosophy. 32(6):563-583.
- Kusters, Annelies. 2015. Deaf Space in Adamorobe: An Ethnographic Study in a Village in Ghana. Gallaudet University Press.
- Mullin, Emily. 2020. The End of Deafness: Gene Therapy Could End Deafness. Should it? Future Human.
- Pfister, Anne E. 2017. Forbidden Signs: Language Socialization and Therapeutic Approaches to Language in Mexico. Ethos. 45(1):139-161.