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Disease and immunity – a biological myth

Does the medieval notion of the human body as a microcosm of the wider Cosmos – in which is played out an eternal battle between good and evil – still influence our thinking?


Keith S. Taber wants to tell you a story


Are you sitting comfortably?

Good, then I will begin.

Once upon a time there was an evil microbe. The evil microbe wanted to harm a human being called Catherine, and found ways for his vast army of troops to enter Catherine's body and damage her tissues.
Luckily, unbeknown to the evil microbe, Catherine was prepared to deal with invaders – she had a well-organised defence force staffed by a variety of large battalions, including some units of specialist troops equipped with the latest anti-microbe weapons.
There were many skirmishes, and then a series of fierce battles in various strategic locations – and some of these battles raged for days and days, with heavy losses on both sides. No prisoners were taken alive. Many of Catherine's troops died, but knowing they had sacrificed themselves for the higher cause of her well-being.
But, in the end, all of the evil microbe's remaining troops were repelled and the war was won by the plucky defenders. There was much rejoicing among the victorious army. The defence ministry made good records of the campaign to be referred to in case of any future invasions, and the surviving soldiers would long tell their stories of ferocious battles and the bravery of their fallen comrades in defeating the wicked intruders.
Catherine recovered her health, and lived happily ever after.

There is a myth, indeed, perhaps even a fairy story, that is commonly told about microbial disease and immunity. Disease micro-organisms are 'invaders' and immune cells are 'defenders' and they engage in something akin to warfare. This is figurative language, but has become so commonly used in science discourse that we might be excused for forgetting this is just a stylistic feature of science communication – and so slip into habitually thinking in the terms that disease actually is a war between invading microbes and the patient's immune system.


Immunity is often presented through a narrative based around a fight between opposed sentient agents. (Images by Clker-Free-Vector-Images and OpenClipart-Vectors from Pixabay.)


Actually this is an analogy: the immune response to infection is in some ways analogous to a war (but as with any analogy, only in some ways, not others). As long as we keep in mind this is an analogy, then it can be a useful trope for talking and thinking about infectious disease. But, if we lose sight of this and treat such descriptions as scientific accounts, then there is a danger: the myth undermines core biological principles, such that the analogy only works if we treat biological entities in ways that are contrary to a basic commitment of modern science.

In this article I am going to discuss a particular, extensive, use of the disease-as-war myth in a popular science book (Carver, 2017), and consider both the value, and risks, of adopting such a biological fairy-tale.

Your immune system comprises a vast army of brave and selfless soldiers seeking to protect you from intruders looking to do you harm: an immune response is a microcosm of the universal fight between good and evil?

A myth is a story that has broad cultural currency and offers meaning to a social group, usually involving supernatural entities (demons, superhuman heroes, figures with powerful magic), but which is not literally true.

Carver's account of the immune system

I recently read 'Immune: How your body defends and protects you' (henceforth, 'Immune') by Catherine Carver. Now this is clearly a book that falls in the genre 'popular science'. That is, it has been written for a general audience, and is not meant as a book for experts, or a textbook to support formal study. The publishers, Bloomsbury, appropriately describe Carver as a 'seasoned science communicator'. (Appropriately, as metaphorical dining features strongly in the book as well.)

Carver uses a lot of contractions ("aren't", "couldn't", "doesn't", "don't", "isn't", "it's", "there's", "they're", "we've", "what's", "who'd", "wouldn't", "you'd") to make her writing seem informal, and she seems to make a special effort to use metaphor and simile and to offer readers vivid scenes they can visualise. She offers memorable, and often humorous, images to readers. A few examples offer an impression of this:

  • "…the skin cells…migrate through the four layers of the epidermis, changing their appearance like tiny chameleons…"
  • "Parietal cells dotted around the surface of the stomach are equipped with proton pumps, which are like tiny merry-go-rounds for ions."
  • "a process called 'opsonisation' make consuming the bacterial more appealing to neutrophils, much like sprinkling tiny chocolate chips on a bacterial cookie."
  • "The Kupffer cells hang around like spiders on the walls of the blood vessels…"

In places I wondered if sometimes Carver pushed this too far, and the figurative comparisons might start to obscure the underlying core text…

"…the neutrophil…defines cool. It's the James Dean of the immune system; it lives fast, dies young and looks good in sunglasses."

Carver, 2017, p.7

"The magnificence of the placenta is that it's like the most efficient fast-food joint in the world combined with a communications platform that makes social media seem like a blind carrier pigeon, and a security system so sophisticated that James Bond would sell his own granny to the Russians just to get to play with it for five minutes."

Carver, 2017, p.113

When meeting phrases such as these I found myself thinking about the metaphors rather than what they represented. My over-literal (okay, pedantic) mind was struggling somewhat to make sense of a neutrophil in (albeit, metaphoric) sunglasses, and I was not really sure that James Bond would ever sell out to the Russians (treachery being one of the few major character faults he does not seem to be afflicted by) or be too bothered about playing with a security system (his key drives seem focused elsewhere)…

…but then this is a book about a very complex subject being presented for an audience that could not be assumed to have anything beyond the most general vague prior knowledge of the immune system. As any teacher knows, the learner's prior knowledge is critical in their making sense of teaching, and so offering a technically correct account in formal language would be pointless if the learner (or, here, reader) is not equipped to engage at that level.

'Immune' is a fascinating and entertaining read, and covers so much detailed ground that I suspect many people reading this book would would not have stuck with something drier that avoided a heavy use of figurative language. Even though I am (as a former school science teacher *) probably not in the core intended audience for the book, I still found it very informative – with much I had not come across before. Carver is a natural sciences graduate from Cambridge, and a medical doctor, so she is well placed to write about this topic.


Catherine Carver's account of the immune system is written to engage a popular readership and draws heavily on the disease-as-war analogy.


My intention here is not to offer a detailed review or critique of the book, but to explore its use of metaphors, and especially the common disease-as-war theme (Carver draws on this extensively as a main organising theme for the book, so it offers an excellent exemplar of this trope) – and discuss the role of the figurative language in science communication, and its potential for subtly misleading readers about some basic scientific notions.

The analogy

The central analogy of 'Immune' is clear in an early passage, where Carver tells us about the neutrophil,

"…this cell can capture bubonic plague in a web of its own DNA, spew out enzymes to digest anthrax and die in a kamikaze blaze of microbe-massacring glory. The neutrophil is a key soldier in an eternal war between our bodies and the legions of bacteria, viruses, fungi and parasites that surround us. From having sex to cleaning the kitchen sink, everything we do exposes us to millions of potential invaders. Yet we are safe. Most of the time these invaders' attempts are thwarted. This is because the human body is like an exceedingly well-fortified castle, defended by billions of soldiers. Some live for less than a day, others remember battles for years, but all are essential for protecting us. This is the hidden army that we all have inside of us…"

Carver, 2017, p.7

Phew – there is already a lot going on there. In terms of the war analogy:

  • We are in a perpetual war with (certain types) of microbes and other organisms
  • The enemy is legion (i.e., has vast armies)
  • These enemies will invade us
  • The body is like a well-protected fort
  • We have a vast army to defend us
  • There will be battles between forces from the two sides
  • Some of our soldiers carry out suicide (kamikaze) missions
  • Our defenders will massacre microbes
  • We (usually) win the battles – our defences keep us safe

Some of these specific examples can be considered as metaphors or similes in they own right when they stand alone, but collectively they fit under an all-encompassing analogy of disease-as-war.

Read about analogies in science

Read about metaphors in science

Read about similes in science

But this is just an opening salvo, so to speak. Reading on, one finds many more references to the 'war' (see Boxes 1 and 2 below).

The 'combatants' and their features are described in such terms as army, arsenals, assassins, band of rebels, booby-traps, border guards, border patrol force, commanders, defenders, fighting force, grand high inquisitors, hardened survivor, invaders, lines of defence, muscled henchman, ninjas, soldiers, terminators, trigger-happy, warriors, and weapons.

Disease and immune processes and related events are described in terms such as alliance, armoury, assassination campaign, assault, assault courses, attack, battlefield, bashing, battles, boot camp, border control, calling up soldiers, chemical warfare, cloaking device, craft bespoke weaponry, decimated, dirty bomb, disables docking stations, double-pronged attack, exploding, expose to a severe threat, fight back, fighting on fronts, friendly fire, go on the rampage, hand grenades, heat-seeking missiles, hold the fort, hostile welcome, instant assault , kamikaze, killer payload, massacring, patrolling forces, pulling a pin on a grenade, R & R [military slang for 'rest and recuperation'], reinforcing, security fence, self-destruct, shore up defences, slaughters/slaughtering, smoke signals, standing down, suicidal missions, Swiss army knife, taking on a vast army on its home turf, throwing dynamite, time bomb, toxic cloud, training camp, training ground, trip the self-destruct switch, Trojan horse, victories, war, and wipe out the invader.

Microbes and cells as agents

A feature of the analogue is that war is something undertaken by armies of soldiers, that are considered as having some level of agency. The solder is issued with orders, but carries them out by autonomous decision-making informed by training as well as by conscience (a soldier should refuse to obey an illegal order, such as to deliberately kill civilians or enemy combatants who have surrendered). Soldiers know why they are fighting, and usually buy into at least the immediate objectives of the current engagement (objectives which generally offer a more favourable outcome for them than for the enemy soldiers). A soldier, then, has objectives to be achieved working towards a shared overall aim; purposes that (are considered to) justify the actions taken; and indeed takes deliberate actions intended to bring out preferred outcomes. Sometimes soldiers may make choices they know increase risks to themselves if they consider this is justified for the higher 'good'. These are moral judgements and actions in the sense of being informed by ethical values.


An extensive range of terminology related to conflict is used to describe aspects of disease and the immune response to infection. (Image sources: iXimus [virus], OpenClipart-Vectors [cell], Tumisu [solders in 'Raising the Flag on Iwo Jima'-like poses], from Pixabay.)


Now, I would argue that none of this applies to either disease organisms nor components of a human immune system. Neither a bacterium nor an immune cell know they are in a war; neither have personal, individual or shared, objectives; and neither make deliberate choices about actions to take in the hope they will lead to particular outcomes. No cell knowingly puts itself at risk because it feels a sacrifice is justified for the benefit of its 'comrades' or the organism it is part of.

So, all of this might be considered part of what is called the 'negative analogy', that is, where the analogy breaks down because the target system (disease processes and immune responses) no longer maps onto the analogue (a war). Perhaps this should be very obvious to anyone reading about the immune system? At least, perhaps scientists might assume this would be very obvious to anyone reading about the immune system?

Now, if we are considering the comparison that an immune response is something like a nation's defence forces defending its borders against invaders, we could simply note that this is just a comparison but one where the armies of each side are like complex robotic automatons pre-programmed to carry out certain actions when detecting certain indicators: rather than being like actual soldiers who can think for themselves, and have strategic goals, and can rationally choose actions intended to bring about desired outcomes and avoid undesired ones. (A recent television advertising campaign video looking to recruit for the British Army made an explicit claim that the modern, high-tech, Army could not make do with robots, and needed real autonomous people on the battlefield.)

However, an account that relies too heavily on the analogy might be in danger of adopting language which is highly suggestive that these armies of microbes and immune cells are indeed like human soldiers. I think Carver's book offers a good deal of such language. Some of this language has already been cited.

Immune cells do not commit kamikaze

Consider a neutrophil that might die in a kamikaze blaze of microbe-massacring glory. Kamikaze refers to the actions of Japanese pilots who flew their planes into enemy warships because they believed that, although they would surely die and their planes be lost, this could ensure severe damage to a more valuable enemy resource – where the loss of their own lives was justified by allowing them to remain at the plane's controls until the collision to seek to do maximum damage. Whatever we think of war in general, or the Kamikazi tactics in particular, the use of this term alludes to complex, deliberate, human behaviour.

Immune cells do not carry out massacres

And the use of the term massacre is also loaded. It does not simply mean to kill, or even to kill extensively. For example, the Jallianwala Bagh massacre, or Amritsar massacre, is called a massacre because (British) soldiers with guns deliberately fired at, with intent to kill or seriously injure, a crowd of unarmed Indians who were in their own country, peacefully protesting about British imperial policies. The British commanders acted to ensure the protesters could not easily escape the location before ordering soldiers to fire, and shooting continued despite the crowd trying to flee and escape the gunfire. Less people died in the Peterloo Massacre (1819) but it is historically noteworthy because it represented British troops deliberately attacking British demonstrators seeking political reform, not in some far away 'corner of Empire', but in Manchester.

Amritsar occurred a little over a century ago (before modern, post-Nurenmberg, notions of the legality of military action and the responsibility of soldiers to not always follow orders blindly), but there are plenty of more recent examples where the term 'massacre' is used, such as the violent clearing of protesters in Tiananmen Square in 1989 and the Bogside 'Bloody Sunday' massacre in 1972 (referenced in the title of the U2 song, 'Sunday Bloody Sunday'). In these examples there is seen to be an unnecessary and excessive use of force against people who are not equipped to fight back, and who are not shown mercy when they wish to avoid or leave the confrontation.


'Monument in Memory of Chinese from Tiananmen in Wrocław, Poland' commemorating the massacre of 4th June 1989 when (at least) hundreds were killed in Beijing after sections of the People's Liberation Army were ordered to clear protesters from public places (Masur, Public domain, via Wikimedia Commons)


The term massacre loses its meaning without this sense of being an excessively immoral act – and surely can only apply to an action carried out by 'moral agents' – agents who deliberately act when they should be aware the action cannot be morally justified, and where they can reasonably see the likely outcomes. (Of course, it is more complicated that this, in particular as a soldier has orders as well as a conscience – but that only makes the automatic responses of immune cells towards pathogens even less deserving of being called a massacre.)

The term moral agent does not mean someone who necessarily behaves morally, but rather someone who is able to behave morally (or immorally) because they can make informed judgements about what is right and wrong – they can consider the likely consequence of their actions in terms of a system of values. An occupied building that collapses does harm to people, but cannot be held morally responsible for its 'behaviour' in the way a concentration camp guard or a sniper can be. A fox that takes a farmer's chickens has no conception of farming, or livestock, or ownership, or of the chickens as sentient beings that will experience the episode from a different perspective, but just acts instinctively to access food. Microbes and cells are like the building or the fox, not the guard or the sniper, in this respect.

Moreover, in the analogue, the massacred are also moral agents: human beings, with families, and aspirations for their futures, and the potential for making unique contributions to society… I am not convinced that bacteria or microbes are the kinds of entities that can be massacred.

Anthropomorphic references

Carver then writes about the immune system, or its various components, as well as various microbes and other pathogenic organisms, as though they are sentient, deliberative agents acting in the world with purposes. After all, wars are a purely human phenomenon.1 Wars involve people: people with human desires, motives, feelings, emotions, cunning, bravery (or not), aims and motivations.

Anthropomorphism is describing non-human entities as if they are people. Anthropomorphism is a common trope in science teaching (and science communication) but learners may come to adopt anthropomorphic explanations (e.g., the atom wants…) as if they are scientific accounts (Taber & Watts, 1996).

Read about anthropomorphism

Bacteria, body cells and the like are not these kinds of entities, but can be described figuratively as though they are. Consider how,

"Some bacteria are wise to this and use iron depletion as an indicator that they are inside an animal. Other bacteria have developed their own powerful iron-binding molecules called 'siderophores' which are designed to snatch the iron from the jaws of lactoferrin. Perhaps an even smarter strategy is just to opt out of the iron wars altogether…

…tear lipocalin, whose neat structure includes a pocket for binding a multitude of molecules. This clever pocket allows tear lipocalin to bind the bacterial siderophores…neutralising the bacterium's ability to steal iron from us…"

Carver, 2017, pp.20-21

Of course, bacteria are only 'wise' metaphorically, and they only 'develop' and 'design' molecules metaphorically, and they only adopt 'smarter strategies' or can 'opt out' of activities metaphorically – and as long as the reader appreciates this is all figurative language it is unproblematic. But, when faced with multiple, and sometimes extended, passages seeming to imply wise and clever bacteria developing tools and strategies, could the reader lose sight of this (and, if so, does that matter?)

If bacteria are not really clever, nor are pockets (or 'pockets' – surely this is a metaphor, as actual pockets are designed features not evolved ones). Stealing is the deliberate taking of something one knows is owned by someone else. Bacteria may acquire iron from us, but (like the fox) they do not steal as they have no notion of ownership and property rights, nor indeed, I suggest, any awareness that those environments from which they acquire the iron are considered by them[our]selves as 'us'.

That is, there is an asymmetrical relationship here: humans may be aware of the bacteria we interact with (although this has been so only very recently in historical terms) but it would be stretching credibility to think the bacteria have any awareness – even assuming they have ANY awareness in the way we usually use the term – of us as discrete organisms. So, the sense in which they "use iron depletion as an indicator that they are inside an animal" cannot encompass a deliberate use of an indicator, nor any inference they are inside an animal. There is simply a purely automatic, evolved, process that responds to environmental cues.

I have referred in other articles posted here to examples of such anthropromorphic language in public discourse being presented apparently in the form of explanations: e.g.,

"Y-negative cells cause an immune evasive environment in the tumour, and that, if you will, paralyses, the T cells, and exhausts them, makes them tired"

"first responder cells. In humans they would be macrophages, and neutrophils and monocytes among them. These cells usually rush to the site of an injury, or an infection, and they try to kill the pathogen"

"viruses might actually try to…hide…the microbes did not just accept defeat"

"we are entering Autumn and Winter, something that COVID and other viruses, you know, usually like…when it gets darker, it gets colder, the virus likes that, the flu virus likes that"

My focus here is Catherine Carver's book, but it is worth bearing in mind that even respectable scientific journals sometimes publish work describing viruses in such terms as 'smart', 'nasty', 'sneaky' – and, especially it seems, 'clever' (see 'So who's not a clever little virus then?'). So, Carver is by no means an outlier or maverick in using these devices.

'Immune' is embellished throughout with this kind of language – language that suggests that parasites, microbes, body cells, or sometimes even molecules:

  • act as agents that are aware of their roles and/or purposes;
  • do things deliberately to meet objectives;
  • have preferences and tastes.

The problem is, that although this is all metaphorical, as humans we readily interpret information in terms of our own experiences, so a scientific reading of a figurative text may requires us to consciously interrogate the metaphors and re-interpret the language. Historians of chemistry will be well aware of the challenge from trying to make sense of alchemical texts which were often deliberately obscured by describing substances and processes in metaphoric language (such as when the green lion covers the Sun). Science communicators who adopt extensive metaphors would do well to keep in mind that they can obscure as well as clarify.

For example, Carver writes:

"…the key to a game of hide and seek is elementary: pick the best hiding place. In the human body, the best places to hide are those where the seekers (the immune system) find it hard to travel. This makes the brain a very smart place for a parasite to hide."

Carver, 2017, p.132

'There is a strong narrative here ("the eternal game of hide and seek [parasites] play with us")- most of us are familiar with the childhood game of hide and seek, and we can readily imagine microbes or parasites hiding out from the immune cells seeking them. This makes sense, because of course, natural selection has led to an immune system that has components which are distributed through the body in such a way that they are likely to encounter any disease vectors present – as this increases fitness for the creature with such a system – and natural selection has also led to the selection of such vectors that tend to lodge in places less accessible to the immune cells – as this increase fitness of the organism that we2 consider a disease organism. Thus evolution has often been described, metaphorically, as an arms race.

But this is not really a game (which implies deliberate play – parasites can not know they are playing a game); and the disease vectors do not have any conception of hiding places, and so do not pick where to go accordingly, or using any other criterion; the immune cells are not knowingly seeking anything, and do not experience it being harder to get to some places than others (they are just less likely to end up in some places for purely naturalistic reasons).

So, a parasite that ends up in the brain certainly may be less accessible to the immune system, but is not deliberately hiding there – and so is no more 'smart' to end up there than boulders that congregate at the bottom of a mountainside because they think it is a good place to avoid being sent rolling by gravity (and perhaps having decided it would be too difficult to ascend to the top of the mountain).4

It is not difficult to de-construct a text in the way I have done above for the hide-and-seek comparison- if a reader thinks this is useful, and consequently continually pauses to do so. Yet, one of the strengths of a narrative is that it drives the reader forward through a compelling account, drawing on familiar schemata (e.g., hide and seek; dining; setting up home…) that the reader readily brings to mind to scaffold meaning-making.

Another familiar (to humans) schema is choosing from available options:

"…the neutrophil's killer skills come to the fore…It only has to ask one question: which super skills should be deployed for the problem at hand?"

Carver, 2017, p.27

So, it seems this type of immune cell has 'skills', and can pose itself (and answer) the question of which skills will be most useful in particular circumstances (perhaps just like a commando trained to deal with unexpected scenarios that may arise on a mission into enemy-held territory?) Again, of course, this is all figurative, but I wonder just how aware most readers are of this as they read.

Carver's account of Kupffer cells makes them seem sentient,

"The Kupffer cells hang around like spiders on the walls of the blood vessels waiting to catch any red blood cells which have passed their best before date (typically 120 days). Once caught, the red blood cell is consumed whole by the Klupffer cell, which sets about dismantling the haemoglobin inside its tasty morsel."

Carver, 2017, p.27

Kupffer cells surely do not 'hang around' or 'wait' in anything more than a metaphorical sense. If 'catching' old red blood cells is a harmless metaphor, describing them as tasty morsels suggests something about the Kupffer cells (they have appetites that discriminate tastes – more on that theme below) that makes them much more like people than cells.

Another striking passage suggests,

"Some signals are proactive, for example when cells periscope from their surface a receptor called ULBP (UL16-binding protein). Any NK cell that finds itself shaking hands with a ULBP receptor knows it has found a stressed-out cell. The same is true if the NK cell extends its receptors to the cell only to find it omits parts of the secret-handshake expected from a normal cell. Normal, healthy cells display a range of receptors on their surface which tell the world 'I'm one of us, everything is good'. Touching these receptors placates NK cells, inhibiting their killer ways. Stressed, infected cells display fewer of these normal receptors on their surface and in the absence of their calming presence the trigger-happy NK cells attack."

Carver, 2017, p.27

That cells can 'attack' pathogens is surely now a dead metaphor and part of the accepted lexicon of the topic. But cells are clearly only figuratively telling the world everything is good – as 'telling' surely refers to a deliberate act. The hand-shaking, including the Masonic secret variety (n.b., a secret implies an epistemic agent capable of of knowing the secret), is clearly meant metaphorically – the cell does not 'know' what the handshake means, at least in the way we know things.

If the notion of a cell being stressed is also a dead metaphor (that is 'stressed' is effectively a technical term here {"the concept of stress has profitably been been exported from physics to psychology and sociology" Bunge, 2017/1998}), a stressed-out cell seems more human – perhaps so much so that we might be subtly persuaded that the cell can actually be placated and calmed? The point is not that some figurative language is used: rather, the onslaught (oops, it is contagious) of figurative language gives the reader little time to reflect on how to understand the constant barrage of metaphors…

"…it takes a bit of time for the B cells to craft a specific antibody in large quantities. However the newly minted anti-pollen antibodies are causing mischief even if we can't see evidence of it yet. They travel round the body and latch on to immune cells called masts anywhere they can find them. This process means the person is now 'sensitised' to the pollen and the primed mast cells lie in wait throughout the body…"

Carver, 2017, pp.183-184

…so, collectively the language can be insidious – cells can 'craft' antibodies (in effect, complex molecules) which can cause mischief, and find mast cells which lie in wait for their prey.

Sometimes the metaphors seemed to stretch even figurative meaning. A dying cell will apparently 'set its affairs in order'. In humans terms, this usually relates to someone ensuring financial papers are up to date and sorted so that the executors will be able to readily manage the estate: but I was not entirely sure what this metaphor was intended to imply in the case of a cell.

Animistic language

Even a simple statement such as "First the neutrophil flattens itself"(p.28) whilst not implying a conscious process makes the neutrophil the active agent rather than a complex entity subject to internal mechanisms beyond its deliberate control. 3

So, why write

"Finally, the cell contracts itself tightly before exploding like a party popper that releases deadly NETs [neutrophil extracellular traps] instead of streamers."

Carver, 2017, p.27

rather than just "…the cell contracts tightly…"? I suspect because this offers a strong narrative (one of active moral agents engaged in an existential face-off) that is more compelling for readers.

Neutrophils are said to 'gush' and to 'race', but sometimes to be slowed down to a 'roll' when they can be brought to a stop ("stopping them in their tracks" if rolling beings have tracks?). But on other occasions they 'crawl'. Surely crawling is a rather specific means of locomotion normally associated with particular anatomy. Typically, babies crawl (but so might soldiers when under fire in a combat zone?)

There are many other examples of phrases that can be read as anthropomorphic, or at least animistic, and the overall effect is surely insidious on the naive reader. I do not mean 'naive' here to be condescending: I refer to any reader who is not so informed about the subject matter sufficiently to already understand disease and immunity as natural processes, that occur purely through physical and chemical causes and effects, and that have through evolution become part of the patterns of activity in organisms embedded in their ecological surroundings. A process such as infection or an immune response may look clever, and strategic, and carefully planned, but even when very complex, is automatic and takes place without any forethought, intentions, emotional charge or conscious awareness on the part of the microbes and body cells involved.

There are plenty of other examples in 'Immune' of phrasing that I think can easily be read as referring to agents that have some awareness of their roles/aims/preferences, and act accordingly. And by 'can easily be read', I suspect for many lay readers (i.e., the target readership) this means this will be their 'natural' (default) way of interpreting the text.

So (see Box 3 , below), microbes, cells, molecules and parasites variously are in relationships, boast, can beckon and be beckoned, can be crafty, can be egalitarian, can be guilty, can be ready to do things, can be spurred on, can be told things, can be treacherous, can be unaware (which implies, sometimes they are aware), can dance choreographed, can deserve blame, can find things appealing, can have plans, can mind their own business, can pay attention, can spot things, can take an interest, can wheedle (persuade), congregate, craft things, dare to do things, do things unwittingly, find things, get encouraged, go on quests, gush, have aims, have friends, have goals, have jobs, have roles, have skills, have strategies, have talents, have techniques, insinuate themselves, know things, like things, look at things, look out for things, play, outwit, race, seek things, smuggle things, toy with us, and try to do things.

Microbes moving in

One specific recurring anthropomorphic feature of Carver's descriptions of the various pathogens and the harmless microbes which are found on and in us, is related to finding somewhere to live – to setting up a home. Again, this is clearly metaphorical, a microbe may end up being located somewhere in the body, but has no notion, or feeling, of being at home. Yet the schema of home – finding a home, setting up home, being at home, feeling at home – is both familiar and, likely, emotionally charged, and so supports a narrative that fits with our life-experiences.


A squatter among pathogen society? Images by Peter H (photograph) and Clker-Free-Vector-Images (superimposed virus) from Pixabay


Viruses and bacteria are compared in terms of their travel habits (in relation to which, "The human hookworm…[has] got quite an unpleasant commute to work…"),

"…viruses are the squatters of pathogen society. Unlike bacteria, which tend to carry their own internal baggage for all their disease-making needs, viruses pack light. They hold only the genes they need to gain illegal entry to our cells and then instruct our cells' machinery to achieve the virus's aims. The cell provides a very happy home for the virus, and also gives it cover from the immune system."

Carver, 2017, p.35

These pathogens apparently form a society (where there is a distinction between what is and what is not legal 5) and individually have needs and aims. A virus not only lives in a home, but can be happy there. Again, such language does have a sensible meaning (if we stop to reflect on just what the metaphors can sensibly mean), but it is a metaphorical meaning and so should not be taken literally.

The analogy is however developed,

"…the human microbiota is the collective name for the 100 trillion micro-organisms that have made us their real estate. From the tip of your tongue to the skin you sit on, they have set up home in every intimate nook and cranny of our body…The prime real estate for these microbes, the Manhattan or Mayfair equivalent inside you and me, is the large intestine or colon. If you had a Lonely Planet or Rough Guide to your gut, the colon would have an entry something like this: 'The colon is a must-see multi-cultural melting-pot, where up to one thousand species of bacteria mingle and dine together every second of every day. In this truly 24/7 subterranean city, Enterococci rub shoulders with Clostridia; Bacteroides luxuriate in their oxygen-depleted surroundings and Bifidobacteria banquet on a sumptuous all-you-can-eat poo buffet. It's the microbe's place to see, and be seen'. ….[antibiotic's] potential to kill off vast swathes of the normal gut flora. This creates an open-plan living space for a hardy bacterium called Clostridium difficile. This so-called superbug (also known as C. diff) is able to survive the initial antibiotic onslaught and then rapidly multiplies in its newly vacated palace."

Carver, 2017, p.76-78

This metaphor is reflected in a number of contexts in Immune. So, the account includes (see Box 4, below) break ins, camps, communities, homes, lounging, palaces, penthouses, playgrounds, preferred places to live, real estate, residents, shops, squatters, suburban cul-de-sacs, and tenants .

What is for dinner?

The extracts presented above also demonstrate another recurring notion, that microbes and body cells experience 'eating' much like we do ('tasty morsel', 'dine together', 'banquet…buffet'). There are many other such illusions in 'Immune'.

We could explain human eating preferences and habits in purely mechanistic terms of chemistry, physics and biology – but most of us would think this would miss an important level of analysis (as if what people can tell us about what they think and feel about their favourite foods and their eating habits is irrelevant to their food consumption) and would be very reductive. Yet, when considering a single cell, such as a Kupffer cell, surely a mechanistic account in terms of chemistry, physics and biology is not reductionist, but exhaustive. Anything more is (as Einstein suggested about the aether) superfluous.

One favoured dining location is the skin:

"The Demodex dine on sebum (the waxy secretion we make to help waterproof our skin), as well as occasionally munching on our skin cells and even some unlucky commensal bacteria like Propionibacterium acnes…like many of us, P. acnes is a lipophile, which is to say it adores consuming fat. The sebum on our skin is like a layer of buttery, greasy goodness that has P. acnes smacking its lips. However, when P. acnes turns up to dine it has some seriously bad table manners, which can include dribbling chemicals all over our faces…[non-human] animal sebum lacks the triglyceride fats that P. acnes [2 ital] loves to picnic on."
p.82

Carver, 2017, pp.81-82

It is hopefully redundant, by this point, for me to point out that Propionibacterium acnes does not adore anything – neither preferred foodstuffs nor picnics – but has simply evolved to have a nutritional 'regime' that matches its habitat. Whilst this extract immediately offers a multi-course menu of metaphors, it is supplemented by a series of other semantic snacks. So 'Immune' also includes references to buffet carts, chocolate chips, cookies, devouring, easy meals, gobbling up, making food appetising, making food tastier, munching, a penchant for parma ham and rare steak, soft-boiled eggs, tasty treats and yummy desserts.

Can you have too much of a metaphorical good thing?

I am glad I bought 'Immune'. I enjoyed reading it, and learnt from it. But perhaps a more pertinent question is whether I would recommend it to a non-scientist* interested in learning something about immunity and the immune system. Probably, yes, but with reservations.

Is this because I am some kind of scientific purist (as well as a self-acknowledged pedant)? I would argue not: if only because I am well aware that my own understanding of many scientific topics is shallow and rests upon over-simplifications, and in some cases depends upon descriptive accounts of what strictly need to be appreciated in formal mathematical terms. I do not occupy sufficiently high ground to mock the novice learner's need for images and figures of speech to make sense of unfamiliar scientific ideas. As a teacher (and author) I draw on figurative language to help make the unfamiliar become familiar and the abstract seem concrete. But, as I pointed out above, figurative language can sometimes help reveal (to help make the unfamiliar, familiar); but can also sometimes obscure, a scientific account.

I have here before made a distinction between the general public making sense of science communication in subjective and objective terms. Objective understanding might be considered acquiring a creditable account (that would get good marks in an examination, for example). But perhaps that is an unfair test of a popular science book: perhaps a subjective making-sense, where the reader's curiosity is satisfied – because 'yes, I see, that makes sense to me' – is more pertinent. Carver has not written 'Immune' as a text book, and if readers come away thinking they have a much better grasp of the immune system (and I suspect most 'naive' readers certainly would think that) then it is a successful popular science book.

My reservation here is that we know many learners find it difficult to appreciate that cornerstone of modern biology, natural selection (e.g., Taber, 2017), and instead understand the living world in much more teleological terms – that biological processes meet ends – occur to achieve aims – and do so through structures which have been designed with certain functions in mind.

So, microbes, parasites, cells, and antibodies, which are described as though they are sentient and deliberate actors – indeed moral agents seeking strategic goals, and often being influenced by their personal aesthetic tastes – may help immunity seem to make sense, but perhaps by reinforcing misunderstandings of key foundational principles of biology.

In this, Catherine Carver is just one representative of a widespread tendency to describe the living world in such figurative terms. Indeed, I might suggest that Carver's framing of the immune system as a defence force facing hostile invaders makes 'Immune' a main-stream, conventional, text in that it reflects language widely used in public science discourse, and sometimes even found in technical articles in the primary literature.

A myth is a story that has broad cultural currency and offers meaning to a social group, usually involving supernatural entities (demons, superhuman heroes, figures with powerful magic – perhaps microbial aesthetes and sentient cells?), but which is not literally true. e.g., Your immune system comprises a vast army of brave and selfless soldiers seeking to protect you from intruders looking to do you harm: an immune response is a microcosm of the universal fight between good and evil?

My question, then, is not whether Carver was ill-advised to write 'Immune' in the way she has, but whether it is time to more generally reconsider the widespread use of the mythical 'war' analogy in talking about immunity and disease.


Notes

1 Even if, for example, some interactions between groups of ants from different nests {e.g., see 'Ant colony raids a rival nest | Natural World – Empire of the Desert Ants – BBC'} look just as violent as anything from human history, their 'battles' are surely not planned as part of some deliberate ongoing campaign of hostilities.


2 The bacteria infecting us, if they could conceptualise the situation (which they cannot), would have no more reason to consider themselves a disease, than humans who 'infected' an orchard and consumed all the fruit would consider themselves a disease. Microbes are not evil for damaging us, they are just being microbes.


3 If my rock analogy seems silly, it is because we immediately realise that rocks are just not the kind of entities that behave deliberately in the world. The same is true of microbes and body cells -they are just not the kind of entities that behave deliberately in the world, and as long as this is recognised such metaphorical language is harmless. But I am not sure that is so immediately obvious to readers in these cases.


4 Such an issue can arise with descriptions about people as well. If I want to share a joke with a friend I may wink. If a fly comes close to my eye I may blink. Potentially these two actions may seem indistinguishable to an observer. However, the first is a voluntary action, but in the second case the 'I' that blinks is not me the conscious entity that ascribes itself self-hood, but an autonomous and involuntary subsystem! In a sense a person winks, but has blinking done to her.


5 If entry to our cells was 'illegal' in the sense of being contrary to natural laws/laws of nature, it would not occur.

* A note on being a scientist. Any research scientists reading this might scoff at my characterisation of the readers of popular science books as being non-scientists with the implied suggestion that I, by comparison, should count as a scientist. I have never undertaken research in the natural sciences, and, although I have published in research journals, my work in science education would be considered as social science – which in the Anglophile world does not usually count as being considered 'science' per se. However, in the UK, the Science Council recognises science educators as professional scientists. Learned societies such as the Royal Society of Chemistry and the Institute of Physics will admit teachers of these subjects as professional members, and even Fellows once their contributions are considered sufficient. This potentially allows registration as a Chartered Scientist. Of course, the science teacher does not engage in the frontiers of a scientific research field in the way a research scientist does, however the science teacher requires not only a much broader knowledge of science, but also a specialist professional expertise that enables the teacher to interrogate and process scientific knowledge into a form suitable for teaching. This acknowledges the highly specialised nature of teaching as an expert professional activity which goes far beyond the notion of teaching as a craft that can be readily picked up (as sometimes suggested by politicians).


Work cited


"neutrophil is a key soldier"
"the human body is like an exceedingly well-fortified castle, defended by billions of soldiers"
"…the incredible arsenal that lives within us…"
"the hidden army"
"…our adaptive assassins, our T and B cells"
"The innate system is the first line of defence…"
skin: "…an exquisite barrier that keeps unwanted invaders out."
"…your airways are exceedingly well booby-trapped passages lined with goblet cells, which secrete a fine later of mucus to trap dirt and bacteria."
"Initially it was seen as a simple soldier with a basic skills set …Now we know it is a crafty assassin with a murderous array of killing techniques."
"…ninja skill of neutrophils…", "ninja neutrophils"
"macrophages are stationed at strategic sites…what an important outpost the liver is for the immune system"
"NK cells [have] killer ways"
"trigger-happy NK cells"
"Ever neat assassins, NK cells"
"vicious immune cells" compared to "a pack of really hungry Rottweilers"
interleukins are "pro-inflammatory little fire-starters"
"neutrophils, macrophages and other immune system soldiers"
"T cells…activate their invader-destroying skills."
"…a weapon with a name worthy of a Bond villain's invention: the Membrane Attack Complex"
"miniature mercenaries"
"a system whose raise d'etre is to destroy foreign invaders"
"everything we do exposes us to millions of potential invaders."
"…all invaders need an entry point…"
"these tiny sneaks [e.g., E. coli]"
"the dark-arts of pus-producing bacteria…"
Neisseria meningitidis: "this particular invader"
"foreign invaders"
"an aggressive border patrol"
'Tregs are the prefects of the immune system…"
"…the parasite larva has more in common with a time bomb…"
"T cells…are the grand high inquisitors of the immune system, spotting and destroying infected cells and even cancer…these assassins"
"imagining you have to make a Mr Potato Head army, and you know that the more variety in your vegetable warriors the better"
"this process is about …making a mutant army."
"they form a fighting force that rivals Marvel Comic's Fantasic Four"
"each antibody molecule released as a single soldier"
"The pancreas … acts as the commander-in-chief when its comes to controlling blood sugar levels."
"our tiny but deadly defenders"
"cells in the spleen with a specialised killer-skill"
"wears a mask that conceals its killer features from its would-be assassins"
"the microbiological mass murderers…the serial killers"
"PA [protective antigen] is the muscled henchman"
"the murderous cast of immune cells and messengers…this awe-inspiring army"
"a microscopic army, capable of seeking out and destroying bacteria"
"the terminators are targeted killers"
"weaponised E. coli
Box 1: References to the immune system and its components as a defence force

"a kamikaze blaze of microbe-massacring glory"
"an eternal war between our bodies and the legions of bacteria, viruses, fungi and parasites that surround us"
"these invaders' attempts are thwarted"
"battles"
"all my innate defences would essentially hold the fort and in many instances this first line would be enough to wipe out the invader before the adaptive system gets a chance to craft bespoke weaponry."
"the tears we shed [are] a form of chemical warfare."
"…allowing the neutrophils to migrate through the blood vessel and into the battlefield of the tissue beyond"
"the cell contracts itself tightly before exploding"
"their friendly fire contributed to the death of the victim."
"spewing microbe-dissolving chemicals into the surround tissue. This allows the neutrophil to damage many microbes at once, a bit like fishing by throwing dynamite into the water."
"NK [natural killer] cells target the microbes that have made it inside our cells."
"NK cells attack"
"…the initial hole-poking assault…"
"all part of the NK cell's plan to kill the cell."
"…they trip the cell's self-destruct switch"
"expose a cell to a severe, but not quite lethal threat…transform the cell into a hardened survivor"
immune cells have an "ability to go on the rampage"
"call up … immune system soldiers to mount a response"
"leukaemia … has decimated a type of white blood cells called T cells"
"it behaves like a Trojan horse [as in the siege of the City of Troy]"
"telling our soldier cells to kick back and take some R & R"
"the smoke signals of infection"
"…like a showing of tiny hand grenades on the surrounding cells."
"the donor cells would be vastly outnumbered and it would be like a band of rebels taking on a vast army on its home turf"
"the recipient's own immune system is in a weakened state and unable to fight back"
"…the antibodies …are therefore able to give a hostile welcome to alpha-gal-wearing malaria parasites."
"…our gut bacteria effectively provide a training ground for the immune system – a boot camp led by billions of bacteria which teaches us to develop an arsenal of antibodies to tackle common foreign invader fingerprints…"
"fighting on certain fronts"
"edgy alliance"
"shore up the intestinal defences by reinforcing the tight junctions which link the gut cells together"
"our gut's security fence"
"a self-cell that should be defended, not attacked"
"this mouse-shaped Trojan horse"
"the scanning eyes of the immune system"
"a form of border control, policing"
"…the bacteria-bashing brilliance…"
"…the IgA effectively blocks and disables the invaders' docking stations…"
"B cells and their multi-class antibody armoury have the ability to launch a tailored assassination campaign against almost anything"
"the exquisitely tailored assassination of bacteria, viruses and anything else that dares enter the body"
"One of the seminal victories in our war on bugs"
"Some bacteria have a sugar-based cloaking device"
"…tripped by the pollen attaching to the IgE-primed mast cells and, like pulling a pin on a grenade, causing them to unleash their allergy-inducing chemicals."
"The almost instant assault of the immediate phase reaction occurs within minutes as the dirty bomb-like explosion of the mast cell fill the local area with a variety of rapidly acting chemicals."
"..the battle against infectious diseases."
"teaching the patrolling forces of the immune system to stand down if the cell they're interrogating is a healthy cell that belong to the body. It's a bit like a border patrol force wandering through the body and checking passports"
"like a training camp for the newly created border guards".
"ordering those that react incorrectly to self-destruct"
"These bacteria have a sugar-based polysaccharide outer shell, which acts like a cloaking device"
"the [oncolytic] viruses have a Swiss army knife selection of killer techniques"
"This approach slaughters these foot soldiers of our immune system…"
"they [macrophages] have picked up a time bomb"
"antibodies that act like heat-seeking missiles"
"Kadcyla …has a double-pronged attack."
"we are setting up easy antibiotic assault courses all over the place"
"His suicidal minions were engineered to seek out a pneumonia-causing bacterium by the name of Pseudomonas aeruginosa and explode in its presence releasing a toxic cloud of a Pseudomonas-slaughtering chemical called pyocin."
"it could secrete its killer payload"
"stimulate the little terminators to produce and release their chemical warfare."
Box 2: References to disease and immune processes as war and violent activity



"The macrophage's … job as a first responder…"
" osteoclasts and osteoblasts" are "Carver refers to "the bony equivalent of yin and yang…osteoblasts are the builders in this relationship" (said to be "toiling") …osteoclast, whose role is the constant gardener of our bones"
"…a white blood cell called the regulatory T cell, or 'Treg' to its friends…"
"…this biological barcode lets the T cell know that it's looking at a self-cell …"
"…the ball of cells that makes up the new embryo finishes bumbling along the fallopian tube and finds a spot in the uterus to burrow into…"
"By using this mouse-shaped Trojan horse the parasite gets itself delivered directly into the cat's gut, which is where Toxoplasma likes to get it on for the sexual reproduction stage of its lifecycle."
"It's as if the trypanosome has a bag of hats that it can whip out and use to play dressing-up to outwit the immune system."
"proteins… help smuggle the ApoL1 into the parasite"
"Some parasites have a partner in crime…"
"the chosen strategy of the roundworm Wuchereria bancrofti…uses a bacterium to help cloak itself from the immune system."
"the work of a master of disguise…precisely what Wuchereria bancrofti is."
"…its bacterial side-kick"
"parasites that act as puppet masters for our white blood cells and direct our immune response down a losing strategy"
"parasites with sartorial skills that craft themselves a human suit made from scavenged proteins"
"parasites toy with us"
"B cells have one last technique"
"Chemical messengers beckon these B cells"
"what AID [activation induced deaminase] seeks to mess with"
"Each class [of antibody] has its own modus operandi for attacking microbes"
"in terms of skills, IgG can activate the complement cascade"
"…one of its [IgA] key killer skills is to block any wannabe invaders from making their way inside us."
"the helper T cell and the cytotoxic T cell, which take different approaches to achieve the same aim: the exquisitely tailored assassination of bacteria, viruses and anything else that dares enter the body."
"B cells, cytoxic T cells and macrophages in their quest to kill invaders"
"T cells interact with their quarry"
"add a frisson of encouragement to the T cell, spurring it on to activation."
"the brutally egalitarian smallpox"
"Polio is another virus that knows all about image problems."
"the guilty allergen"
"IgE and mast cells are to blame for this severe reaction [anaphylaxis]"
"…The T regulatory cells identify and suppress immune cells with an unhealthy interest in normal cells."
"the skills of a type of virus well versed in the dark arts of integrating into human DNA"
"The spleen is a multi-talented organ"
"to get rid of the crafty, cloaked bacteria"
"Even once cells are able to grow despite the chemical melting pot they're stewing in telling them to cease and desist…"
"It is believed that tumour cells bobbing about in the bloodstream try to evade the immune system by coating themselves in platelets…"
"the cancer's ability to adorn itself"
"They [oncolytic viruses] work by …drawing the attention of the immune system"
"when the replicating virus is finally ready to pop its little incubator open"
"…anthrax, which lurks in the alveoli awaiting its cellular carriage: our macrophages…"
"The macrophages are doing what they ought … Completely unaware that they have picked up a time bomb…"
"the microbial thwarting talents of interferons"
"…your mAbs will do the legwork for you, incessantly scouring the body for their target destination like tiny, demented postal workers without a good union."
"One of the tumour techniques is to give any enquiring T cells a 'these aren't the cells you're looking for' handshake that sends them on their way in a deactivated state, unaware they have let the cancer cells off the hook. Checkpoint inhibitor mAbs bind to the T cell and prevent the deactivating handshake from happening. This leaves the T cell alert and able to recognise and destroy the cancer cells."
"A third neutrophil strategy…"
"all part of the NK cell's plan to kill the cell."
"…a majestic dance of immune cells and messengers, carefully choreographed…"
"So my immune system's bag of tricks might not currently include a smallpox solution, but if I were to contract the disease my adaptive immune response would try its hardest to create one to kill the virus before it killed me."
"Thus earwax can catch, kill and kick out the multitude of microbes that wheedle their way into out ears…"
"Up to 200 million neutrophils gush out of our bone marrow and into the blood stream every day. They race around the blood on the look-out for evidence of infection."
"a process called 'opsonisation' make consuming the bacterial more appealing to neutrophils"
"the same siren call of inflammation and infection that beckoned the neutrophils."
"…a set of varied and diverse circumstances can prompt multiple macrophages to congregate together and, like a massive Transformer, self-assemble into one magnificent giant cell boasting multiple nuclei."
"The cell responds to the initial hole-poking assault by trying to repair itself…At the same time that it pulls in the perforin holes, the cell unwittingly pulls in a family of protein-eating granzymes…"
"the gigantosome is more than just a pinched-off hole-riddled piece of membrane; its creation was all part of the NK cell's plan to kill the cell."
caspases in cells "play an epic game of tag"
Arachidonic acid: "Normally it just minds its own business"
"The interferon molecule insinuates itself into the local area"
"The chemokines …their ability to beckon a colourful array of cells to a particular location…they can call up neutrophils, macrophages and other immune system soldiers to mount a response to injury and infection…"
"chemicals that can tell these cells where to go and what to do. These crafty chemicals…"
"…the triad of goals of the complement system…"
"It's the T cell's job to spot infected or abnormal cells."
"Microbes aren't easy bedfellows"
"…the 'lean' microbes won out over the 'obese' ones."
"IgD is the most enigmatic of all the immunoglobins"

"the parasite larva …treacherous"
Box 3: Examples of phrasing which might suggest that microbes, cells, etc., are sentient actors with human motivations

"Bifidobacterium infantis, a normal resident of the healthy infant gut"
"trillions of microbes that make us their home"
"…a much more diverse community of inner residents…"
"Entamoeba … just happened to prefer to live in a multicultural colon."
"…the mouth had the least stable community, like the microbial equivalent of transient squatters, while the vagina was the quiet suburban cul-de-sac of the map, with a fairly fixed mix of residents."
"that's where they [Mycobacteria] set up home"
"Neisseria meningitidis "sets up shop inside our cells…it breaks in…"
"…Heliocobacter pylori (a.k.a H. pylori), a bacterium that makes its home in the sticky mucus that lines the stomach. While the mucus gives H. pylori some protection from the gastric acid, it also employed a bit of clever chemistry to make its home a touch more comfortable."
Dracunculus medinensis will "seek out a mate, turning the abdominal wall into their sexual playground."
"…plenty of creepy crawlies have been known to to call the human brain home, lounging among our delicate little grey cells…"
the tapeworm Spirometra erinaceieuropaei : "…this particular tenant ensconced in their grey matter."
"the worm…wriggled up through his body to reach its cranial penthouse where it could enjoy the luxury of a very special hiding spot."
"There are flatworms, roundworms hookworms, whipworms, fleas and ticks, lice and amoeba. They're all queuing up to get a room at the palace of parasites"
Clostridium tetani "can often set up camp in soil",
"About 75 million people worldwide are thought to carry the dwarf tapeworm in their small intestine, where it lives a fairly innocuous life and causes its host few if any symptoms."
"Though it may not seem like it, our nostrils are prime real estate and rival bacteria fight each other for resources, a fight which includes chemical warfare."
"…we'll meet the creepy critters that like to call us home and the ways our immune system tries to show them the door."
Box 4: Microbes and cells described as the kind of entities which look for and set up homes.

"an all-you-can-eat oligosaccharide buffet for B. infantis [Bifidobacterium infantis]"
"…complement's ability to make these bacteria seem tastier to our macrophages…"
"Mycobacteria… actually want to be gobbled up by our macrophages…"
"sprinkling C3b on the surface of bacteria makes them much more appetising to microbe-munching cells"
macrophages 'devour' the remains of dead cells
"…Salmonella, which likes a soft-boiled egg, and Toxoplasma gondii, which shares my penchant for parma ham and rare steak."
Dracunculus medinensis "looks like an easy meal for a peckish water flea. Sadly for the water flea the parasite larva has more in common with a time bomb than a tasty snack ever should, and the treacherous morsel spends the next 14 days inside the flea…"
"…flagging a microbe as munchable for macrophages…"
"IgG …can mark targets as munchable. Thus any bacterium, virus or parasite coated in IgG finds itself the yummiest dessert on the buffet cart and every hungry macrophage rushes to get itself a tasty treat."
"…from our brain to our bones, we are riddled with munching macrophages…"
opsonisation: "much like sprinkling tiny chocolate chips on a bacterial cookie"
"Demodex dine on sebum…as well as occasionally munching on our skin cells"
"P. acnes is a lipophile, which is to say it adores consuming fat. The sebum on our skin is like a layer of buttery, greasy goodness that has P. acnes smacking its lips."
"when "P. acnes turns up to dine it has some seriously bad table manners"
" P. acnes loves to picnic."
Box 5: References to the culinary preferences and habits of entities such as microbes and immune cells

A concept cartoon to explore learner thinking


Keith S. Taber


I have designed a simple concept cartoon. Concept cartoons are used in teaching, usually as an introductory activity to elicit students' ideas about a topic before proceeding to develop the scientific account. This can be seen as 'diagnostic assessment' or just part of good pedagogy when teaching topics where learners are likely to have alternative conceptions. (So, in science teaching, that means just about any topic!)

Read about concept cartoons

But I am retired and no longer teach classes, so why am I spending my time preparing teaching resources?

Well, I was writing about dialogic teaching, and so devised an outline lesson plan to illustrate what dialogic teaching might look like. The introductory activity was to be a concept cartoon, so I thought I should specify what it might contain – and so then I thought it would help a reader if I actually mocked up the cartoon so it would be clear what I was writing about. That led to:


A concept cartoon provides learners with several competing ideas to discuss (This can be downloaded below)


What happens, and why?

In my concept cartoon the focal question is what will happen when some NaCl is added to water – and why? This is a concept cartoon because there are several characters offering competing ideas to act as foci for learners to discuss and explore. Of course, it is possible to ask learners to engage with a cartoon individually, but they are intended to initiate dialogue between learners. So by talking together learners will each have an audience to ask them to clarify, and to challenge, their thinking and to ensure they try to explain their reasoning.

Of course, there is flexibility in how they can be used. A teacher could ask students to consider the cartoon individually, before moving to small group discussions or whole class discussion work. (It is also possible to move from individual work to pairing up, to forming groups from two pairs, to the teacher then collating ideas from different groups.) During this stage of activity the intention is to let student make their thinking explicit and to consider and compare different views.

Of course, this is a prelude to the teacher persuading everyone in the class of the right answer, and why it is the right answer. Concept cartoons are used where we know student thinking is likely to make that stage more than trivial. Where learners do already have well-entrenched conceptions at odds with the scientific models, we know simply telling them the target curriculum account is unlikely to lead to long-term shifts in their thinking.

And even if they do not, they will be more likely to appreciate, and later recall, the scientific account if the ground is prepared in this way by engaging students with the potential 'explanatory landscape' (thinking about what is to be explained, and what explanation might look like). If they become genuinely engaged with the question then the teacher's presentation of the science is given 'epistemic relevance'. (Inevitably the science curriculum consists of answers to the questions scientists have posed over many years: but in teaching it we may find we are presenting answers to many questions that simply have never occurred to the students. If we can get learners to first wonder about the questions, then that makes the answer more relevant for them – so more likely to be remembered later.)

Is there really likely to be a diversity of opinion?

This example may seem fairly straightforward to a science teacher. Clearly NaCl, sodium chloride (a.k.a. 'common salt' or 'table salt') is an ionic solid that will dissolve in water as the ions are solvated by the polar water molecules clustering around them. That should also be obvious to advanced students. (Shouldbut research evidence suggests not always.)

What about students who have just learned about ionic bonding and the NaCl crystal structure? What might they think?

Surely, we can dismiss the possibility that salt will not dissolve? Everyone knows it does. The sea is pretty salty, and people often add salt to the water when cooking. And as long as learners know that NaCl is 'salt' there should be no one supporting the option that it does not dissolve. After all, there is a very simple logical syllogism to be applied here:

  • common salt dissolves in water
  • common salt is NaCl
  • so NaCl dissolves in water

Except, of course, learners who know both that salt dissolves in water and that it is NaCl still have to bring both of those points to mind, and coordinate them – and if they are juggling other information at the same time they may have reached the 'working memory capacity' limit.

Moreover, we know that often learners tend to 'compartmentalise' their learning (well, we all do to some extent), so although they may engage with salt in the kitchen or dinner table, and learn about salt as NaCl in science lessons, they may not strongly link these two domains. And the rationale offered here by the student in red, that NaCl is strongly bonded, is a decent reason to expect the salt to be insoluble.

Now as I have just made this cartoon up, and do not have any classes to try it out on, I may be making a misjudgement and perhaps no learners would support this option. But I have a sneaking suspicion there might be a few who would!

The other two options are based on things I was told when a teacher. That the solid may dissolve as separate atoms is based on being told by an advanced student that in 'double decomposition' reactions the precipitate was produced when atoms in the solution paired up to transfer electrons. The student knew the solutions reacting (say of potassium iodide and lead nitrate) contained ions, but obviously (to my informant) the ions changed themselves back into atoms before forming new ionic bonds by new electron transfers.

I was quite shocked to have been told that, but perhaps should not have been as it involves two very common misconceptions:

(Moreover, another advanced student once told me that when bonds broke electrons had to go back to their 'own' atom as it would be odd for an atom to end up with someone else's electron! So, by this logic, of course anions have to return electrons to their rightful owners before ironically bonding elsewhere!)

So, I suspect a fair number of students new to learning about ionic bonding might well expect it to dissolve as atoms rather than ions.

As regards the other option, that the salt dissolves as molecules, I would actually be amazed if quite a few learners in most classes of, say, 13-14-year-olds, did not select this option. It is very common for students to think that, despite its symmetrical crystal structure (visible in the model in the cartoon), NaCl really comprises of NaCl units, molecule-like ions pairs – perhaps even seen as simply NaCl 'molecules'.

It becomes the teacher's job to persuade learners this is not so, for example, by considering how much energy is needed to melt NaCl , and the conductivity of the liquid and the aqueous solution. (In my imaginary lesson the next activity was a 'Predict-Observe-Explain' activity involving measuring the conductivity of a salt solution.)


A challenge to science teachers

Perhaps you think the students in your classes would not find this a challenging task, as you have taught them that NaCl is an ionic solid, held together by the attractions between cations and anions? All your students know NaCl dissolves, and that the dissolved species will (very nearly always) be single hydrated ions.

Perhaps you are right, and I am wrong.

Or perhaps you recognise that given that in the past so many students have demonstrated alternative conceptions of ionic bonding (Taber, 1994) that perhaps some of your own students may find this topic difficult.

As I no longer had classes to teach, I am uploading a copy of the cartoon that can be downloaded in case you want to present this to your classes and see how they get on. This is primary for students who have been introduced to ionic bonding and taught that salts such as NaCl form solids with regular arrangements of charged ions. If they have not yet studied salts dissolving then perhaps this would be a useful introductory ability for that learning that content?

If you have already taught them about salts dissolving, then obviously they should all get the right answer. (But does that mean they will? Is it worth five minutes of class-time to check?)

And if you work with more advanced students who are expected to have mastered ionic bonding some years ago, then we might hope no one in the class would hesitate in selecting the right answer. (But can you be sure? You could present this as something designed for younger students, and ask your students how they would tutor a younger bother or sister who was not sure what the right answer was.)

If you do decide to try this out with your students – I would really like to know how you get on. Perhaps you would even share your experience with other readers by leaving a comment below?



Work cited:


Learning from one's own teaching analogy

Analogies are thinking tools as well as communication tools.


Keith S. Taber


Analogy is very familiar to science teachers as a tool for communicating ideas (one way to help 'make the unfamiliar familiar'), but analogies have also been important to research scientists themselves. Analogy can be a useful thinking tool for scientists, as well as a means of getting across novel ideas.

Indeed we might suggests that analogies have roles that might be described as exploratory, autodidactic, and pedagogic:

  • I wonder if it is like this? A creative source of ideas generating hypothesis to test out;
  • Ah, I see, it is like this! A tool for making sense of something that seems unfamiliar to us;
  • You see, it is somewhat like this… A tool for helping others to make sense of some novel or unfamiliar notion.

On this site, I have given quite a lot of attention to the pedagogic, communicative role of analogies as used by teachers – and also by other communicators of science such as journalists, and indeed sometimes also scientists themselves when writing for their colleagues. As well as discussing some teaching analogies in detail in blog postings, I've also compiled some examples I have come across from my reading and other sources (such as radio items).

Read about science analogies

I was recently using an analogy myself to communicate an idea as part of a talk I had been asked to give. I set up an analogy to illustrate four categories in a model of 'bugs' that can occur in teaching-learning when students either do not understand, or misunderstand (misinterpret), teaching. I was trying to explain an educational model to science teachers, so used some science (that I assumed would be familiar to the audience) as the analogue.

An analogy involves a comparison between the structures of two systems where there is an explicit mapping to show similar structural features between the two systems – the analogue being used to explain and the target being explained. (If that sounds a bit obscure, there is an example presented in the table below).

Analogy as a thinking tool

I readily found 'mappings' for my four categories, so my analogy 'worked' (for me!) But, in working out the analogy, I realised that there was an additional option, a variation on one of the categories, that I had not fully appreciated. That is, by thinking about an analogy, I discovered a potential mapping back to my model that I had not expected, so the act of developing an analogy (meant to communicate the idea) actually deepened my own understanding of the model.

This is just the kind of thinking that analogy as an exploratory tool can offer (even if that was not how I was intending to use the analogy). This did not lead to a drastic rethinking of my model, but I thought it was interesting how working with the analogy could offer a slightly different insight into the original model.

Accommodating concepts

This puts me in mind of how concepts can both grow and then be modified by analogical thinking in science. For example, when (the substance that was to be named as) potassium was first discovered it had a combination of properties quite unlike any previously known substances. It seemed to share some – but not all – properties with the group of known substances referred to as metals, so it could be considered a metal by analogy with them. But for potassium (and then sodium) to be accepted as actual metals (not just partial analogies of metal) it was necessary to modify the set of properties considered essential to a substance that was classed as a metal (Taber, 2019).

Read about the Origin of a Chemical Concept: The Ongoing Discovery of Potassium

(Of course, it seems 'obvious' to us now that potassium and sodium are metals – but that is with the benefit of hindsight, as the metal concept we learnt about in chemistry had long since been adapted to 'accommodate' the alkali metals.)

Types of learning blocks

The 'target' material in my talk was the typology of learning impediments which is meant to set out the types of 'bugs' that can occur in a 'teaching learning system'. That is, when

"there is a teacher who wishes to teach some curriculum material that has been prepared for the class; and a learner, who is present; willing, and in a fit state, to learn; who is paying attention in class; and where there is a good communication channel, which will normally mean that the learner and teacher can see and hear each other clearly… even when this system exists, we cannot be confident the learner will always understand what is being taught in the manner intended"

Taber, 2023

The teacher-learner system – a learner, motivated to study, able to see and hear the teacher, and paying attention to the teacher's clear explanation of a scientific idea: "even when this system exists, we cannot be confident the learner will always understand what is being taught in the manner intended"


The model has four main categories of system 'bugs', organised in two overarching classes:

A null learning impediment meant the student failed to associate teaching with prior learning – that the teaching did not lead to the learning bringing to mind something that helped them make sense of the teaching. This could be because the expected prior learning had never happened, called a deficiency learning impediment; or because the relevance of prior learning was not appreciated (i.e., not associated), a so-called fragmentation learning impediment.

The two main types of substantive learning impediments involve the learner making sense of teaching in a way that does not match that intended, either because the relevant prior learning includes alternative conceptions, and so the learning is distorted by being understood within a conceptual framework that does not match the science; or through the teaching being understood in the context of some other prior learning that seemed relevant to the learner, but which, from the teacher's perspective, was not pertinent. These are referred to in the model as grounded learning impediments and associative learning impediments, respectively.

Taber, 2023

A typology of learning impediments: things that go wrong even when the teacher explains the concepts clearly, and the learner wants to learn and is paying attention.

Read about the typology of learning impediments


The analogy

The analogy that came to mind was from biochemistry (perhaps because I had recently been thinking about the metaphors and analogies in a book on that subject?) As meaningful learning requires teaching to be related to (fit into, anchor in, make sense of in terms of) some prior learning available to the learner, I envisaged learning as being analogous to some small molecule that in metabolism became bound to a protein (an enzyme perhaps) which was only possible because there was a good fit between the molecular configurations of the protein (a component of the learners' existing conceptual structure) and the metabolite (the information provided in teaching).


An analogy for learning – a metabolite will only bind to a protein if there is a good 'fit' between the structures.


So in my analogy, the mapping was:

analoguemaps totarget concept
binding of a metabolite to a proteinconceptual learning
proteinan aspect of the learner's existing conceptual structure
metabolitea 'quantum' of information presented in teaching
metabolite-protein complexnew information understood in terms of prior learning – new information assimilated to develop conceptual understanding

So, in my talk I represented learning, and the possible 'bugs' in learning, through simple animations, using the following signs:


Dramatis personae for the analogue…


These signs were somewhat arbitrary symbols, except that they had an iconic feature – a complicated shape representing the molecular conformation that could indicate the presence or absence of a binding site capable of leading to complex formation.

Learning was modelled as the binding of the metabolite (information presented in teaching) with the protein (an existing feature of conceptual structure) into a new complex (new information from teaching assimilated into prior learning).


Learning was seen as analogous to the binding of a metabolite to a protein…


Each of my four main types of learning block seemed to have a parallel in scenarios where the metabolite would not become tightly bound to the protein in the molecular analogue.

Impediments to assimilating the metabolite

The learner can only relate new information to prior learning if they have indeed learnt that material. If the teacher assumes that students have already learnt some prerequisite material but the learner has not (perhaps a previous teacher ran out of time and missed the topic; or the learner was off-school ill at the time; or the learner attended a lesson on the material, but made no sense of it; or the student attended a lesson on the material which made sense at the time, but the material was never reinforced in later lessons, so was never consolidated into long-term memory…) then this will be as if the target protein is missing from the cytosol, so there is no target structure for the metabolite to bind to:


…and the binding could not occur if the protein was not present…


Then, even if a student has the expected prior learning, they will only interpret new information in terms of it if they realise its relevance. Teachers may assume it is obvious what prior leaning is being relied upon to make sense of new teaching, but sometimes this prior learning is not triggered as pertinent and so 'brought to mind' by the learner. (Or, to be fair to the teacher, they may have even deliberately reminded students of the relevant prior learning just before introducing the new material, but without the learner realising this was meant to be linked in any way!)

So, this is as if the two molecules are both present in a cell's cytosol, but they never come close enough to interact and bind:


…and binding could not occur if the metabolite molecule did not come into contact with the protein…


Now students often have alternative conceptions ('misconceptions') of science topics. So, even if they do know about the topic that the new teaching is expected to develop for them, if they have a different understanding of the topic, then – although they may interpret the new information in terms of their existing understanding of the topic – they will likely understand the new teaching in a distorted way so it fits with their alternative take on the topic.

I thought that, in my analogy, an alternative conception was like a protein that was 'mis-structured' (as may happen if there are genetic mutations). If a mutation only subtly changes the shape of the binding site on the protein it is possible that the complex may form, but with a different, more strained, conformation. So, the new complex structure will not match the usual canonical structure.


…and a mutation may change the conformation of the binding site so that the metabolite does not bind as effectively * …


It was at that point that I realised there was another possibility here. I will return to that in a moment.

My fourth class of system bug, or learning impediment, involved a learner understanding teaching in terms of some material which (from the teacher's perspective) was unrelated. These creative links are sometimes made, and can be misleading (e.g., sleeping is like putting a battery on change, so it gives us energy).

So, this was like our metabolite colliding with a completely different protein, but one to which it could bind, before it reached our target protein. There is a fit, but within the 'wrong' overall structure – teaching is (subjectively) understood, but in a completely idiosyncratic and non-canonical way:


…intended binding may not occur if the metabolite first comes into contact with another molecule with which it can bind to form a different complex…


It was when I was drawing out my mutated protein, such that binding was strained to distort the complex (like a student interpreting teaching through an alternative understanding of the right topic, so the meaning of teaching gets distorted) that I realised a mutation could also lead to the protein lacking a viable binding site at all.

In this case the protein is present, but there was no way to bind the metabolite with it to form a complex. The learner has prior learning of the topic, but it is not possible to link the new information presented in teaching with it, as it would simply not fit with the learners' alternative understanding of the topic (as when for many years it was assumed by chemists that no noble gas compounds could be made because the inert gases had inherently stable electronic configurations which could not be disrupted by chemical processes).

So here the 'cause' of the lack of complex formation (a mutated protein / an alternative conceptual framework) could lead to two different outcomes – new information being distorted to fit in the alternative structure (like a protein with a slightly altered binding site) or new information not being linked with the prior topic learning at all (akin to a mutation meaning a protein had no viable binding site for forming a complex with the metabolite).

…* and I realised that a mutated protein may have no functioning binding site (rather than just a slightly distorted one) which leads to a different outcome.


So, consideration of my analogy brought home to me that the presence of an alternative conception may have different impacts depending on the extent of the differences between the students' thinking and the canonical scientific account.

Two types of 'mutated' prior learning?

What might these two possibilities, these different extents of mutated conceptions, mean in practice?

Consider a learner who is taught that 'plants do not need to be given food as they can manufacture their own food by photosynthesis'. If the learner has a notion of plants that includes fungi such as mushrooms and toadstools then the new information can 'bind' to the existing conceptual structure, but the learning will be 'strained' in the sense that the intended meaning is distorted (because the learner now thinks mushrooms and toadstool photosynthesise). This was the kind of example I had had in mind as a grounded learning impediment caused by a prior alternative conception.

By contrast, a deficiency learning impediment had reflected the absence of prerequisite learning needed to make sense of teaching (such as teaching that the bonds in methane are formed by the overlap of sp3 hybrid orbitals with the hydrogen 1s atomic orbitals to a student who had not previously been introduced to atomic orbitals).

However, the absence of prerequisite knowledge need not be due to having missed prior teaching, but could instead be having formed alternative conceptions so that the topic is represented in the learner's conceptual structure, but in a distorted ('mutated') version.

Consider the example of a teacher explaining properties of substances in terms of quanticle (nanoscopic particle) models. The teacher may explain that ionic salts tend to have high melting temperatures because the solids comprise of a lattice of strongly bonded ions which therefore takes a good deal of energy to disrupt.

A very common alternative conception of ionic bonding is based on the (false) idea that ionic bonds are formed by electron transfer from a metal atom to a non-metal atom. Often when a student acquires this alternative conception they understand the ionic solid to be composed of small units held together by ionic bonds (e.g., Na+-Cl), but held to each other by weaker forces. For a student holding this alternative conceptual framework ionic bonds are not easily disrupted by heating an ionic solid, but the weaker forces between the bonded units will easily be disrupted so that melting will occur. The student assumes the small units (such as NaCl ion pairs) are like molecules (or actually are molecules) that continue to exist in the liquid phase when a solid like ice melts.

This learner had existing prior learning of the ionic bonding concept, but because this was not canonical, but involved alternative conceptions, the new information did not fit with the prior learning (it could not 'bind' with the 'mutated' conceptual structure) so the intended learning did not occur – a kind of deficiency learning impediment.

So, a deficiency learning impediment is due to a lack of existing conceptual learning that the new information can bind to – but this may be either because there is no prior learning on the topic, or because alternative conceptions of aspects of the topic mean the conceptual structure has the wrong 'conformation' to be perceived as relating to the new information presented in teaching.

It is just a model

The model of kinds of learning impediments is just that – a model of conceptual learning. It is one that I found helpful in my own work, especially when researching student thinking. I hope it may offer some insights to others, including teachers. Any value it has is in informing our thinking about learning and the teaching that can promote it. The analogy discussed above is just a(nother) kind of model of that model – a teaching analogy to introduce an abstract idea

Here, I wanted to just share how I found my own use of the analogy as a teaching aid helped develop my own thinking about the target domain of student learning. Analogies are just models, but like all models they can be useful thinking tools as long as we remember that they only somewhat resemble, and are not the same as, the targets they are compared with.


Work cited


The book  Student Thinking and Learning in Science: Perspectives on the Nature and Development of Learners' Ideas gives an account of the nature of learners' conceptions, and how they develop, and how teachers can plan teaching accordingly.

It includes many examples of student alternative conceptions in science topics.


Making molecular mechanisms familiar

A reflection on the pedagogy in Andrew Scott's 'Vital Principles'


Keith S. Taber



Andrew Scott's introduction to the chemistry of the cell is populated by a diverse cast of characters, including ballot machines, beads; blind engineers and blind-folded art-seekers; builders and breaker's yards; cars, freight vehicles and boats; Christmas shoppers, dancers; gatecrashers (despite gatekeepers) and their hosts; invaders, jack-in-the-boxes, legal summonses, light bulbs, mixing bowls, maelstroms, music tapes, office blocks; oceans, seas, rivers, streams, floods and pools; skeletons and their bones, split personalities, springs; sorting offices and postal systems; turnstiles, the water cycle, water wheels, ropes, pulleys and pumps; work benches and work stations; and weeding and seaweed forests.


Scott, A. (1988). Vital Principles. The molecular mechanisms of life. Basil Blackwell.


The task of the popular science writer

This piece is not a formal review of, what is, now, hardly a recent title 1, but a reflection on an example of a science book aimed at – not a specific level of student, but – a more general audience. The author of a 'popular science book' has both a key advantage over the author of many science textbooks, and a challenge. The advantage is being able to define your own topic – deciding what you wish to cover and in how much detail. By contrast, a textbook author, certainly at a level related to formal national examination courses, has to 'cover' the specified material. 2

However the textbook author has the advantage of being able to rely on a fairly well defined model of the expected background of the readership. 3 Students taking 'A level' physics (for example) will be expected to have already covered a certain range of material at a known level through science teaching at school ('G.C.S.E. level') and to have also demonstrated a high level of competence against the school maths curriculum. This is important because human learning is incremental, and interpretive, and so iterative: we can only take in a certain amount of new material at any time, and we make sense of it in terms of our pool of existing interpretative resources (past learning and experiences, etc.) 4


The teacher or textbook author designs their presentation of material based on a mental model of the interpretive resources (e.g., prerequisite learning, familiar cultural referents that may be useful in making analogies or similes, etc.) available to, and likely to be activated in the mind of, the learner when engaging with the presentation.


So, the science teacher works with a model of the thinking of the students, so as to pitch material in manageable learning quanta, that should relate to the prior learning. The teacher's mental model can never be perfect, and consequently teaching-learning often fails (so the good teacher becomes a 'learning doctor' diagnosing where things have gone wrong). However, at least the teacher has a solid starting point, when teaching 11 year olds, or 15 year olds, or new undergraduates, or whatever.

The textbook author shares this, but the popular science author has a potential readership of all ages and nationalities and levels of background in the subject. Presumably the reader has some level of interest in the topic (always helpful to support engagement) but beyond that…

Now the role of the science communicator – be they research scientist with a general audience, teacher, lecturer, textbook author, journalist, documentary producer, or popular science author – is to make what is currently unfamiliar to the learner into something familiar. The teacher needs to make sure the learners both have the prerequisite background for new teaching and appreciate how the new material relates to and builds upon it. Even then, they will often rely on other techniques to make the unfamiliar familiar – such as offfering analogies and similes, anthropomorphism, narratives, models, and so forth.

Read about making the unfamiliar familiar

As the popular science writer does not know about the background knowledge and understanding of her readers, and, indeed, this is likely to be extremely varied across the readership, she has to reply more on these pedagogic tactics. Or rather, a subset of these ways of making the unfamiliar familiar (as the teacher can use gestures, and computer animations, and physical models; and even get the class to role-play, say, electrons moving through a circuit, or proteins binding to enzymes). Thus, popular science books abound with analogies, similes, metaphors and the like – offering links between abstract scientific concepts, and what (the author anticipates) are phenomena or ideas familiar to readers from everyday life. In this regard, Andrew Scott does not disappoint.

Andrew Scott

Scott's website tells us he has a B.Sc. in biochemistry from Edinburgh, and a Ph.D. from Cambridge in chemistry, and that he has produced "science journalism published by academic publishers, newspapers, magazines and websites", and he is an "author of books translated into many languages". I have not read his other books (yet), but thought that Vital Principles did a good job of covering a great deal of complex material – basically biochemistry. It was fairly introductory (so I doubt much could be considered outdated) but nonetheless tackled a challenging and complex topic for someone coming to the book with limited background.

I had a few quibbles with some specific points made – mainly relating to the treatment of underpinning physics and chemistry 5 – but generally enjoyed the text and thinking about the various comparisons the author made in order to help make the unfamiliar familiar to his readership.

Metaphors for molecular mechanisms

Andrew Scott's introduction to the chemistry of the cell is populated by a diverse cast of characters, including ballot machines, beads; blind engineers and blind-folded art-seekers; builders and breaker's yards; cars, freight vehicles and boats; Christmas shoppers, dancers; gatecrashers (despite gatekeepers) and their hosts; invaders, jack-in-the-boxes, legal summonses, light bulbs, mixing bowls, maelstroms, music tapes, office blocks; oceans, seas, rivers, streams, floods and pools; skeletons and their bones, split personalities, springs; sorting offices and postal systems; turnstiles, the water cycle, water wheels, ropes, pulleys and pumps; work benches and work stations; and weeding and seaweed forests.

A wide range of metaphors are found in the book. Some are so ubiquitous in popular science discourse that it may be objected they are not really metaphors at all. So, do "… 'chloroplasts'…trap the energy of sunlight…"? This is a simplification of course (and Scott does go into some detail of the process), but does photosynthesis actually 'trap' the energy of sunlight? That is, is this just a simplification, or is it a figurative use of language? Scott is well aware that energy is not a concept it is easy to fully appreciate,

"Energy is really an idea invented by mankind, rather than some definite thing…

energy can be thought of as some sort of 'force resistance' or 'antiforce' able to counteract the pushes or pulls of the fundamental forces."

pp.25-26

But considerable ingenuity has been used in making the biochemistry of the cell familiar through metaphor:

  • lipids "have split personalities" (and they have 'heads' and 'tails' of course)
  • proteins can "float around within a sea of lipid"
  • proteins are "the molecular workers"
  • the inside of cells can be a "seething 'metabolite pool' – a maelstrom of molecules"; "a swirling sea of chemical activity…the seething sea of metabolism" (so, some appealing alliteration, as well, here 6);
  • the molecules of the cell cytosol are "dancing"
  • "...small compressed springs of ATP, can be used to jack up the chemistry of the cell…"
  • "…thermal motion turns much of the chemical microworld into a molecular mixing bowl."
  • "The membranes of living cells…form a boundary to all cells, and they cordon off specific regions within a cell into distinct organelles."
  • "Some of these gatecrashers within other cells would then have slowly evolved into the mitochondria and chloroplasts of present-day life..."
  • "the 'Ca2+ channels' to open up, this causes Ca2+ ions to flood into the cell …"
  • "the 'ribosomes' … are the chemical automatons"

The figurative flavour of the author's language is established early in the book,

"In a feat of stunning self-regulating choreography, billions of atoms, molecules and ions become a part of the frantic dance we call life. Each revolution of our planet in its stellar spotlight raises a little bit of the dust of earth into the dance of life, while a little bit of the life crumbles back into dust."

p.1

Phew – there is quite a lot going on there. Life is a dance, moreover a frantic dance, of molecular level particles: but not some random dance (though it relies on molecular motion that is said to be a random dance, p.42), rather one that is choreographed, indeed, self-choreographed. Life has agency. It is a dance that is in some sense powered by the revolution of the earth (abound its axis? around its star?) which somehow involves the cycling of dust into, and back out, of life – dust to dust. The reference to a stellar spotlight seems at odds with the Sun as symmetrically radiating in all directions out into the cosmos – the earth moves through that radiation field, but could not escape it by changing orbit. Perhaps this image is meant to refer to how the daily rotation of the earth brings its surface into, and out of, illumination.

So, there is not a spotlight in any literal, sense (the reference to "the central high energy furnace", p.39, is perhaps a more accurate metaphor), but the 'stellar spotlight' is a metaphor that offers a sense of changing illumination.

Similarly, the choreographed dance is metaphorical. Obviously molecules do not dance (a deliberate form of expression), but this gives an impression of the molecular movement within living things. That movement is not choreographed in the sense of something designed by a creator. But something has led to the apparently chaotic movements of billions of molecules and ions, of different kinds, giving rise to highly organised complex entities (organisms) emerging from all this activity. Perhaps we should think of one of those overblown, heavily populated, dance sequences in Hollywood films of the mid 20th century (e.g., as lampooned in Mel Brook's Oscar winning 'The Directors')?

So, in Vital Principles, Scott seeks to make the abstract and complex ideas of science seem familiar through metaphors that can offer a feel for the basic ideas of biochemistry. The use of metaphor in science teaching and other forms of science communication is a well established technique.

Read about science metaphors


Nature and nurture

Later in the book a reader will find that the metaphorical choreographer is natural selection, and natural selection is just the tautological selection of what can best reproduce itself in the environment in which it exists,

"…the brute and blind force of natural selection can be relied upon to weed out the harmful mutations and nurture the beneficial ones. We must always remember, however, that the criterion by which natural selection judges mutations as harmful or beneficial is simply the effect of the mutations on an organism's ability to pass its genetic information on to future generations."

p.182

So, natural selection is a force which is brute and blind (more metaphors) and is able to either weed out (yes, another metaphor) or nurture. That is an interesting choice of term given the popular (but misleadingly over-simplistic) contrast often made in everyday discourse between 'nature' (in the sense of genetics) and 'nurture' (in the sense of environmental conditions). Although natural selection is 'blind', it is said to be able to make judgements.

Form and function in biology

Here we enter one of the major issues in teaching about biology: at one level, that of a naturalistic explanation 7, there is no purpose in life: and anatomical structures, biochemical processes, even instinctive behaviours, have no purpose – they just are; and because they were components of complexes of features that were replicated, they have survived (and have 'survival value').

Yet, it seems so obvious that legs are for walking, eyes are for seeing, and the heart's function is to pump blood around the body. A purist would deny each of these (strictly these suggestions are teleological) and replace each simple statement with a formally worded paragraph completely excluding any reference to, or hint at, purpose.

So, although it seems quite natural to write

"…hormones… are released from one cell to influence the activity of other cells;

…neurotransmitters…are released from nerve cells to transmit a nerve impulse…"

pp.120-121

we might ask: is this misleading?

One could argue that in this area of science we are working with a model which is founded on the theory of natural selection and which posits the evolved features of anatomy, physiology, biochemistry,etc., that increase fitness are analogous to designed and purposeful features that support the project of the continuation of life.

Something that scientists are very quick to deny (that organisms have been designed with purposes in mind) is nevertheless the basis of a useful analogy (i.e., we can consider the organism as if a kind of designed system that has coordinated component parts that each have roles in maintaining the 'living' status of the overall system). We then get the economy of language where

  • hormones and neurotransmitters are released for 'this' purpose, to carry out 'that' function;

being selected (!) over

  • more abstract and complex descriptions of how certain patterns of activity are retained because they are indirectly selected for along with the wider system they are embedded in.

Do scientists sometimes forget they are working with a model or analogy here? I expect so. Do learners appreciate that the 'functions' of organs and molecules in the living thing are only figurative in this sense? Perhaps, sometimes, but – surely -more often, not; and this probably both contributes to, and is encouraged by, the known learning demand of appreciating the "blind [nature of the] force of natural selection".

Scott refers to proteins having a particular task (language which suggests purpose and perhaps design) whilst being clear he is only referring to the outcomes of physical interactions,

"A protein folds up into a conformation which is determined by its amino acid sequence, and which presents to the environment around it a chemical surface which allows the protein to perform its particular chemical task; and the folding and the performance of the task (and, indeed, the creation of the protein in the first place) all proceed automatically governed only by physical laws and forces of nature – particularly the electromagnetic force."

pp.54-55

In practice, biologists and medical scientists – and indeed the rest of us – find it much more convenient to understand organisms in terms of form and function. That is fine if you always keep in mind that natural selection only judges mutations metaphorically. Natural selection is not the kind of entity which can make a judgement, but it is a process that we can conceptualise as if it makes judgements.

This is a difficult balancing act:

"Nature is a blind but a supremely effective engineer. Through the agency of undirected mutation she continually adjusts the structure and the mechanisms of the living things on earth."

p.182

Nature is here treated as if a person: she is an engineer tinkering with her mechanisms. Personification of nature is a long-standing trope, once common among philosophers and not always eschewed by scientists in their writings (e.g., Nicolaus Copernicus, Henri Poincaré, Michael Faraday, even Albert Einstein have personified Nature) – and she is always female.

But usually a competent engineer tinkers according to a plan, or at least with a purpose in mind, whereas nature's tinkering is here described as 'undirected' – it is like she arbitrarily changes the size of a gear or modifies the steam pressure in a cylinder or changes the number of wheels on the locomotive, and then tinkers some more with those that stay on the tracks and manage to keep moving.

Read about personification in science

"All proteins begin life…"

Anthropomorphism: living metaphors

Personification (by referring to her, she, etc.) is not needed to imply entities have some human traits. Indeed, a very common pedagogic technique used when explaining science, anthropomorphism, is to use a kind of metaphorical language which treats inanimate objects or non-human beings as if they are people – as if they can feel, and think, and plan, and desire; and so forth.

  • "Once an enzyme had met and captured the required starting materials …"
  • "Some [non-protein metabolites] act as 'coenzymes', which becomes bound to enzymes and help them to perform their catalytic tasks."
  • "Cells, which had previously been aggressively independent individualists, discovered the advantages of communal life."
  • "descendants of cells which took up residence within other cells and then became so dependent on their hosts, and also so useful to them, that neither hosts nor gatecrashers could afford to live apart."

So, for example, plants are living beings, but do not have a central nervous system and do not experience and reflect on life as people do: so, they do not wish for things,

"…the oxidation of sugars, is also performed by plants when they wish to convert some of their energy stores (largely held in the form of complex carbohydrates) back into ATP."

p.144

Again, such phrasing offers economy of language. Plants do not wish, but any technically correct statement would likely be more complicated and so, arguably, more difficult to appreciate.

Dead metaphors

A key issue in discussing metaphors is that in many cases different readers are likely to disagree over whether a term is indeed being used figuratively or literally. Language is fluid (metaphorically speaking), and a major way language grows is where the need for new terms (to denote newly invented artefacts or newly discovered phenomena) is satisfied by offering an existing term as a metaphor. Often, in time the metaphor becomes adopted as standard usage – so, no longer a metaphor. These examples are sometimes called dead metaphors (or clichéd metaphors). So, for example, at some point, many decades ago, astronomers started to talk of the 'life cycle' of stars which have a moment of 'birth' and eventual 'death'. These metaphors have become so established they are now treated as formal terms in the language of the discipline, regularly used in academic papers as well as more general discourse (see 'The passing of stars: Birth, death, and afterlife in the universe').

So, when Scott writes of "how some micro-organism, say a virus, invades the body…"(p.109) it is very likely most readers will not notice 'invade' as being a metaphor, as this usage is widely used and so probably familiar. The (former?) metaphor is extended to describe selective immune components "binding to foreign invaders [that] can act as a very effective means of defence against disease." These terms are very widely used in discussing infections: though of course there are substantive differences, as well as similarities, with when a country defends itself against actual foreign invaders.

I suspect that considering the lipid bilayer to be "a stable sandwich of two layers of lipid molecules" (p.115) is for many, a dead metaphor. The reference to a DNA double-helix leading to"two daughter double-helices" reflects how atomic nuclei and cells are said to give rise to 'daughters' on fission: again terminology that has become standard in the field.

Sharing a psuedo-explanation for covalent bonding

One phrase that seems to have become a dead metaphor is the notion of electrons being 'shared' in molecules, which "…are formed when their constituent atoms come together to leave at least some of their electrons shared between them" (pp.28-29). Whilst this seems harmless as a description of the structure, it is also used as an explanation of the bonding:

"'hydrogen molecules and water molecules (and all other molecules) are held together by virtue of the fact that electrons are shared between the individual atoms involved, a similarity recognised by saying that in such cases the atoms are held together by 'covalent' bonds.

p.29

But we might ask: How does 'sharing' a pair of electrons explain the molecule being 'held together'? Perhaps a couple with a strained relationship might be held together by sharing a house; or two schools in a confederation by sharing a playing field; or two scuba divers might be held together if the breathing equipment of one had failed so that they only had one functioning oxygen cylinder shared between them?

In these examples, there is of course a sense of ownership involved. Atoms do not 'own' 'their' electrons: the only bonds are electromagnetic; not legal or moral. This may seem so obvious it does not deserve noting: but some learners do come to think that the electrons are owned by specific atoms, and therefore can be given, borrowed, stolen, and so forth, but should ultimately return to their 'own' atom! So, if we acknowledge that there is no ownership of electrons, then what does it even mean for atoms to 'share' them?

So, why would two atoms, each with an electron, become bound by pooling these resources? (Would sharing two houses keep our couple with a strained relationship together; or just offer them a ready way to separate?) The metaphor does not seem to help us understand, but the notion of a covalent bond as a shared electron pair is so well-established that the description commonly slips into an explanation without the explainer noticing it is only a pseudo-explanation (a statement that has the form of an explanation but does not explain anything, e.g., "a covalent bond holds two atoms together because they share a paired of electrons").

Read about types of pseudo-explanation

Elsewhere in the book Scott does explain (if still anthropomorphically) that viable reactions occur because:

"In the new configuration, in other words, the electromagnetic forces of attraction and repulsion between all the electrons and nuclei involved might be more fully satisfied, or less 'strained' than they were before the reaction took place."

p.36

How are metaphors interpreted?

The question that always comes to my mind when I see metaphorical language used in science communication, is how is this understood by the audience? Where I am reading about science that I basically understand reasonably well (and I was a science teacher for many years, so I suspect I cannot be seen a typical reader of such a book) I do reflect on the metaphors and what they are meant to convey. But that means I am often using the familiar science to think about the metaphor, whereas the purpose of the metaphor is to help someone who does not already know the science get a take on it. This leads me to two questions:

  • to what extent does the metaphor give the reader a sense of understanding the science?
  • to what extent does the metaphor support the reader in acquiring an understanding that matches the scientific account?

These are genuine questions about the (subjective and objective) effectiveness of such devices for making the science familiar. There is an interesting potential research programme there.


Shifting to similes

The difference between metaphors and similes is how they are phrased. Both make a comparison between what is being explained/discussed and something assumed to be more familiar. A metaphor describes the target notion as being the comparison (nature is an engineer), but the listener/reader is expected to realise this is meant figuratively, as a comparison. A simile makes the comparison explicit. The comparison is marked – often by the use of 'as' or 'like' as when physicist Max Planck suggested that the law of conservation of energy was "like a sacred commandment".

Read about examples of similes in science

So, when Scott refers to how proteins "act as freight vehicles transporting various chemicals around the body", and "as chemical messages which are sent from one cell to another" (p.10), these are similes.

Springs are used as similes for the interactions between molecules or ions in solids or the bonds within molecules

"…even in solids the constituent molecules and atoms and ions are constantly jostling against one another and often vibrating internally like tiny sub-microscopic springs. All chemical bonds behave a bit like tiny springs, constantly being stretched and compressed as the chemicals they are part of are jostled about by the motion of the other chemicals all around them."

p.39

[Actually the bonds in molecules or crystals are behaving like springs because of the inherent energy of the molecule or lattice: the 'jostling' can transfer energy between molecules/ions and 'springs' so that the patterns of "being stretched and compressed" change, but it is always there. The average amount of 'jostling' depends on the temperature of the material. 5]

In the way the word is usually used in English, jostling is actually due to the deliberate actions of agents – pushing through a crowd for example, so strictly jostling here can be seen as an anthropomorphic metaphor, but the intended meanings seems very clear – so, I suspect many readers will not even have noticed this was another use of figurative language.


One way of marking phrases meant as similes is putting then in inverted commas, so-called scare-quotes, as in

"A rather simple chemical 'cap', for example, is added to the start of the RNA, while a long 'tail' consisting of many copies of the nucleotide A is added to its end…The most significant modifications to the precursor, however, involve the removal of specific portions from the interior [sic] of the RNA molecule, and the joining together of the remaining portions into mature mRNA… This 'splicing' process …"

p.79

Here we have something akin to a cap, and something akin to a tail. As noted above, a difficulty in labelling terms as metaphors or similes is that language is not static, but constantly changing. In science we often see terms borrowed metaphorically from everyday life to label a technical process as being somewhat like something familiar – only for the term to become adopted within the field as a technical term. The adopted terms become literal, with a related, but somewhat different – and usually more precise – meaning in scientific discourse. (This can be the basis of one class of learning impediments as students may not realise the familiar term has specials affordances or restrictions in its technical context.)

Here 'splicing' is marked as a simile – there is a process seen as somewhat similar to how, for example, radio programmes and musical recordings used to be edited by the cutting and resequencing strips of magnetic tape. Yet gene splicing is now widely accepted as a literal use of splicing, rather than being considered figurative. [I suspect a young person who was told about, for example, the Beatles experiments with tape splicing might guess the term is used because the process is like gene splicing!]

The following quote marks a number of similes by placing them within inverted commas:

"The interior of the cell is criss-crossed by a network of structural proteins which is known as the cytoskeleton. The long protein 'bones' of this skeleton are formed by the spontaneous aggregation of many individual globular protein molecules…

Cells use many strong chemical 'pillars' and 'beams' and 'glues' and 'cements', both inside them, to hold the internal structure of cells together, and outside of them, to hold different cells together; but the electromagnetic force is the fundamental 'glue' upon which they all depend."

pp.995-6

Again the phrasing here suggests something being deliberately undertaken towards some end by an active agent (teleology): the cell uses these construction materials for a purpose.

There are various other similes offered – some marked with inverted commas, some with explicit references to being comparisons ('kind of', 'act as', 'sort of', etc.)

  • "…amino acids comprise the chemical 'alphabet' from which the story of protein-based life (i.e., all life on earth) is constructed"
  • "the endoplasmic reticulum is a kind of molecular 'sorting office'"
    • endosomes and lysomes "form a kind of intracellular digestive system and 'breaker's yard'."
    • "Proteins can act as gatekeepers of the cell…"
    • "Proteins can…act as chemical controllers"
    • proteins "can act as defensive weapons"
    • "The proteins which perform these feats are not gates, but 'pumps'..."
    • "Proteins could be described as the molecular workers which actually construct and maintain all cells…"
    • "…proteins are the molecular 'labourers' of life, while genes are the molecular 'manuals' which store the information needed to make new generations of protein labourers"
    • "Membrane proteins often float around within a sea of lipid (although they can also be 'held at anchor' in the one spot if required)"
    • "A ribosome travels down its attached mRNA, a bit like a bead running down a thread (or sometimes like a thread being pulled through a bead)..."
    • "…the 'ribosomes' – molecular 'work-benches' composed of protein and RNA…"
    • Nucleic acids "act as genetic moulds"
    • "the high energy structure of ATP really is very similar to the high energy state of a compressed spring"
    • "Some vital non-protein metabolites act as a sort of 'energy currency'…"

Advancing to analogies

Metaphors and similes point out a comparison, without detailing the nature and limits of that comparison. A key feature of an analogy is there is a 'structural mapping': that is that two systems can be represented as having analogous structural features. In practice, the use of analogy goes beyond suggesting there is a comparison, to specifying, at least to some degree, how the analogy maps onto the target.

Read about examples of analogies in science

Scott employs a number of analogies for readers. He develops the static image of the cell skeleton (met above) with its 'bones', 'pillars' and 'beams' into a dynamic scenario:

"Structural proteins are often referred to as the molecular scaffolding of life, and the analogy is quite apt since so many structural proteins are long fibres or rods; but we think of scaffolding as a static, unchanging, framework. Imagine, however, a structure built of scaffolding in which some of the scaffolding rods were able to slide past one another and then hold the whole framework in new positions."

p.96

Many good metaphors/similes may be based upon comparisons of this type, but they do not become analogies until this is set out, rather than being left to the listener/reader to deduce. For this reason, analogies are better tools to use in teaching than similes as they do not rely on the learners inferring (guessing?) what the points of comparison are intended to be. 8

So, Scott offers the simile of molecules released as 'messengers', but then locates this in the analogy of the postal system, before using another analogy to specify the kind of message being communicated,

"Cells achieve such chemical communication in various ways, but the most vital way is by releasing chemical 'messenger' molecules (the biological equivalent of the postal system, if you like analogies), and many of these messengers are either proteins, or small fragments of proteins."

"A biological messenger molecular is more like a legal summons than a friendly note or some junk mail advertisement – it commands the target cell to react in a precise way to the arrival of the message."

pp.102-103


In the following analogy the mapping is very clear:

"One gene occupies one region of a chromosome containing many genes, much like one song occupies one region of a music tape containing many songs overall."

p.7

Song on music tape is to gene on chromosome


For an analogy to be explicit the mapping between target and analogue must be clear, as here, where Scott spells out how workstations on a production line map onto enzymes,

"The production line analogy is a very good one. The individual 'work stations' are the enzymes, and at these molecular work stations various chemical components are brought together and fashioned into some new component of product. The product of one enzyme can then pass down the line, to become the substrate of the next enzyme, and so on until the pathway is complete."

p.147

Some analogies offer a fairly basic mapping between relatively simple systems:

"If there is lots of A around in the cell, for example, then the rate at which A tends to meet up with enzyme EAB will obviously increase (just as an increase in the number of people you happen to know entering a fairground will increase the chances of you meeting up with someone you know)."

p.150
fairgroundcell
people at a fairgroundmolecules in the cytosol
you at the fairgrounda specific enzyme in the cytosol
people entering the fairground that know you personallymolecules of a type that binds to the specific enzyme
chance of you meeting someone you knowrate of collision between enzyme and the specific molecules it binds to

An analogy with a vote counting machine


Scott compares a nerve cell, the activity of each of which is influenced by a large number of 'input' signals, to a ballot counting machine,

"…most nerve cells receive inputs, in the form of neurotransmitters, from many different cells, so the 'decision' about whether or not the cell should fire depends on the net effect of all the different inputs, some of which will be excitatory, and some inhibitory, with the pattern of input perhaps varying all the time.

So any single nerve cells acts like an [sic] tiny automatic ballot machine, assessing the number of 'yes' and 'no' votes entering it at any one time and either firing or not firing depending on which type of vote predominates at any one time.

…Nerve cells receive electrochemical signals from other cells, and each signal represents a 'yes' or a 'no' vote in an election to determine whether the cell should fire."

pp.166-8


Turnstiles in Alewife station, image from Wikimedia Commons (GNU Free Documentation License)

Scott uses the image of a turnstile, a device that blocks entry unless triggered by a coin or ticket, and which automatically locks once a person has passed through, as a familiar analogue for an ion channel into a cell. The mapping is not spelt out in detail, but should be clear to anyone familiar with turnstiles of this kind,

"When it is sitting in a polarised membrane, this protein is in a conformational state in which it is unable to allow any ions to pass through the cell. When the membrane around it becomes depolarised, however, the protein undergoes a conformational change which causes it briefly to form a channel through which Na+ ions can pass. The channel only remains open for a short time, however, since the conformational upheaval [sic] of the protein continues until it adopts a new conformation in which the passage of Na+ ions is once again blocked. The overall effect of this conformational change is a bit like the operation of a turnstile – it moves from one conformation which prevents anything from passing, into a new conformation which also prevents anything from passing, but in the process of changing from one conformation to another there is a brief period during which a channel allowing passage through is opened up."

p.163

An analogy between a sodium ion channel in a membrane, and a turnstile of the kind sometimes used to give entry to a sporting ground or transport system.


Whether there is an absolute distinction between metaphors/similes and analogies in practice can be debated. So, for example, Scott goes beyond simply suggesting that the nanoscale of molecules is like a mixing bowl, but does not offer a simple mapping between systems,

"Thermal motion turns much of the chemical microworld into a 'molecular mixing bowl' … So the solution of the cytosol acts as an all pervading chemical sea in which many of the chemicals of life are mixed together by random thermal motion as if in a molecular mixing bowl."

p.40

We could see the ocean as a simile (marked by 'acts as an') and the mixing bowl as another (marked by the scare quotes, and then 'as if in a') – but there is a partial mapping with a macroscopic mixing bowl: we are told (i) what is mixed, and (ii) the agent that mixes at the molecular scale, but it is assumed that we already know these should map to (i) the ingredients of a dish being mixed by (ii) a cook.

In places, then, Scott seems to rely on his readers to map features of analogies themselves. For example, in the following (where "The chaos of a large department store on Christmas Eve, or during the January sales, is a reasonable analogy [for the cell, as] there is order and logic within a scene of frantic and often seemingly chaotic activity"), the general point about scale was well made, but (for this reader, at least) the precise mapping remained obscure,

"The frantic chaos of chemistry proceeds too fast and too remotely for us to follow it without great difficulty. We are in the position of airborne observers who see trainloads of shoppers flowing into the city on Christmas Eve morning, and trainloads of the same shoppers laden with purchases flowing back to the suburbs in the evening. From the air we can see the overall effect of suburban shoppers 'reacting' with the shops full of goods, but we remain unaware of the hidden random chaos which allows the reaction to proceed!

p.44

Perhaps other readers immediately see this, but I am not sure what the shoppers are: molecules? but then they are unchanged by reactions? As they flow together into and out of the city (cell?) they could be ions in a nerve cell, but then what are the purchases they carry away (and have they paid for them in energy)? What are the trains? (ion channels? ribosomes?) What are the shops (mitochondria)? Perhaps I am trying to over-interpret an image that is not meant to be specific – but elsewhere Scott seems to have designed his analogies carefully to have specific mappings.


A reference to "a cofactor called 'heme' which actually acts as the chemical vessel on which the oxygen is carried"seems, by itself to be a metaphor, but when read in the context of text that precedes it, seems part of a more developed analogy:

"The most obvious system of bulk transport in the human body is the blood, which flows through our arteries, capillaries and veins like a 'river of life', bringing chemical raw materials (oxygen, water and food) to every cell of the body, and taking waste products away. Within this bulk system, however, the actual job of transporting specific substances is sometimes performed by small 'freighters' such as individual blood cells and even individual protein molecules."

p.98

The precise form of transport acting as an analogue shifts when the discussion shifts from the transport process itself to what I might refer to as the loading and unloading of the 'freighter',

"So the binding of one oxygen molecule to one subunit of an empty [sic] haemoglobin complex greatly encourages the binding of oxygen to the other three available sites. This makes the multi-subunit haemoglobin complex a bit like a four-seater car in which the first person into the car unlocks the door for another three passengers. The crucial step in loading the car is getting the first person in, after which the first person helps all the others to climb aboard.

An opposite effect occurs when loaded haemoglobin reaches a tissue in need of oxygen: the loss of one oxygen molecule from one subunit causes a conformational change in the complex which allows the other three oxygen molecules to be off-loaded much more readily. A suitable analogy to this would be an unstable four-man boat, since, if one man jumps overboard, he may rock the boat sufficiently to make the other three fall out!"

pp.100-101

Why is a child like an office block?

Child is to zygote as office building is to light bulb? (Images from Pixabay)


Scott compares the development of the child from a single cell with a self-assembling office block,

"When a human egg cell begins to divide and create a newborn child it achieves an enlargement equivalent to a lightbulb giving rise to a massive office block 250 metres high; which then, over the next 15 years or so, stretches and widens to an astounding 1,000 metres in height and nearly 250 metres across. In the 'office block' that is you all the plumbing, heating, lighting, telecommunication and ventilation systems were assembled automatically and work together smoothly to sustain a bewildering diversity of very different 'suites' and 'offices'.

p.4

Scott later revisits his office analogy, though now the building is not the growing organism, but just a single cell (one of the 'offices' from the earlier analogy?),

"Cells are not stable and unchanging structures like office blocks. Instead, most parts of a cell are in a state of continual demolition and renewal, known as 'metabolic turnover'. Imagine an office block in which a large team of builders is constantly moving through, knocking down existing walls and using the bricks to build up new ones; ripping apart the furniture and then reassembling it into new forms; peeling off wallpaper, then using it as the raw material to produce new paper which is then put back up again; and all the time some new materials are arriving through the door, to assist in the continual rebuilding, while some of the older materials are constantly being discarded out of the windows. The living cells is in a very similar siltation, with teams of enzymes constantly ripping down the structure of the cell while other teams of enzymes build it up.

Life in the office block imagined earlier might sometimes be a little difficult and chaotic, but at least when change was required it could be brought about quickly, since the necessary tradesmen and supplies would always be on hand; and any mistakes made during the building process could always quickly be put right. Metabolic turnover bestows similar advantages on the living cell."

pp.118-119

The reference to 'teams' of enzymes is another subtle anthropomorphic metaphor. Those in a team are conscious of team membership and coordinate their activities towards a common goal – or at least that is the ideal. Enzymes may seem to be working together, but that is a just a slant we put on processes. Presumably the two sets of teams of enzymes (a catabolic set and an anabolic set) map onto the large team of builders – albeit the enzymes seem to be organised into more specialised working teams than the builders.


Some of Scott's prose, then, combines different ways of making the science familiar, as when he tells the reader

"Water, in other words, is the solvent of life, meaning that it is the liquid which permeates into all the nooks and crannies of the cell and in which all the chemical reactions of life take place. There are various small regions of the cell from which water is excluded, especially within the interior of some large molecules; but the chemistry of life largely proceeds in an ocean of water. It is not a clear ocean – thousands of different types of chemical are dissolved in it, and it is criss-crossed by a dense tangle of giant molecules which form 'fibres' or 'cables' or 'scaffolding' throughout the cell. Swimming through the cell 'cytosol' (the internal 'fluid' of the cell) would be like struggling through a dense underwater forest of seaweed, or through a thick paste or jelly, rather than darting though clear ocean."

p.6

On the molecular level, the water inside of a cell is "an ocean" (a metaphor), which can access the "nooks and crannies of the cell" (a metaphor). The ocean is interrupted by "giant molecules which form 'fibres' or 'cables' or 'scaffolding'…" These terms seem to be used as similes, marked by the use of inverted commas, although Scott also uses this convention to introduce new terms – 'cytosol' is not a simile. Presumably 'fluid' (marked by inverted commas) is being used as a simile as the cytosol is not a pure liquid, but a complex solution.

[The quote implies that "It is not a clear ocean – [as/because] thousands of different types of chemical are dissolved in it", but dissolved solutes would not stop a solution being clear: the actual ocean is very salty, with many different types of ions dissolved in it, but can be clear. Lack of transparency would be due to material suspended, but not actually dissolved, in the water.]

If this is a metaphorical ocean, it is an ocean that would be difficult to swim in, as the tangle of giant molecules is analogous to "a dense underwater forest of seaweed" so it would be like swimming trough "a thick paste or jelly".


The water cycle of life

Perhaps the pièce de résistance in terms of an analogy adopted in the book was the use of a comparison between metabolism and the water cycle,

"I have drawn an analogy between the creation of living things containing many high energy chemicals (i.e. those in which the electromagnetic force is resisted much more than it could be), and the raising water vapour from the sea into the sky. We can continue with this analogy as we look deeper into the energetics of the living cell."

pp.126-127

Scott does indeed develop the analogy, as can be seen from the quotations parsed into the table below:

target conceptanalogue
"…thermodynamic law determines that the energy of the sun must disperse out to the earth and raise the energy level of the things that are found there.
The raw materials of life are some of the things that are found there, and the energy from the sun raises these raw materials up into the higher energy levels associated with organised life,
just as
it raises water up into the sky and deposits some of it in tidy little mountain pools."
"…I have drawn an analogy between
the creation of living things containing many high energy chemicals…
and
the raising water vapour from the sea into the sky."
"The raising of water to the skies is not an isolated and irreversible event, but part of a cycle in which the water eventually loses the energy gained from the sun and returns to the earth as rain, only to absorb some more energy and be lifted up once more, and so on…
Similarly, of course,
the creation of a living being such as yourself is not an isolated and irreversible event, but is part of a cycle of life and death, of growth and decay…"
"If we look inside the chemical mechanisms of the living cell we find that they can harness the energy available in the environment, most of which ultimately comes from the sun,
in a manner similar to
the [person] who has built a water wheel, a pump, a reservoir and many secondary wheels used to power many different tasks…."
"In living things
the roles of
the water-wheels and pumps
are played by
various systems of proteins and membranes,
whilst
the the most common immediate energy reservoir is a chemical known as 'adenosine triphosphate' (ATP).
ATP is the cell's
equivalent of
water stored in a high level reservoir or a tank
because
it takes an energy input to make it, while energy is given out when it breaks apart into ADP and phosphate."
"The considerable resistance to the electromagnetic force embodied in the structure of ATP imposes a strain on the ATP molecule.
It is like
the compressed spring of a jack-in-the-box just waiting to be released;
and when it is released in some appropriate chemical reaction, then the energy level of the molecule falls as it splits up into ADP and phosphate.
Just as the force of water falling from a high gravitational energy level to a lower one can be harnessed to make various energy-requiring processes proceed,
so
the force of an ATP molecule falling from a high chemical energy level to a lower one can be harnessed to make a wide variety of energy-requiring chemical reactions proceed…"
"The ATP manufacturing enzyme
is closely analogous to
a water-wheel,
for
as the hydrogen ions are allowed to flow back through the enzyme,
just as
water flows over a water-wheel,
so
the ensuing chemical reactions 'lift up' the precursors of ATP into their high energy ATP state."
"The principle of such energy coupling
can be understood by the simple analogy of
the water flowing downhill over a water-wheel, and thus serving to turn the wheel and, for example, raise some weight from the ground using a pulley."
"These proteins are the molecular machines
which take the place of
the water-wheels and ropes and pulleys which can couple the falling of water down a mountainside to the lifting of some weight beside the stream"
An extended analogy between two systems

Whether this should be seen as one extended analogy, or more strictly as several, somewhat distinct but related, comparisons is moot, as becomes clear when trying to map out the different features. My best attempt involved some duplication and ambiguity. (Hint to all designers of teaching analogies – map them out as parallel concept maps to help you visualise and keep track of the points being made.)


An analogy (or set of analogies) between biological/biochemical and physical systems


Visualisation – mental simulation

Teaching analogies usually link to what is expected to be (for the members of the audience) a familiar situation, experience, or phenomenon. Readers will be familiar with an office block, or swimming in water.

However, it is also possible for the science communicator to set up an analogy based on a scenario which is unlikely to be familiar, but which can be readily imagined by the reader.

"To appreciate the power of random motion to bring about seemingly purposeful change, imagine a room full of blindfolded people all instructed to walk about at random 'bouncing' off the walls and one another. Imagine also that they have been told to stop moving only when they bump into a small picture hanging from a wall. Finally, suppose that all the pictures are hung in a second room, linked to the room full of people by a narrow open doorway…"

p.40

Few if any readers will have been familiar with this scenario, but the components – groups of people in rooms, blindfolding, adjoining rooms, pictures hung on walls – are all familiar and there is nothing inherently problematic about the scenario even it does not seem very likely. So, here the reader has to build up the analogy from a number of familiar but distinct images.

So, we might consider this a kind of 'gedankenexperiment' or thought experiment – the reader is prompted to consider what would happen if…(and then to transfer what would happen to the target system at the molecular scale). Perhaps some readers immediately 'see' (intuit) what happens in this situation, but otherwise they can 'run' a mental simulation to find out – a technique scientists themselves have used (if probably not regarding blindfolded people in picture galleries).

Analogies only reflect some aspects of the target being compared. The features that map unproblematically are known as the positive analogy, but there is usually a negative analogy as well: features that do not match, and so which would be misleading if carried across. Realistically, the negative analogy will usually have more content than the positive analogy, although much of the negative analogy will be so obviously irrelevant that it is unlikely to confuse anyone.

So, for example, in the analogy the blindfolded people will be wearing clothes, may exchange apologies (or curses) on bumping into each other, and will likely end up bruised – and human nature being what it is, some may cheat by sneaking a look past the edge of the blindfold – but no reader is likely to think these are features that transfer across to the target! Perhaps, however, a reader might wonder if the molecules, like the blindfolded people, are drawing on a source of energy to keep up the activity, and would tire eventually?

There are some other potentially more problematic aspects of the negative analogy. In the thought experiment, the people have been given instructions about what to do, and when to stop, and are acting deliberately. These features do not transfer across, but a reader might not realise this, and could therefore understand the analogy anthropomorphically. It is in situations like this where the teacher can seek feedback on how the analogy is being interpreted (that is, use informal formative assessment), but an author of a book loses control once the manuscript is completed.

Molecular mechanisms made familiar?

There is nothing unusual in Scott's use of metaphor, simile and analogy in seeking to help readers understand abstract scientific ideas. This is an approach common to a good deal of science communication, within and beyond formal teaching. Vital Principles offers many examples, but such devices are common in books seeking to explain science.

I did raise two questions about these techniques above. How do we know if these comparisons are effective in communicating the science? To find out, we would need to talk to readers and question them about their interpretations of the text.

In formal science teaching the focus of such research would likely be the extent to which the presentation supported a learner in acquiring a canonical understanding of the science.

However, as I suggested above, if such research concerned popular science books, we might ask whether the purpose of such books is to teach science or satisfy reader interest. Thus, above, I distinguished an objective and a subjective aspect. If a reader selected a book purely for interest, and is satisfied by what they have read – it made sense to them, and satisfied their curiosity – then does it matter if they may have not understood canonically?

When I read such texts, I wonder about both how a general readership responds to the comparisons offered by authors to make the unfamiliar familiar, and what sense the readers come away with of the science. I guess to some extent popular science authors at least get some level of feedback on the former question – if readers come back for their other titles, then they must be doing something right.

I thought Scott showed a good deal of ingenuity and craft in setting out an account of a challenging and complex area of science – but I would love to know how his different readers interpreted some of his comparisons.


Work cited:

Notes:

1 I have picked up a good many 'popular science books' over the years, but quite a few of them got put on the shelves till I had time to engage with them in any depth. Other things usually got in the way – lesson/lecture preparation being the most demanding imperative for soaking up time over my 'working' life. Retirement has finally allowed me to start going through the shelves…


2 In the English context, perhaps elsewhere, the textbook is now also often expected to not only cover the right content, but follow the examination board's line on the level of treatment, even to the degree of what is acceptable phrasing. Indeed, there are now textbooks associated with the different exam board syllabuses for the 'same' qualification (e.g., A level Chemistry). This seems very unhealthy, and come the revolution


3 The model I am referring to here is the mental model in the teacher's mind of the learner or reader – the background knowledge they have available, their existing level of understanding, the sophistication of their thinking, the range of everyday references they are familiar with which might be useful in making comparisons, their concentration span for dealing with new material or complex language …

If we think of teaching-learning as a system, many system failure (failures of students to understand teaching as intended) can be considered to be due to a mismatch – the teacher's mental model is inaccurate in ways that leads to non-optimal choices in presenting material (Taber, 2001 [Download article]).

This is the basis of the 'learning doctor' approach.

Read about Science learning doctors


4 This is the crux of the so called 'constructivist' perspective on teaching science – a perspective discussed in depth elsewhere on the site.

Read about constructivism


5 There was little in the book I really would have argued with. However, there were a few questionable statements:


"Yet this apparent miracle is completed thousands of times each day throughout the world [in humans], and similar miracles create all manner of simpler creatures, from elephants and birds and flies to bacteria and flowers and mighty oaks."

p.5

This statement seemed to reflect the long-lasting notion of nature as a 'great chain of being' with humans (in the middle of the chain, below a vast range of angelic forms, but) top of the natural world. Bacteria are simpler than humans, I would acknowledge; but I am less sure about flies; even less sure about birds; and question considering trees and other flowering plants, or elephants, as (biologically) simpler than us. This seems an anthropocentric (human-centred), rather than a scientific, take.


"…the periodic table… lists the 92 naturally occurring atoms (plus a few man-made ones) which are the basic raw materials of chemistry…"

p.19

There are clearly more than 92 naturally occurring atoms in the universe. I believe we think there are 90 naturally occurring elements. That is 90 "naturally occurring [kinds of, in the specific sense of proton number] atoms".


Similarly, "a 'compound' is any chemical [sic] composed of two or more atoms chemically bonded together" (pp.29-30) would imply that H2, C60, N2, O2, F2, P4, S8, Cl2, etc are all compounds (when these are elements, not compounds).


Another slightly questionable suggestion was that

"…electrons appear to surround the atomic nucleus, but in a way that allows them to dart to and fro in a seemingly chaotic manner within a particular region of space."

p.21

The notion of electrons darting back and forth does not really reflect the scientific model, but the orbital/quantum model of the atom is subtle and difficult to explain, and was not needed at the level of the description being presented.


A more obvious error was that

"…'heat' is just a measure of the kinetic energy with which particles of matter are moving…"

p.26

In physics, the temperature of a material is considered to reflect the average kinetic energy of the particles (e.g., molecules). But heat is a distinct concept from temperature. Heat is the energy transferred between samples of matter, due to a difference in temperature. So, when Scott writes

"We all know that heat energy moves inevitably from hot places to cold places, and that it will never spontaneously move in the opposite direction."

p.32

this could be seen as a tautology: like saying that imports always come into the county rather than leave – because of how imports are defined.

Although heat and temperature are related concepts, confusing or conflating them is a common alternative conception found among students. Confusing heat with temperature is like confusing a payment into your bank account with the account balance.

Moreover, Scott uses the wrong term when writes,

"[The molecules of?] Chemicals come into contact with one another because they are all constantly moving with the energy we call heat."

p.191

This internal energy that substances have due to the inherent motion of their particles is not heat – it is present even when there is a perfectly uniform temperature throughout a sample (and so no heating going on).


Scott tells readers that "Another name for … a voltage difference is a 'potential difference'…" (p.162) but the term voltage (not voltage difference) normally refers to a potential difference, p.d.. (So, the term voltage difference implies a difference between potential differences, not a difference in potential. If you had one battery with a p.d. across its terminals of 6.0V, and another with a p.d. across its terminals of 4.5V, you could say the 'voltage difference' between the batteries was 1.5V.)


A common alternative conception which Scott seems to share, or at least is happy to reinforce, is the 'fairy tale'* of how ionic bonding results from the transfer of an electron from a metal atom to a neutral non-metal atom,

"When sodium atoms react with chlorine atoms electrons are actually transferred from one atom to the other (see figure [which shows electron transfer from one atom to another]). One electron which is relatively loosely held by a sodium atom can move over to become attached to a chlorine atom."

p.30

This describes a chemically very unlikely scenario (neither sodium nor chlorine are found in the atomic state under normal conditions on earth), and if a sodium atom were to somehow collide with a chlorine atom, the process Scott describes would be thermodynamically non-viable – it requires too much energy to remove even the outermost 'relatively loosely held' electron from the neutral sodium atom. Perhaps this is why in the school laboratory NaCl tends to be prepared from solutions that already contain the sodium ions [NaOH(aq)] and the chloride ions [HCl(aq)].

* For example, read 'A tangible user interface for teaching fairy tales about chemical bonding'

It is hard to be too critical of Scott here, as this account is found in many chemistry text books (and I have even seen it expected in public examinations) although from a scientific point of view, it is a nonsense. That many learners come to think that ionic bonding is due to (or even, 'is') a process of electron transfer is surely a pedagogic learning impediment (Taber, 1994) – a false idea that is commonly taught in school chemistry.

Read more about common misconceptions of ionic bonding


6 As the author of a paper called ' Mediating mental models of metals: acknowledging the priority of the learner's prior learning', I must confess to being somewhat partial to some decent alliteration.


7 Many scientists will believe there is a purpose underpinning the evolution of life on earth, and will see creation as the unfolding of a supernatural plan. (Some others will vehemently reject this. Others still will be agnostic.) However, natural science is concerned with providing natural explanations of the world in terms of natural mechanisms. Even if a scientist thinks things are the way they are because that is God's will, that would be inadmissible as a scientific argument, as it does not explain how things came about through natural processes.

Read more about science and religion


8 Teaching, or for that matter writing a science book, is informed by the teacher's/author's mental model of how the reader/listener will make sense of the text (see above). How they actually make sense of the text depends on the interpretive resources they have available, and bring to mind, and it is common for learners/readers not to interpret texts in the way intended – often they either do not make sense of the information, or make a different sense to that intended. A teacher who is a 'learning doctor' can seek to diagnose and treat these 'teaching-learning system failures' when they inevitably occur, but teachers can avoid a good many potential problems by being as explicit as possible and not relying on learners to spontaneously make intended associations with prior learning or cultural referents.

Read about being a learning doctor

As suggested above, authors have an even more challenging task as their readerships may have a diverse range of prior knowledge and other available interpretive resources (e.g., a popular television programme or pop star in one country may be unknown to readers from another); and the author cannot check they have been understood as intended, in the way a teacher usually can.


The sins of scientific specialisation


Keith S. Taber


As long ago as 1932, Albert Einstein warned about the dangers of scientific specialisation. Indeed, he drew on a Biblical analogy for the situation:

"The area of scientific investigation has been enormously extended, and theoretical knowledge has become vastly more profound in every department of science. But the assimilative power of the human intellect is and remains strictly limited. Hence it was inevitable that the activity of the individual investigator should be confined to a smaller and smaller section of human knowledge. Worse still, this specialisation makes it increasingly difficult to keep even our general understanding of science as a whole, without which the true spirit of research is inevitably handicapped, in step with scientific progress. A situation is developing similar to the one symbolically represented in the Bible by the story of the tower of Babel. Every serious scientific worker is painfully conscious of this involuntary relegation to an ever-narrowing sphere of knowledge, which threatens to deprive the investigator of his broad horizon and degrades him to the level of a mechanic."

Albert Einstein, 1932

Einstein suggested that the true scientist needs to have a basic grasp of current knowledge across the natural sciences to retain what he labels the 'true spirit' of science. I doubt many scientists would agree with this today, as, inevitably, few if any professional research scientists today could claim sufficient "general understanding of science as a whole" to, by Einstein's criterion here, avoid "the true spirit of research" being handicapped. Moreover, I doubt there are many (any?) who could claim to be the kind of polymaths that were still found two to three centuries ago, when some individuals made substantive contributions to research across a range of scientific disciplines.

The level of the mechanic?

I am sure Einstein did not intend to be derogatory about mechanics per se, but he, in effect, made a distinction between the work of the scientist and the technician. The technician may sometimes be a supreme craftsperson with highly developed technê (technical knowledge) and finely tuned skills. Scientists depend upon technicians, and often lack their expertise and level of skill in carrying out procedures.

School science teachers rely heavily on their school laboratory technicians (in those countries where they exist) and often would actually lack the knowledge and skills to source and prepare and maintain all the materials and apparatus used in practical work in their classes. But the research scientist is primarily concerned with a different, more theoretical, form of knowledge development: epsitêmê.

Professional teachers and classroom technicians

This is a distinction that resonates with many teachers. Professional teachers should be assumed to have developed a form of professional knowledge that is highly complex and enables them to critically use theory to interpret nuanced teaching situations, and make informed decisions. Too often, however, teaching is seen and discussed as only a craft where teachers can be trained and should have imposed on them detailed guidance about what and how to teach.

I have certainly seen this in England, where sometimes civil servants take advice from a small group of supposed experts 1 to develop general 'guidance' that they then think should be applied as a matter of policy by professional teachers in their various, diverse, teaching contexts. Similarly, formal inspections, where a small number of visitors spend a few days in a school or college are used to make judgements and recommendations given more weight than the collective experience of the professional staff embedded in that unique teaching context.

Of course technê and epsitêmê are rudderless without another domain of knowledge: that which helps us acquire the wisdom to live a good life – phronêsis (Martínez Sainz, 2015). The vision of the education system as something that can be subjected to atomistic, objective, evaluation and ranking, perhaps reflects the values of society that has somewhat lost sight of the most important aims of education. We do want informed citizens that have high levels of skills and that can contribute to the workforce – but unless these competent and employed people also go on to live meaningful and satisfying lives, that is all rather pointless. That is not a call to 'turn on, tune in, drop out' (as might have been suggested when I was young) but perhaps to turn on, tune in, and balance priorities: having a 'good' job is certainly worthwhile, but it only really is a 'good job' if it helps the individual live a good life.

Authorship – taking responsibility for scientific work

The technician/scientist distinction is very clear in some academic fields when it comes to publication. To be an author on a research report should signify two very important things (Taber, 2018a):

  • an author has substantially contributed intellectually to the work reported;
  • an author takes responsibility for what has been reported.

Regarding the first point, it is usually thought that when reporting research purely technical contributions (no matter how essential) do not amount to authorship. Someone who transcribes a thousand hours of interviews verbatim into a database for a researcher to interrogate does not get considered as an author for the resulting paper even if they actually spent ten times as long working with the data as the person who did the analysis – as their contribution is technical, not intellectual.

But the other side of the authorship is that authors have to stand by the work they put their name to. That does not mean their conclusions have to stand for ever – but in claiming authorship of a research report they are giving personal assurance that it is honestly reported and reflects work undertaken with proper standards of care (including proper attention to research ethics).

Read about research authorship

But, in modern science, we often find papers with a dozen, a hundred, even a thousand authors. The authors of high energy physics papers may come from theoretical and experimental physics, statistics, engineering, computer programming, … Presumably each author has made a substantial intellectual contribution to the work reported (even when in extreme cases there are so many authors that if they had all been involved in the writing process they would, on average, have contributed about a sentence each).

Each of those authors knows a good deal about their specialism – but each relies completely on the experts in other fields to be on top of their own areas. No one author could offer assurances about all the science that the paper conclusions depend upon. For example, the authors named because they programmed the computers to interpret signals rely completely upon the theoretical physicists to tell them what patterns they were looking for. In Einstein's terms, "the true spirit of research is inevitably handicapped". The many authors of such a paper, are indeed like the proverbial committee of blind people preparing a description of an elephant by coordinating and compiling a series of partial reports.


Researchers at CERN characterise the elephant boson? (Image by Mote Oo Education from Pixabay)

It is as if a research report were like the outcome of a complex algorithm, with each step (e.g., "multiply the previous answer by 0.017") coded in a different language, and carried-out by a team, each of whom only understood one of the languages involved. As long as everyone is fully competent, then the outcome should be valid, but a misstep will will not be noticed and corrected by anyone else – and will invalidate the answer.


Making the unfamiliar familiar…by comparing it to Babel

Teachers and scientists often find they need to communicate something unfamiliar, and perhaps abstract, to an audience, and look to offer a comparison with something more familiar. For this to work well, it is important that the analogue, or metaphor, or other comparison, is actually already familiar to the audience.

Read about making the unfamiliar, familiar

Einstein offers an analogy: modern science reflects the story of the Tower of Babel.

Read about scientific analogies

Einstein presumably thought that his readers were likely to be familiar with the the Tower of Babel. It has a reputation for being a place of debauchery, as in the lyric to (my 'friend') Elton's song,

"It's party time for the guys in the tower of Babel
Sodom meet Gomorrah, Cain meet Abel
Have a ball y'all
See the letches crawl
With the call girls under the table
Watch them dig their graves
'Cause Jesus don't save the guys
In the tower of Babel"

Extract from Bernie Taupin's lyrics for 'Tower of Babel', a song from the Elton John album 'Captain Fantastic and the Brown Dirt Cowboy'

Taupin here conflates several biblical stories for dramatic effect (and suggests that the sins were so extreme that the sinners were beyond salvation, despite Jesus's promise to save all who truly repent). According to the Bible, the people of Sodom and Gomorrah were so wicked that God destroyed the cities. (The term 'sodomy' derives from Sodom.) A sense of the level of wickedness is suggested by how the mob demanded the two Angels sent by God be handed over to be sexually abused… 2

But the alleged 'sins' of the people in the Tower of Babel were quite different in nature.

Pride comes before the falls

The original account is indeed, as Einstein suggested, Biblical. According to the narrative in Genesis, the descendants of Adam and Eve were populating the world, and formed a settlement where they set out on building a city with a brick tower to reach into the sky.


The Tower of Babel by Pieter Bruegel the Elder (1563) (Source: Wikimedia) and the radio telescope at Jodrell Bank near Manchester (Image by petergaunt2 from Pixabay)


Supposedly, God saw this, and was concerned at how the people working together in this way could achieve so much, and pondered that "this is only the beginning of what they will do; nothing that they propose to do will now be impossible for them". God responded by disrupting society by confusing the people's common language, so they could no longer understand each other, and they abandoned the city and tower, and spread into different communities with their own languages. (This is reflected – at least, in a 'mirror universe' sense – in the New Testament account of how the Holy Spirit enabled the apostles to have the 'gift of tongues' so they could spread the Gospel without impediments from language barriers.)

The tower is believed to be one of a number of large towers known as ziggurats which functioned as both temples and astronomical observatories in Babylonian society (Freely, 2011). So, the Tower of Babel might be considered as something like our Jodrell Bank, or the Hubble telescope of its day.

So, the wrong-doing of the people in the Tower seems to be having made rapid progress towards a technological civilisation, made possible because everyone shared the same language and could effectively cooperate. That may seem an odd thing to be punished for, but this is in the tradition of the Old Testament account of a God that had already exiled humans from the paradise of the Garden of Eden as punishment for the sin (the 'fall' of humanity) of disobediently eating fruit form the tree of knowledge.


Talk, it's only talk
Babble, burble, banter
Bicker, bicker, bicker
Brouhaha, balderdash, ballyhoo
It's only talk
Back talk

From Adrian Belew's lyrics for the King Crimson song 'Elephant Talk'


The tower only become known as Babel in retrospect, from a term referring to confused talk, as in 'to babble'. This also inspired the name of the fictional 'Babel Fish' which, according to Douglas Adams, was probably the oddest thing in the Universe (as well as the basis for a mooted proof for the non-existence of God),

"It feeds on brainwave energy received not from its own carrier, but from those around it. It absorbs all unconscious mental frequencies from this brainwave energy to nourish itself with. It then excretes into the mind of its carrier a telepathic matrix formed by combining the conscious thought frequencies with nerve signals picked up from the speech centres of the brain which has supplied them. The practical upshot of all this is that if you stick a Babel fish in your ear you can instantly understand anything said to you in any form of language. The speech patterns you actually hear decode the brainwave matrix which has been fed into your mind by your Babel fish."

Douglas Adams, from 'The Hitchhiker's Guide to the Galaxy'
Have scientists been dispersed from a golden age of mutual comprehension?

Einstein's analogy has some bite then: we develop knowledge together when we communicate well, but once we are split into small specialist groups, each with their own technical concepts and terminology, this disrupts our ability to progress our science and technology. Whether that is a good thing, or not, depends what we do with the science, and what kinds of technologies result. This is where we need phronêsis as well as technê and epsitêmê.


Wise progress in society relies on different forms of knowledge (after Figure 2.2 from Taber, 2019)


Einstein himself would later put much effort into the cause of nuclear disarmament – having encouraged the United States to develop nuclear weapons in the context of World War 2, he later worked hard to campaign against nuclear proliferation. (Einstein wanted the US and other countries to hand over their nuclear arsenals to an international body.)


Hiroshima after the U.S. bombing

(Source: Wikimedia)


One wonders how Einstein might have reflected on his 1932 Tower of Babel analogy by the end of his life, after the destruction of the cities of Hiroshima and Nagasaki, and the subsequent development of the (even more destructive) hydrogen bomb? After all, as Adams reflects, the poor old Babel fish:

"by effectively removing all barriers to communication between different races and cultures, has caused more and bloodier wars than anything else in the history of creation".


Sodom and Gomorrah afire by Jacob de Wet II, 1680 (Source: Wikimedia); and an atomic bomb explodes (Image by Gerd Altmann from Pixabay)


Work cited:
  • Einstein, Albert (1932), In honor of Arnold Berliner's seventieth birthday. In Ideas and Opinions (1994), New York: The Modern Library.
  • Freely, J. (2011) Light from the East. How the science of medieval Islam helped to shape the Western World. I. B. Tauris & Co Ltd
  • Kierkegaard, Søren (1843/2014) Fear and Trembling. (Translated, Alastair Hannay) Penguin Classics.
  • Martínez Sainz, G. (2015). Teaching human rights in Mexico. A case study of educators' professional knowledge and practices [Unpublished Ph.D. thesis, University of Cambridge].
  • Taber, Keith S. (2018). Assigning Credit and Ensuring Accountability. In P. A. Mabrouk & J. N. Currano (Eds.), Credit Where Credit Is Due: Respecting Authorship and Intellectual Property (Vol. 1291, pp. 3-33). Washington, D.C.: American Chemical Society. [Can be downloaded here]
  • Taber (2019) MasterClass in Science Education: Transforming teaching and learning. London, Bloomsbury.

Notes

1 Perhaps 'supposed' is a little unfair in many cases? But, often official documents are drafted by civil servants and published as authored by faceless departments – so we may never know who the experts were; what they advised; and whether it was acted on. * So, the current English National Curriculum for science includes some 'howlers' – an incorrect statement of the principle of conservation of energy; labelling of some mixtures as being 'substances' – for which no individual has to take responsibility (perhaps explaining why the Department for Education is happy to let them stand until a major revision is due).

Read about scientific errors in the English National Curriculum

* An exception to this general pattern occurred with the 'Key Stage 3 Strategy' materials which actually included some materials which were acknowledged as authored by most respected science educators (genuine experts!) in Robin Millar and John Gilbert.


Fear and loathing in Sodom

2 According to the Biblical account, the Angels led Lot and his daughters away to safely before God destroyed the cities – with fire and sulphur. (Lot's wife famously looked back, having not had the benefit of learning from the Orpheus myth, and was lost.)

Lot had offered hospitality to the angels in his house, but the mob arrived and demanded the angels be handed over so the mob could 'know' them. Lot refused, but offered his two virgin daughters instead for the crowd to do with as they wished. (The substitution was rejected.) I imagine Søren Kierkegaard (1843) could have made much of this story, as it has echoes of Abraham's (no matter how reluctant) willingness to sacrifice his much-loved son Isaac to God; although one might argue that Lot's dilemma was more nuanced as he was dealing with a kind of 'trolley-problem', risking his daughters to try to protect guests he had offered the safety of his house, rather than simply blindingly obeying an order.


Sacrifice of Isaac (c. 1603) by Caravaggio (public domain, accessed from Wikimedia Commons), an episode open to multiple interpretations (Kierkegaard, 1843)


"It wasn't only me who blew their brains
I certainly admit to putting chains
Around their necks so they couldn't move
But there were others being quite crude
That was quite a gang waiting for the bang
I only take the blame for lighting the fuse

Now you say I'm responsible for killing them
I say it was God, He was willing them"

From the Lyrics of the song 'It Wasn't Me' (written by Steve Harley), from the Steve Harley & Cockney Rebel album 'The Best Years of Our Lives'.


Creeping bronzes

Evidence of journalistic creep in 'surprising' Benin bronzes claim


Keith S. Taber


How certain can we be about the origin of metals used in historic artefacts? (Image by Monika from Pixabay)


Science offers reliable knowledge of the natural world – but not absolutely certain knowledge. Conclusions from scientific studies follow from the results, but no research can offer absolutely certain conclusions as there are always provisos.

Read about critical reading of research

Scientists tend to know this, something emphasised for example by Albert Einstein (1940), who described scientific theories (used to interpret research results) as "hypothetical, never completely final, always subject to question and doubt".

When scientists talk to one another within some research programme they may used a shared linguistic code where they can omit the various conditionals ('likely', 'it seems', 'according to our best estimates', 'assuming the underlying theory', 'within experimental error', and the rest) as these are understood, and so may be left unspoken, thus increasing economy of language.

When scientists explain their work to a wider public such conditionals may also be left out to keep the account simple, but really should be mentioned. A particular trope that annoyed me when I was younger was the high frequency of links in science documentaries that told me "this could only mean…" (Taber, 2007) when honest science is always framed more along the lines "this would seem to mean…", "this could possibly mean…", "this suggested the possibility"…

Read about scientific certainty in the media

Journalistic creep

By journalistic creep I mean the tendency for some journalists who act as intermediates between research scientists and the public to keep the story simple by omitting important provisos. Science teachers will appreciate this, as they often have to decide which details can be included in a presentation without loosing or confusing the audience. A useful mantra may be:

Simplification may be necessary – but oversimplification can be misleading

A slightly different type of journalist creep occurs within stories themselves, Sometimes the banner headline and the introduction to a piece report definitive, certain scientific results – but reading on (for those that do!) reveals nuances not acknowledged at the start. Teachers will again appreciate this tactic: offer the overview with the main point, before going back to fill in the more subtle aspects. But then, teachers have (somewhat) more control over whether the audience engages with the full account.

I am not intending to criticise journalists in general here, as scientists themselves have a tendency to do something similar when it comes to finding titles for papers that will attract attention by perhaps suggesting something more certain (or, sometimes, poetic or even controversial) than can be supported by the full report.


An example of a Benin Bronze (a brass artefact from what is now Nigeria) in the British [sic] Museum

(British Museum, CC BY-SA 3.0 https://creativecommons.org/licenses/by-sa/3.0, via Wikimedia Commons)


Where did the Benin bronzes metal come from?

The title of a recent article in the RSC's magazine for teachers, Education in Chemistry, proclaimed a "Surprise origin for Benin bronzes".1 The article started with the claim:

"Geochemists have confirmed that most of the Benin bronzes – sculptured heads, plaques and figurines made by the Edo people in West Africa between the 16th and 19th centuries – are made from brass that originated thousands of miles away in the German Rhineland."

So, this was something that scientists had apparently confirmed as being the case.

Reading on, one finds that

  • it has been "long suspected that metal used for the artworks was melted-down manillas that the Portuguese brought to West Africa"
  • scientists "analysed 67 manillas known to have been used in early Portuguese trade. The manillas were recovered from five shipwrecks in the Atlantic and three land sites in Europe and Africa"
  • they "found strong similarities between the manillas studied and the metal used in more than 700 Benin bronzes with previously published chemical compositions"
  • and "the chemical composition of the copper in the manillas matched copper ores mined in northern Europe"
  • and "suggests that modern-day Germany, specifically the German Rhineland, was the main source of the metal".

So, there is a chain of argument here which seems quite persuasive, but to move from this to it being "confirmed that most of the Benin bronzes…are made from brass that originated …in the German Rhineland" seems an example of journalistic creep.

The reference to "the chemical composition of the copper [sic] in the manillas" is unclear, as according to the original research paper the sample of manilla analysed were:

"chemically different from each other. Although most manillas analysed here …are brasses or leaded brasses, sometimes with small amounts of tin, a few specimens are leaded copper with little or no zinc."

Skowronek, et al., 2023

The key data presented in the paper concerned the ratios of different lead isotopes (205Pb:204Pb; 206Pb:204Pb; 207Pb:204Pb; 208Pb:204Pb {see the reproduced figure below}) in

  • ore from different European locations (according to published sources)
  • sampled Benin bronze (as reported from earlier research), and
  • sampled recovered manillas

and the ratios of different elements (Ni:AS; Sb:As; Bi:As) in previously sampled Benin bronzes and sampled manillas.

The tendency to consider a chain of argument where each link seems reasonably persuasive as supporting fairly certain conclusions is logically flawed (it is like concluding from knowledge that one's chance of dying on any particular day is very low, that one must be immortal) but seems reflected in something I have noticed with some research students: that often their overall confidence in the conclusions of a research paper they have scrutinised is higher than their confidence in some of the distinct component parts of that study.


An example of a student's evaluation of a research study


This is like being told by a mechanic that your cycle brakes have a 20% of failing in the next year; the tyres 30%; the chain 20%; and the frame 10%; and concluding from this that there is only about a 20% chance of having any kind of failure in that time!

A definite identification?

The peer reviewed research paper which reports the study discussed in the Education in Chemistry article informs readers that

"In the current study, documentary sources and geochemical analyses are used to demonstrate that the source of the early Portuguese "tacoais" manillas and, ultimately, the Benin Bronzes was the German Rhineland."

"…this study definitively identifies the Rhineland as the principal source of manillas at the opening of the Portuguese trade…"

Skowronek, et al.,2023

which sounds pretty definitive, but interestingly the study did not rely on chemical analysis alone, but also 'documentary' evidence. In effect, historical evidence provided another link in the argument, by suggesting the range of possible sources of the alloy that should be considered in any chemical comparisons. This assumes there were no mining and smelting operations providing metal for the trade with Africa which have not been well-documented by historians. That seems a reasonable assumption, but adds another proviso to the conclusions.

The researchers reported that

Pre-18th century manillas share strong isotopic similarities with Benin's famous artworks. Trace elements such as antimony, arsenic, nickel and bismuth are not as similar as the lead isotope data…. The greater data derivation suggests that manillas were added to older brass or bronze scrap pieces to produce the Benin works, an idea proposed earlier.

and acknowledges that

Millions of these artifacts were sent to West Africa where they likely provided the major, virtually the only, source of brass for West African casters between the 15th and the 18th centuries, including serving as the principal metal source of the Benin Bronzes. However, the difference in trace elemental patterns between manillas and Benin Bronzes does not allow postulating that they have been the only source.

The figure below is taken from the research report.


Part of Figure 2 from the open access paper (© 2023 Skowronek et al. – distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

The chart shows results from sampled examples of Benin bronzes (blue circles); compared with the values of the same isotope ratios from different copper ore site (squares) and manillas sampled from different archaeological sties (triangles).


The researchers feel that the pattern of clustering of results (in this, and other similar comparisons between lead isotope ratios) from the Benin bronzes, compared with those from the sampled manillas, and the ore sites, allows them to identify the source of metal re-purposed by the Edo craftspeople to make the bronzes.

It is certainly the case that the blue circles (which refer to the artworks) and the green squares (which refer to copper ore samples from Rhineland) do seem to generally cluster in a similar region of the graph – and that some of the samples taken from the manillas also seem to fit this pattern.

I can see why this might strongly suggest the Rhineland (certainly more so than Wales) as the source of the copper believed to be used in manillas which were traded in Africa and are thought to have been later melted down as part of the composition of alloy used to make the Benin bronzes.

Whether that makes for either

  • definitive identification of the Rhineland as the principal source of manillas (Skowronek paper), or
  • confirmation that most of the Benin bronze are made from brass that originated thousands of miles away in the German Rhineland (EiC)

seems somewhat less certain. Just as scientific claims should be.


A conclusion for science education

It is both human nature, and often good journalistic or pedagogic practice to begin with a clear, uncomplicated statement of what is to be communicated. But we also know that what is heard or read first may be better retained in memory than what follows. It also seems that people in general tend to apply the wrong kind of calculus when there are multiple source of doubt – being more likely to estimate overall doubt as being the mean or modal level of the several discrete sources of doubt, rather than something that accumulates step-on-step.

It seems there is a major issue here for science education in training young people in critically questioning claims, looking for the relevant provisos, and understanding how to integrate levels of doubt (or, similarly, risk) that are distributed over a sequence of phases in a process.


All research conclusions (in any empirical study in any discipline) rely on a network of assumptions and interpretations, any one of which could be a weak link in the chain of logic. This is my take on some of the most critical links and assumptions in the Benin bronzes study. One could easily further complicate this scheme (for example, I have ignored the assumptions about the validity of the techniques and calibration of the instrumentation used to find the isotopic composition of metal samples).


Work cited:

Note:

1 It is not clear to me what the surprise was – but perhaps this is meant to suggest the claim may be surprising to readers of the article. The study discussed was premised on the assumption that the Benin Bronzes were made from metal largely re-purposed from manillas traded from Europe, which had originally been cast in one of the known areas in Europe with metal working traditions. The researchers included the Rhineland as one of the potential regional sites they were considering. So, it was surely a surprise only in a similar sense to rolling a die and it landing on 4, rather than say 2 or 5, would be a surprise.

But then, would you be just as likely to read an article entitled "Benin bronzes found to have anticipated origin"?


Explaining Y T cells stop working

Communicating oncology research


Keith S. Taber


…to the best of my knowledge, there is absolutely no reason to suspect that Prof. Theodorescu falsified his academic credentials…


The following text is an extract from a podcast item reporting recently published research into bladder cancer:

"The Y-negative cells cause an immune evasive environment in the tumour, and that, if you will, paralyses, the T cells, and exhausts them, makes them tired and ineffective, and this prevents the Y-negative tumour from being rejected, therefore allowing it to grow much better."

"Exhausted T cells have lost their ability to kill cancer cells, and have lots of proteins on their surface known as checkpoints, which put the brakes on immune responses.

But this exhausting environment made by the tumours could actually be their undoing"

"What they also did, inadvertently I'm sure, is made themselves a lot more vulnerable to one of the most useful and prevalent therapeutics in cancer today, which is immune checkpoint inhibitors."

"Immune checkpoint inhibitors are a class of drugs that block those checkpoint proteins that sit on the surface of T cells, effectively taking the brakes off immune responses, causing T cells to become more aggressive."

Dan Theodorescu & Nick Petrić Howe speaking on the Nature Podcast

Prof. Dan Theodorescu MD, PhD, is the Director of the Samuel Oschin Comprehensive Cancer Institute at Cedars-Sinai, Professor of Surgery, Pathology and Laboratory Medicine; and corresponding author on the paper (Abdel-Hafiz et al., 2023) published in Nature, and discussed in the podcast.

Nick Petrić Howe, Senior Multimedia Editor at Nature Research, was the journalist presenting the item on the podcast.

Communicating science

Scientific research is communicated to other specialist scientists through research reports which reflect a particular genre of writing, and are written with specialist researchers in the same field as the main target readership. Such reports are usually of a quite technical nature, and (appropriately) assume that readers will have a high level of prior understanding of concepts in the field and the technical language used. Such tropes as simile and analogy certainly can sometimes feature, but generally figurative language is kept to a minimum.

Communication to a wider audience of people with a general interest in science needs to adopt a different register. As I have noted on this site before, this is quite challenging as a general public audience is likely to be very diverse in terms of its level of knowledge and understanding of background to any scientific research. Perhaps that is why as a former teacher (and so a science communicator that could make reasonably informed assumptions about the background of my audience in any particular lesson) I find the language of this type of science dissemination fascinating.

Read about science in public discourse and the media

The gist

The study discussed in the podcast reported on a line of research exploring the genomics of bladder cancer, and in particular how tumours that develop from cells that have deficiencies in the Y chromosome seem to have particular characteristics.

Put simply, tumours of this kind were likely to be inherently more damaging to the patient, although also likely to be more responsive to an existing class of medicines. (At this stage the work has largely relied on in vitro studies and 'animal models' (mice) so the implications for actual human cancer patients are reasonable, but speculative.)

The language used

The short extract of the dialogue I have transcribed above seems quite 'dense' in interesting language when de-constructed:

Y-negative cells – a new technical term?

The extract starts with reference to Y-negative cells. Earlier in the item it had been explained that some cells have no Y chromosome, or an incomplete Y chromosome. (For someone to understand this information, they would need to have some background knowledge relating to what chromosomes are, and why they are important in cells. 1 ) The term Y-negative cell therefore, given that context, refers to a cell which lacks the usual Y chromosome. 2 If such a cell turns cancerous it will give rise to a tumour which is Y-negative (as all the tumour cells are formed from the division of that cancerous cell). The published report notes "Loss of the Y chromosome (LOY) is observed in multiple cancer types, including 10-40% of bladder cancers" (Abdel-Hafiz et al., 2023), an observation which motivates the area of research.

An immune evasive environment?

The word 'evasion' appears in the title of the paper. To evade something means to avoid it, which might suggest a sense of deliberation. Immune evasion is a recognised issue, as in cancers "interactions between the immune system and the tumour occur through complex events that usually eventually climax either in successful tumour eradication or immune evasion by the tumour" (Vinay et al., 2015): that is, either the immune system destroys the cancer, or the cancer is able to grow due to some mechanism(s) that prevent the immune system killing the tumour cells. The 'immune evasive environment' then refers to the environment of the tumour's cells in a context where aspects of the normal immune mechanisms are inoperative or restricted.

Paralysed, exhausted and tired T cells

T cells are one of the classes of cell that make up the immune system, and the item was suggesting that with 'LOY' the T cells are unable to function in the way they normally do when interacting with cancer cells that have an intact Y chromosome. ('LOY' is the acronym for a process, viz., "loss of the Y chromosome", but once defined can be used in a way that reifies LOY as if it refers to an object. 3 In "…with 'LOY'…", I am treating LOY as a medically diagnosable condition.)

Are the T cells paralysed? That normally means not able to move, which is not the case here. So 'paralysed' seems to be used as a metaphor, a way of 'making the unfamiliar familiar' for a non specialist audience. A large part of the task of a science teacher is to make the unfamiliar [become] familiar to learners.

Read about making the unfamiliar familiar

Actually, I would better class this specific use as a simile rather than a metaphor:

"The Y-negative cells cause an immune evasive environment in the tumour, and that, if you will, paralyses, the T cells"

A simile in poetic language normally refers to something being 'like' or 'as' something else, as when the star Betelgeuse was said to be "like an imbalanced washing machine tub" or a laser was described as being used as a "kind of spark plug". Here, Prof. Theodorescu marks the term 'paralyses' with 'if you will' in a similar way to how when selection theory has been said to be "like a Tibetan prayer-wheel…" the word 'like' marks that this is noting a similarity, not an identity (selection theory is not suggested to be a prayer-wheel, but rather to be in some way like one).

Read examples of similes used in discussing science

The T cells were said to be as if paralysed, but they were also exhausted and tired. Yet, again, 'exhausted' does not seem to be meant literally. The T cell has not used up its supply of something (energy, or anything else), so this is another metaphor. 'Tired' can be seen as synonymous to exhausted, except usually 'tired' refers to a subjective experience. The T cells are not sentient and presumably do not feel tired – so, this is another metaphor; indeed an anthropomorphic metaphor, as it refers to the cells as though they have subjective experience like a person.

Read examples of metaphors used in discussing science


Hey, you immune cells – are you feeling tired? How about taking a break, and doing some stretching exercises and a little yoga?

Images from Pixabay


Anthropomorphism is a common trope in science discourse, especially in biological contexts. It can sometimes help communication of abstract material to present scientific phenomena in a narrative that relates to human subjective experience – perhaps referring to disease 'evading' the immune system – but consequently often gets adopted into in students' pseudo-explanations (e.g., the reaction happened because the atom wanted another electron, the gas expands because the molecules wanted more space). 4

Read about types of pseudo-explanations

Read examples of anthropomorphism in science discourse

Yet the term 'exhausted' also appears in the published research report ("Ylow bladder cancers contained a higher proportion of exhausted and progenitor exhausted CD8+ T cells..."). So, this is a term that is being adopted into the terminology of the research field. A paper from 2019 set out to define what this means: "'T cell exhaustion' is a broad term that has been used to describe the response of T cells to chronic antigen stimulation, first in the setting of chronic viral infection but more recently in response to tumours" (Blank, et al., 2019). Another study notes that

"It is now clear that T cells are not necessarily physically deleted under conditions of antigen persistence but can instead become functionally inept and incapable of elaborating the usual array of effector activities typically associated with robust, protective, effector and memory T-cell populations."

Yi, Cox, & Zajac, 2010

It is not unusual for terms that seem to be initially used metaphorically, to become adopted in a scientific field as technical terms (such as the 'birth' and 'death' of stars in astronomy). Indeed, inept seem to me a term that is normally applied to people who have agency and can learn skills, but lack skill in an area where the are active. The field of oncology seems to have adopted the notion of ineptitude, to label some T cells as 'inept'.

Unlike in human hereditary, where we would not assume a child can directly inherit a lack of skill in some area of activity from its parents (there is no gene for playing chess, or spraying cars, or heart surgery, or balancing account books), at the cellular level it is possible to have "inept T-cell lineages" (Fredholm et al, 2018). If one is going to anthropomorphise cells, then perhaps 'inept' is an unfair descriptor for structural changes that modify functionality, and can be passed on to 'daughter' cells: should these cells be considered to have a disability rather than be inept? For that matter, an exhausted T-cell seems to have more in common with a metamorphosed caterpillar than an exhausted marathon runner.

Rejection – a dead metaphor?

'Rejection' is a technical terms used in medical science for when the immune system 'attacks' something that it 'identifies' as not self: be that a tumour or a transplanted tissue. Note that here terms such as 'attacks' and 'identifies' are really also anthropomorphic metaphors to label complex processes and mechanisms that we gloss in human terms.

What actually happens is in effect some chemistry – there is nothing deliberate about what the cancer cells or the immune cells are doing. Tumours that grow quickly are described as 'aggressive' ("…causing T cells to become more aggressive") another term that might be understood as an anthropomorphic metaphor, as aggression normally refers to an attitude adopted. The tumour cells are just cells that grow and divide: they have no attitude nor intentions, and do not deliberately harm their host or even deliberately divide to grow the cancer.

When the term 'rejection' was first suggested for use in these contexts it will have been a metaphor itself, a word transplanted [sic] from one context where it was widely used to another novel context. However, the 'transplant took' (rather than being 'rejected'!) and came to be accepted as having a new biological meaning. Such a term is sometimes called a dead metaphor (or a clichéd metaphor) as it has lost its metaphorical status, and become a technical term. Tumours are now literally rejected. And T cells do now become exhausted (and inept). And tumours can now be aggressive.

Within the specialist field, such words now have nuanced technical meanings, related to, but subtly different from, their source words' usage in general language. Experts know that – but lay people may not always realise. Strictly, the words aggressive in 'an aggressive drunk' and 'an aggressive tumour' are homonyms.

Seated checkpoints: quo vardis, friend or foe?

The same is the case with 'checkpoints'. Referring to proteins on the immune cell surface that interact with proteins on tumour cells, the label 'checkpoints' will have been a metaphorical transplant of an existing term (as in border checkpoints, where it is checked that someone's papers are in order for entry to a country); but, now, this is accepted usage.

T cells are able to destroy other cells. However, they have proteins on their surfaces which can bind to proteins on other cells, and when these are bound the T cells do not destroy the other cells. (Do these proteins really "sit on the surface of T cells" – or is sitting an action only available to organisms with certain types of anatomic features – such as buttocks and jointed legs perhaps? So, this is another metaphor, but one that conveys meaning so readily that most listeners will not have noticed it. 6 )

So, immune cells have evolved because they 'protect' the organism from 'foreign' cells, and the checkpoints have evolved because they prevent the immune cells destroying cells from the same individual organism. 5 This works to the extent that the binding of the checkpoints is specific. Tumour cells (which are derived from the individual) can sometimes bind, and so the T cells may be ineffective in destroying them. Immune checkpoint inhibitors can interfere with the mechanism by which tumour cells act on the T cells as 'self' cells – something sometimes referred to as a checkpoint 'blockade' (yet another metaphor) – something represented in the following image:


Figure entitled "Immune checkpoint blockade for T-cell activation" (note the 'exhausted' T cells) (Fig. 2, from Darvin, et al., 2018. Open access under http://creativecommons.org/licenses/by/4.0/). [There is an interesting mix of iconic (cell shapes) and symbolic (e.g., lightning strikes?) signs in the figure.]


The extract of dialogue quoted above suggests that the checkpoints "put the brakes on immune responses". There are of course no actual brakes, so this is again metaphorical. However, we might consider 'putting the brakes' on as having become an English idiom, that is, the term is now widely understood as applying to any situation where a process is brought to a stop, regardless of whether or not there are actual brakes involved. A raise in bank interest rates might be said to be intended to put the brakes on inflation. (Indeed, as my O level economics teacher at North Romford Comp. habitually explained managing the economy in terms of driving a car – which of course we were all too young to legally have experienced – he may well have actually said this.)

Can tumours behave advertently?

At one point Prof. Theodorescu, suggested that "what [the tumours] also did, inadvertently I'm sure, is made themselves a lot more vulnerable to one of the most useful and prevalent therapeutics in cancer today". I am also sure that this effect was inadvertent. Otherwise, the tumour acted advertently, which would mean it behaved deliberately with this outcome in mind.

It clearly would not seem to be in a tumour's interest to make itself more susceptible to therapeutics, but then agents do sometimes behave in ways that seem irrational to others – for example, because of bravado. So, I do not rule out apparently self-destructive behaviour from being deliberate (as I drafted this piece, the news broadcast reports on an apparent coup attempt in Russia, suggesting that a few tens of thousands of men are looking to take over a nation of over 140 million that had been paying them to fight in the illegal invasion of Ukraine). Rather, my reason for being sure this not deliberate, is that I do not think that a tumour is the kind of entity that can behave advertently. 7

So, I do not disagree with Prof. Theodorescu, but I do think that stating that, in this case, the behaviour was inadvertent seems to imply that that a tumour can in some circumstances act deliberately (i.e., anthropomorphism, again). I am sure that was not the intention, but it seems, inadvertently I'm sure, to reflect the tactic of conspicuously stating someone is not guilty of some act as a means of starting a contrary rumour.

So, I would like to make it absolutely clear, without any sense of ambiguity, that, certainly to the very best of my knowledge, there is absolutely no reason to suspect that Prof. Theodorescu falsified his academic credentials using red crayons and recycled cereal packets.


Work cited:

Notes:

1 Any communication of science will inevitably have to assume some background. In teaching, we can use conceptual analysis to break down any topic and identify pre-requisite prior knowledge that will be needed before introducing new information. Science education builds up understanding slowly over many years, 'building on' what learners have already been taught. Anyone asked to give an account or explanation to a general audience has to make an informed judgement of where it is reasonable to start.


2 It might seem that the cells of females are 'Y-negative' as these do not usually contain Y chromosomes. However, from the context (the discussion of loss of, or incomplete, Y-chromosomes) the term is being used to refer to cells with no Y chromosomes that derived ultimately (by imperfect copying) from a cell which did have a Y chromosome. That is, this is a feature of tumours in men.

Although women do not (usually) have Y chromosomes, it is sometimes suggested that the man's Y chromosome can be considered an incomplete X chromosome, so in a sense all men might be considered as incomplete, imperfect women, as some readers might have long suspected.


3 This is not meant as some kind of criticism, but rather an observation on one of the affordances of language in use. It is very useful for the scientist to package up an idea (here, the loss of the Y chromosome from a cell's set of nuclear chromosomes) in a new term or acronym, which can then be put to work as a neologism, thus simplifying sentence structure. The reader then needs to decode this new term in various contexts. That is perfectly reasonable within the genre of research reports (as this only adds minimally to the interpretative load of a specialist reader who is likely to have strong enough background to have capacity to readily make sense of the new term in various contexts). So, in the published paper (Abdel-Hafiz, 2023), we find, inter alia,

  • "…LOY correlates with…"
  • "…naturally occurring LOY mutant bladder cancer cells…"
  • "In ageing men, LOY has been associated with many adverse health consequences."
  • "…cancer cells with LOY…"
  • "…mouse tumours with LOY…"
  • "…human bladder cancer specimens with LOY…"
  • "…LOY is present early in disease progression…"
  • "…the lack of Y chromosome gene expression in the MB49 sublines was due to LOY"
  • "…the important role of these two genes in conferring the LOY phenotype…"
  • "…patients with LOY had a reduced overall survival following surgery…"
  • "…tumours with LOY grew more aggressively…"
  • "…the mechanism of LOY-driven tumour evasion…"

There is even a case of LOY being taken as a sufficiently familiar to be compounded into a further acronym, 'MADLOY':

"we used TCGA DNA sequencing data and mosaic alteration detection for LOY (MADLOY) to detect LOY".


4 Unfortunately, thinking anthropomorphically about viruses, cells, molecules, etc., can become a habit of mind. Students may come to see such anthropomorphisms as having the status of genuine scientific explanations (that they can use in exams, for example). Therefore, care is needed with using anthropomorphism in science teaching (Taber & Watts, 1996).

Read about anthropomorphism and science learning


5 So, we might suggest that

  • 'checkpoints' is a recently deceased metaphor, with its new meaning only familiar in the technical language community of oncologists and cognate specialists, whereas
  • 'sits' is a long dead metaphor as its broader meaning is likely to be understood widely within the natural language community of English speakers.

6 My use of 'because' is not to be read in a teleological sense as

  • immune cells have evolved in order to protect the organism from 'foreign' cells
  • the checkpoints have evolved in order to prevent the immune cells destroying cells form the same individual organism

Rather in the sense of the reason something has evolved is because it has a property that offers an advantage, and so was selected for:

  • immune cells have evolved because they were selected for because they protect the organism from 'foreign' cells
  • the checkpoints have evolved because they were selected for because they prevent the immune cells destroying cells from the same individual organism

7 I am making an 'ontological judgement'. I might say I am doing ontology. In my teaching of graduate students I found some were wary of terms like ontology and epistemology, but actually I would argue that we all 'do ontology' every time we make a judgement about the kind of entity something is (and we do epistemology every time we make a judgement about the likely truth value of some claim).

If you judge that fairies are imaginary or that dinosaurs are extinct, I suggest that you are doing ontology. For that matter, if you judge that fairies and dinosaurs are alive and well, and live at the bottom of your garden, then you are also doing ontology – if perhaps not so well.

Read about ontology


Educational experiments – making the best of an unsuitable tool?

Can small-scale experimental investigations of teaching carried-out in a couple of arbitrary classrooms really tells us anything about how to teach well?


Keith S. Taber


Undertaking valid educational experiments involves (often, insurmountable) challenges, but perhaps this grid (shown larger below) might be useful for researchers who do want to do genuinely informative experimental studies into teaching?


Applying experimental method to educational questions is a bit like trying to use a precision jeweller's screwdriver to open a tin of paint: you may get the tin open eventually, but you will probably have deformed the tool in the process whilst making something of a mess of the job.


In recent years I seem to have developed something of a religious fervour about educational research studies of the kind that claim to be experimental evaluations of pedagogies, classroom practices, teaching resources, and the like. I think this all started when, having previously largely undertaken interpretive studies (for example, interviewing learners to find out what they knew and understood about science topics) I became part of a team looking to develop, and experimentally evaluate, classroom pedagogy (i.e., the epiSTEMe project).

As a former school science teacher, I had taught learners about the basis of experimental method (e.g., control of variables) and I had read quite a number of educational research studies based on 'experiments', so I was pretty familiar with the challenges of doing experiments in education. But being part of a project which looked to actually carry out such a study made a real impact on me in this regard. Well, that should not be surprising: there is a difference between watching the European Cup Final on the TV, and actually playing in the match, just as reading a review of a concert in the music press is not going to impact you as much as being on stage performing.

Let me be quite clear: the experimental method is of supreme value in the natural sciences; and, even if not all natural science proceeds that way, it deserves to be an important focus of the science curriculum. Even in science, the experimental strategy has its limitations. 1 But experiment is without doubt a precious and powerful tool in physics and chemistry that has helped us learn a great deal about the natural world. (In biology, too, but even here there are additional complications due to the variations within populations of individuals of a single 'kind'.)

But transferring experimental method from the laboratory to the classroom to test hypotheses about teaching is far from straightforward. Most of the published experimental studies drawing conclusions about matters such as effective pedagogy, need to be read with substantive and sometimes extensive provisos and caveats; and many of them are simply invalid – they are bad experiments (Taber, 2019). 2

The experiment is a tool that has been designed, and refined, to help us answer questions when:

  • we are dealing with non-sentient entities that are indifferent to outcomes;
  • we are investigating samples or specimens of natural kinds;
  • we can identify all the relevant variables;
  • we can measure the variables of interest;
  • we can control all other variables which could have an effect;

These points simply do not usually apply to classrooms and other learning contexts. 3 (This is clearly so, even if educational researchers often either do not appreciate these differences, or simply pretend they can ignore them.)

Applying experimental method to educational questions is a bit like trying to use a precision jeweller's screwdriver to open a tin of paint: you may get the tin open eventually, but you will probably have deformed the tool in the process whilst making something of a mess of the job.

The reason why experiments are to be preferred to interpretive ('qualitative') studies is that supposedly experiments can lead to definite conclusions (by testing hypotheses), whereas studies that rely on the interpretation of data (such as classroom observations, interviews, analysis of classroom talk, etc.) are at best suggestive. This would be a fair point when an experimental study genuinely met the control-of-variables requirements for being a true experiment – although often, even then, to draw generalisable conclusions that apply to a wide population one has to be confident one is working with a random or representatives sample, and use inferential statistics which can only offer a probabilistic conclusion.

My creed…researchers should prefer to undertake competent work

My proselytising about this issue, is based on having come to think that:

  • most educational experiments do not fully control relevant variables, so are invalid;
  • educational experiments are usually subject to expectancy effects that can influence outcomes;
  • many (perhaps most) educational experiments have too few independent units of analysis to allow the valid use of inferential statistics;
  • most large-scale educational experiments can not assure that samples are fully representative of populations, so strictly cannot be generalised;
  • many experiments are rhetorical studies that deliberately compare a condition (supposedly being tested but actually) assumed to be effective with a teaching condition known to fall short of good teaching practice;
  • an invalid experiment tells us nothing that we can rely upon;
  • a detailed case study of a learning context which offers rich description of teaching and learning potentially offers useful insights;
  • given a choice between undertaking a competent study of a kind that can offer useful insights, and undertaking a bad experiment which cannot provide valid conclusions, researchers should prefer to undertake competent work;
  • what makes work scientific is not the choice of methodology per se, but the adoption of a design that fits the research constraints and offers a genuine opportunity for useful learning.

However, experiments seem very popular in education, and often seem to be the methodology of choice for researchers into pedagogy in science education.

Read: Why do natural scientists tend to make poor social scientists?

This fondness of experiments will no doubt continue, so here are some thoughts on how to best draw useful implications from them.

A guide to using experiments to inform education

It seems there are two very important dimensions that can be used to characterise experimental research into teaching – relating to the scale and focus of the research.


Two dimensions used to characterise experimental studies of teaching


Scale of studies

A large-scale study has a large number 'units of analysis'. So, for example, if the research was testing out the value of using, say, augmented reality in teaching about predator-prey relationships, then in such a study there would need to be a large number of teaching-learning 'units' in the augmented learning condition and a similarly large number of teaching-learning 'units' in the comparison condition. What a unit actually is would vary from study to study. Here a unit might be a sequence of three lessons where a teacher teaches the topic to a class of 15-16 year-old learners (either with, or without, the use of augmented reality).

For units of analysis to be analysed statistically they need to be independent from each other – so different students learning together from the same teacher in the same classroom at the same time are clearly not learning independently of each other. (This seems obvious – but in many published studies this inconvenient fact is ignored as it is 'unhelpful' if researchers wish to use inferential statistics but are only working with a small number of classes. 4)

Read about units of analysis in research

So, a study which compared teaching and learning in two intact classes can usually only be considered to have one unit of analysis in each condition (making statistical tests completely irrelevant 5, thought this does not stop them often being applied anyway). There are a great many small scale studies in the literature where there are only one or a few units in each condition.

Focus of study

The other dimension shown in the figure concerns the focus of a study. By the focus, I mean whether the researchers are interested in teaching and learning in some specific local context, or want to find out about some general population.

Read about what is meant by population in research

Studies may be carried out in a very specific context (e.g., one school; one university programme) or across a wide range of contexts. That seems to simply relate to the scale of the study, just discussed. But by focus I mean whether the research question of interest concerns just a particular teaching and learning context (which may be quite appropriate when practitioner-researchers explore their own professional contexts, for exmample), or is meant to help us learn about a more general situation.


local focusgeneral focus
Why does school X get such outstanding science examination scores?Is there a relationship between teaching pedagogy employed and science examination results in English schools?
Will jig-saw learning be a productive way to teach my A level class about the properties of the transition elements?Is jig-saw learning an effective pedagogy for use in A level chemistry classes?
Some hypothetical research questions relating either to a specific teaching context, or a wider population. (n.b. The research literature includes a great many studies that claim to explore general research questions by collecting data in a single specific context.)

If that seems a subtle distinction between two quite similar dimensions then it is worth noting that the research literature contains a great many studies that take place in one context (small-scale studies) but which claim (implicitly or explicitly) to be of general relevance. So, many authors, peer reviewers, and editors clearly seem think one can generalise from such small scale studies.

Generalisation

Generalisation is the ability to draw general conclusions from specific instances. Natural science does this all the time. If this sample of table salt has the formula NaCl, then all samples of table salt do; if the resistance of this copper wire goes up when the wire is heated the same will be found with other specimens as well. This usually works well when dealing with things we think are 'natural kinds' – that is where all the examples (all samples of NaCl, all pure copper wires) have the same essence.

Read about generalisation in research

Education deals with teachers, classes, lessons, schools…social kinds that lack that kind of equivalence across examples. You can swap any two electrons in a structure and it will make absolutely no difference. Does any one think you can swap the teachers between two classes and safely assume it will not have an effect?

So, by focus I mean whether the point of the research is to find out about the research context in its own right (context-directed research) or to learn something that applies to a general category of phenomena (theory-directed research).

These two dimensions, then, lead to a model with four quadrants.

Large-scale research to learn about the general case

In the top-right quadrant is research which focuses on the general situation and is larger-scale. In principle 6 this type of research can address a question such as 'is this pedagogy (teaching resource, etc.) generally effective in this population', as long as

  • the samples are representative of the wider population of interest, and
  • those sampled are randomly assigned to conditions, and
  • the number of units supports statistical analysis.

The slight of hand employed in many studies is to select a convenience sample (two classes of thirteen years old students at my local school) yet to claim the research is about, and so offers conclusions about, a wider population (thirteen year learners).

Read about some examples of samples used to investigate populations


When an experiment tests a sample drawn at random from a wider population, then the findings of the experiment can be assumed to (probably) apply (on average) to the population. (Taber, 2019)

Even when a population is properly sampled, it is important not to assume that something which has been found to be generally effective in a population will be effective throughout the population. Schools, classes, courses, learners, topics, etc. vary. If it has been found that, say, teaching the reactivity series through enquiry generally works in the population of English classes of 13-14 year students, then a teacher of an English class of 13-14 year students might sensibly think this is an approach to adopt, but cannot assume it will be effective in her classroom, with a particular group of students.

To implement something that has been shown to generally work might be considered research-based teaching, as long as the approach is dropped or modified if indications are it is not proving effective in this particular context. That is, there is nothing (please note, UK Department for Education, and Ofsted) 'research-based' about continuing with a recommended approach in the face of direct empirical evidence that it is not working in your classroom.

Large-scale research to learn about the range of effectiveness

However, even large-scale studies where there are genuinely sufficient units of analysis for statistical analysis may not logically support the kinds of generalisation in the top-right quadrant. For that, researchers needs either a random sampling of the full population (seldom viable given people and institutions must have a choice to participate or not 7), or a sample which is known to be representative of the population in terms of the relevant characteristics – which means knowing a lot about

  • (i) the population,
  • (ii) the sample, and
  • (ii) which variables might be relevant!

Imagine you wanted to undertake a survey of physics teachers in some national context, and you knew you could not reach all that population so you needed to survey a sample. How could you possibly know that the teachers in your sample were representative of the wider population on whatever variables might potentially be pertinent to the survey (level of qualification?; years of experience?; degree subject?; type of school/college taught in?; gender?…)

But perhaps a large scale study that attracts a diverse enough sample may still be very useful if it collects sufficient data about the individual units of analysis, and so can begin to look at patterns in how specific local conditions relate to teaching effectiveness. That is, even if the sample cannot be considered representative enough for statistical generalisation to the population, such a study might be a be to offer some insights into whether an approach seems to work well in mixed-ability classes, or top sets, or girls' schools, or in areas of high social deprivation, or…

In practice, there are very few experimental research studies which are large-scale, in the sense of having enough different teachers/classes as units of analysis to sit in either of these quadrants of the chart. Educational research is rarely funded at a level that makes this possible. Most researchers are constrained by the available resources to only work with a small number of accessible classes or schools.

So, what use are such studies for producing generalisable results?

Small-scale research to incrementally extend the range of effectiveness

A single small-scale study can contribute to a research programme to explore the range of application of an innovation as if it was part of a large-scale study with a diverse sample. But this means such studies need to be explicitly conceptualised and planned as part of such a programme.

At the moment it is common for research papers to say something like

"…lots of research studies, from all over the place, report that asking students to

(i) first copy science texts omitting all the vowels, and then

(ii) re-constituting them in full by working from the reduced text, by writing it out adding vowels that produce viable words and sentences,

is an effective way of supporting the learning of science concepts; but no one has yet reported testing this pedagogic method when twelve year old students are studying the topic of acids in South Cambridgeshire in a teaching laboratory with moveable stools and West-facing windows.

In this ground-breaking study, we report an experiment to see if this constructivist, active-learning, teaching approach leads to greater science learning among twelve year old students studying the topic of acids in South Cambridgeshire in a teaching laboratory with moveable stools and West-facing windows…"

Over time, the research literature becomes populated with studies of enquiry-based science education, jig-saw learning, use of virtual reality, etc., etc., and these tend to refer to a range of national contexts, variously aged students, diverse science topics, etc., this all tends to be piecemeal. A coordinated programme of research could lead to researchers both (a) giving rich description of the context used, and (b) selecting contexts strategically to build up a picture across ranges of contexts,

"When there is a series of studies testing the same innovation, it is most useful if collectively they sample in a way that offers maximum information about the potential range of effectiveness of the innovation.There are clearly many factors that may be relevant. It may be useful for replication studies of effective innovations to take place with groups of different socio-economic status, or in different countries with different curriculum contexts, or indeed in countries with different cultural norms (and perhaps very different class sizes; different access to laboratory facilities) and languages of instruction …. It may be useful to test the range of effectiveness of some innovations in terms of the ages of students, or across a range of quite different science topics. Such decisions should be based on theoretical considerations.

Given the large number of potentially relevant variables, there will be a great many combinations of possible sets of replication conditions. A large number of replications giving similar results within a small region of this 'phase space' means each new study adds little to the field. If all existing studies report positive outcomes, then it is most useful to select new samples that are as different as possible from those already tested. …

When existing studies suggest the innovation is effective in some contexts but not others, then the characteristics of samples/context of published studies can be used to guide the selection of new samples/contexts (perhaps those judged as offering intermediate cases) that can help illuminate the boundaries of the range of effectiveness of the innovation."

Taber, 2019

Not that the research programme would be co-ordinated by a central agency or authority, but by each contributing researcher/research team (i) taking into account the 'state of play' at the start of their research; (ii) making strategic decisions accordingly when selecting contexts for their own work; (iii) reporting the context in enough detail to allow later researchers to see how that study fits into the ongoing programme.

This has to be a more scientific approach than simply picking a convenient context where researchers expect something to work well; undertake a small-scale local experiment (perhaps setting up a substandard control condition to be sure of a positive outcome); and then report along the lines "this widely demonstrated effective pedagogy works here too", or, if it does not, perhaps putting the study aside without publication. As the philosopher of science, Karl Popper, reminded us, science proceeds through the testing of bold conjectures: an 'experiment' where you already know the outcome is actually a demonstration. Demonstrations are useful in teaching, but do not contribute to research. What can contribute is an experiment in a context where there is reason to be unsure if an innovation will be an improvement or not, and where the comparison reflects good teaching practice to offer a meaningful test.

Small-scale research to inform local practice

Now, I would be the first to admit that I am not optimistic that such an approach will be developed by researchers; and even if it is, it will take time for useful patterns to arise that offer genuine insights into the range of convenience of different pedagogies.

Does this mean that small-scale studies in single context are really a waste of research resource and an unmerited inconvenient for those working in such contexts?

Well, I have time for studies in my final (bottom left) quadrant. Given that schools and classrooms and teachers and classes all vary considerably, and that what works well in a highly selective boys-only fee-paying school with a class size of 16 may not be as effective in a co-educational class of 32 mixed ability students in an under-resourced school in an area of social deprivation – and vice versa, of course!, there is often value in testing out ideas (even recommended 'research-based' ones) in specific contexts to inform practice in that context. These are likely to be genuine experiments, as the investigators are really motived to find out what can improve practice in that context.

Often such experiments will not get published,

  • perhaps because the researchers are teachers with higher priorities than writing for publication;
  • perhaps because it is assumed such local studies are not generalisable (but they could sometimes be moved into the previous category if suitably conceptualised and reported);
  • perhaps because the investigators have not sought permissions for publication (part of the ethics of research), usually not necessary for teachers seeking innovations to improve practice as part of their professional work;
  • perhaps because it has been decided inappropriate to set up control conditions which are not expected to be of benefit to those being asked to participate;
  • but also because when trying out something new in a classroom, one needs to be open to make ad hoc modifications to, or even abandon, an innovation if it seems to be having a deleterious effect.

Evaluation of effectiveness here usually comes down to professional judgement (rather than statistical testing – which assumes a large random sample of a population – being used to invalidly generalise small, non-random, local results to that population) which might, in part, rely on the researcher's close (and partially tacit) familiarity with the research context.

I am here describing 'action research', which is highly useful for informing local practice, but which is not ideally suited for formal reporting in academic journals.

Read about action research

So, I suspect there may be an irony here.

There may be a great many small-scale experiments undertaken in schools and colleges which inform good teaching practice in their contexts, without ever being widely reported; whilst there are a great many similar scale, often 'forced' experiments, carried out by visiting researchers with little personal stake in the research context, reporting the general effectiveness of teaching approaches, based on misuse of statistics. I wonder which approach best reflects the true spirit of science?

Source cited:


Notes:

1 For example:

Even in the natural sciences, we can never be absolutely sure that we have controlled all relevant variables (after all, if we already knew for sure which variables were relevant, we would not need to do the research). But usually existing theory gives us a pretty good idea what we need to control.

Experiments are never a simple test of the specified hypothesis, as the experiment is likely to depends upon the theory of instrumentation and the quality of instruments. Consider an extreme case such as the discovery of the Higgs boson at CERN: the conclusions relied on complex theory that informed the design of the apparatus, and very challenging precision engineering, as well as complex mathematical models for interpreting data, and corresponding computer software specifically programmed to carry out that analysis.

The experimental results are a test of a hypothesis (e.g., that a certain particle would be found at events below some calculated energy level) subject to the provisos that

  • the theory of the the instrument and its design is correct; and
  • the materials of the apparatus (an apparatus as complex and extensive as a small city) have no serious flaws; and
  • the construction of the instrumentation precisely matches the specifications;
  • and the modelling of how the detectors will function (including their decay in performance over time) is accurate; and
  • the analytical techniques designed to interpret the signals are valid;
  • the programming of the computers carries out the analysis as intended.

It almost requires an act of faith to have confidence in all this (and I am confident there is no one scientist anywhere in the world who has a good enough understanding and familiarity will all these aspects of the experiment to be able to give assurances on all these areas!)


CREST {Critical Reading of Empirical Studies} evaluation form: when you read a research study, do you consider the cumulative effects of doubts you may have about different aspects of the work?

I would hope at least that as professional scientists and engineers they might be a little more aware of this complex chain of argumentation needed to support robust conclusions than many students – for students often seem to be overconfident in the overall value of research conclusions given any doubts they may have about aspects of the work reported.

Read about the Critical Reading of Empirical Studies Tool


Galileo Galilei was one of the first people to apply the telescope to study the night sky

Galileo Galilei was one of the first people to apply the telescope to study the night sky (image by Dorothe from Pixabay)


A historical example is Galileo's observations of astronomical phenomena such as Jovian moons (he spotted the four largest: Io, Europa, Ganymede and Callisto) and the irregular surface of the moon. Some of his contemporaries rejected these findings on the basis that they were made using an apparatus, the newly fanged telescope, that they did not trust. Whilst this is now widely seen as being arrogant and/or ignorant, arguably if you did not understand how a telescope could magnify, and you did not trust the quality of the lenses not to produce distortions, then it was quite reasonable to be sceptical of findings which were counter to a theory of the 'heavens' that had been generally accepted for many centuries.


2 I have discussed a number of examples on this site. For example:

Falsifying research conclusions: You do not need to falsify your results if you are happy to draw conclusions contrary to the outcome of your data analysis.

Why ask teachers to 'transmit' knowledge…if you believe that "knowledge is constructed in the minds of students"?

Shock result: more study time leads to higher test scores (But 'all other things' are seldom equal)

Experimental pot calls the research kettle black: Do not enquire as I do, enquire as I tell you

Lack of control in educational research: Getting that sinking feeling on reading published studies


3 For a detailed discussion of these and other challenges of doing educational experiments, see Taber, 2019.


4 Consider these two situations.

A researcher wants to find out if a new textbook 'Science for the modern age' leads to more learning among the Grade 10 students she teaches than the traditional book 'Principles of the natural world'. Imagine there are fifty grade 10 students divided already into two classes. The teacher flips a coin and randomly assigns one of the classes to the innovative book, the other being assigned by default the traditional book. We will assume she has a suitable test to assess each students' learning at the end of the experiment.

The teacher teaches the two classes the same curriculum by the same scheme of work. She presents a mini-lecture to a class, then sets them some questions to discuss using the text book. At the end of the (three part!) lesson, she leads a class disucsison drawing on students' suggested answers.

Being a science teacher, who believes in replication, she decides to repeat the exercise the following year. Unfortunately there is a pandemic, and all the students are sent into lock-down at home. So, the teacher assigns the fifty students by lot into two groups, and emails one group the traditional book, and the other the innovative text. She teaches all the students on line as one cohort: each lesson giving them a mini-lecture, then setting them some reading from their (assigned) book, and a set of questions to work through using the text, asking them to upload their individual answers for her to see.

With regard to experimental method, in the first cohort she has only two independent units of analysis – so she may note that the average outcome scores are higher in one group, but cannot read too much into that. However, in the second year, the fifty students can be considered to be learning independently, and as they have been randomly assigned to conditions, she can treat the assessment scores as being from 25 units of analysis in each condition (and so may sensibly apply statistics to see if there is a statistically significant different in outcomes).


5 Inferential statistical tests are usually used to see if the difference in outcomes across conditions is 'significant'. Perhaps the average score in a class with an innovation is 5.6, compared with an average score in the control class of 5.1. The average score is higher in the experimental condition, but is the difference enough to matter?

Well, actually, if the question is whether the difference is big enough to likely to make a difference in practice then researchers should calculate the 'effect size' which will suggest whether the difference found should be considered small, moderate or large. This should ideally be calculated regardless of whether inferential statistics are being used or not.

Inferential statistical tests are often used to see if the result is generalisable to the wider population – but, as suggested above, this is strictly only valid if the population of interest have been randomly sampled – which virtually never happens in educational studies as it is usually not feasible.

Often researchers will still do the calculation, based on the sets of outcome scores in the two conditions, to see if they can claim a statistically significant difference – but the test will only suggest how likely or unlikely the difference between the outcomes is, if the units of analysis have been randomly assigned to the conditions. So, if there are 50 learners each randomly assigned to experimental or control condition this makes sense. That is sometimes the case, but nearly always the researchers work with existing classes and do not have the option of randomly mixing the students up. [See the example in the previous note 4.] In such a situation, the stats. are not informative. (That does not stop them often being reported in published accounts as if they are useful.)


6 That is, if it possible to address such complications as participant expectations, and equitable teacher-familiarity with the different conditions they are assigned to (Taber, 2019).

Read about expectancy effects


7 A usual ethical expectation is that participants voluntarily (without duress) offer informed consent to participate.

Read about voluntary informed consent


Who has the right to call someone 'White'?

Science cannot tell us


Keith S. Taber (him/his…and White?)


An opinion piece in Education in Chemistry by Kristy Turner recently highlighted the potential bias that may lead to scholars being more likely to access, read and cite research from some parts of the world than others. This was actually an issue I was very aware of when a journal editor, as an international journal should aim to reflect research globally, but needs to apply common quality criteria.

This means that those working in contexts where there are no traditions of educational research, and limited resources to develop capacity, are at a disadvantage. I could think of one country where the journal received regular contributions, but which were almost always rejected (perhaps, always rejected?), as they simply did not amount to substantive accounts of research. These included well-intentioned, if sometimes quite convoluted, suggestions for mnemonic schemes to teach abstract conceptual subject matter, which offered absolutely no evidence that the proposed approach had ever been evaluated (if, indeed, ever applied). I was aware that any simple calculation of success rates in the journal would show that submissions from this particular national context had no chance of publication, and that few indeed ever got as far as referees 1. This might look like prejudice, even if it reflected application of the same quality criteria to all submissions. 2

On the other hand, the situation is slowly shifting. An excellent example is Turkey, which transformed from being a virtual non-participant in science education research publication to one of the most productive national sources of research published in the top journals, in just a couple of decades. I am aware of several other countries that are, if more slowly, supporting similar development in science education. So, the situation is complex: but Turner is absolutely right that we need to also be aware of a possible mind-set that assumes useful, quality research in science education will only be going on in a limited number of national contexts.

Being classified by the colour of my skin

But what really made me reflect on the piece was was not this important point, but that I was name-checked at the start of the article, along with a number of other educational research scholars, before Turner asked:

"What do these names have in common?

To start with they are all men and all White. More significantly, they all worked in the West (although some had collaborations further afield). This means that much of the education research we consume is produced from a Western perspective."

Turner, 2023

I am not sure I have ever seen myself called out in this public way as being "White", and I was not sure I was comfortable with being labelled in this way. For me, this was a mild discomfort – the kind that usefully leads one to reflect. By contrast, many people in this world experience being referred to by colour labels every day of their lives.

I readily identify as English, British and European, as simply a matter of fact: so, I suppose, 'Western' – guilty as charged. I have no qualms about being publicly labelled as a man. (Though I had no problem with being called 'Miss' by new secondary school students just moving up from primary schools where their class teacher had been 'Miss'. The pupils tended to be more embarrassed than me on these occasions – as was the tutee who once inadvertently called me 'Dad'. Yes, Tamsin, I still remember that.)

When I went to school, the world (at least as it was usually talked about) seemed simple in that regard. Humans came in two types – males and females. In my class in school there were boys and girls, and there was absolutely no ambiguity about this, and the difference was clearly marked: the boys wore shorts, the girls skirts or dresses. When I got to secondary school I studied metalwork and woodwork and technical drawing, whilst the girls studied their own subjects such as cookery. (Yes, I am that old.) Science dichotomised people into these classes of males and females (this was strictly known to be a simplification, but I do not recall any mention of other possibilities when I was a child), and there was a widely assumed perfect correlation with gender.

Of course, we now know this is utterly simplistic, and if such a regimented approach is imposed on people it is a burden that does not reflect the range of ways that people themselves experience their lives. It is now very common for people to attach their preferred pronouns to their web-pages and emails footers, and we appreciate that people have a right to self-identify in gender terms, and should not be assigned such an identify from the outside.


Original image by Krzysztof Niewolny from Pixabay


Should what is good for the goose also be good for the gander?

So, if we respect people's right to claim their own gender identity, what gives us the right to assign them to 'colour' categories? These categories were historically linked to what many scientists considered distinct varieties of human being – the different 'races'. That is, just as scientists might have recognised different varieties of a species, say different breeds of sheep, so there was considered to be a substantive and biologically justifiable basis for classifying people as members of different 'races'.

Those classifications were also not just seen as categorical, but often as ordinal – there were not only considered to be different races, but some of them were widely thought of (*) as more advanced, more civilised, perhaps even more evolved, than others; and it sometimes followed to many people that members of some races were of more inherent worth than others. (* At least, this was a common stance among people who self-identified as White!)

As is well known, this attitude led to many terrible events, and such bizarre notions as long-inhabited lands being 'discovered' by newcomers who therefore felt entitled to take possession of them: perhaps because they did not consider the inhabitants worthy of land and resource ownership; or perhaps because often the indigenous population took an attitude to the land and biota that it was not open to their ownership, but rather was sacred and deserving of being seen as in a form of relationship, rather than just being a source for exploitation. (That is, in many senses, the supposed 'more primitive' people had a more sophisticated and ecologically viable Worldview than those making the comparisons and seeing themselves as 'more civilised'.) That was one historical form of the 'Western perspective' that Tuner rightly warns about. 3

Science progresses: but not everyone keeps up

Science has moved on. We now know that, from a scientific perspective, there is only one human race. We all descend from early human ancestors that lived in Africa – so, for example, all of us in Britain are, if not ourselves migrants, ultimately the descendants of African migrants.

There are no strong categorical differences that allow us to form clear-cut classes of people (such as we can nearly dichotomise sex, even if we now realise that does not correlate to gender in a simple, direct way). Certainly, there are differences in populations that have long lived in different parts of the world: some groups are more likely to be lactose intolerant; more likely to suffer from, or be resistant to, specific diseases, and so forth. But these are statistical differences, not absolute ones.


An analogy for categorising people into 'races' based on physical characteristics (original image by Mote Oo Education from Pixabay)


To divide people into racial groups on that kind of basis makes as much sense as dichotomising adult people into males and females purely on height (i.e., the tallest 50% are male, by definition) simply because there is a statistical correlation between biological sex and adult height. Throughout human history, there has been social and genetic interchange between populations, and that is now more so than ever. We all have a mix of genes from a diverse range of ancestors – indeed most of us have few percent of genes that are considered Neanderthal. 4 So being 'White' is not simply a matter of genetics: any notion of a pure European genome is simply fantasy, akin to the deluded Nazi fantasies of Aryan blood lines. 5

Race is not a biological classification. Race is a social system of categorising people, not a scientific system. There are different races in the world only in a similar sense to how there are different styles of art or architecture in the world, or different modes of fashion (or styles of music, or genres of literature): because people have constructed such a system and imbued certain perceived differences with significance. But, there are not races in the world 'naturally' in the sense that there are different elements or different minerals out there for scientists to find. 6

The idea of several distinct human races can be seen as a historical scientific concept that was once given serious credence (just like phlogiston, or the luminiferous æther), but today should be seen as an alternative conception – a bit of folk-science that is actually a misconception.

Read about historical scientific conceptions

So, if I am seen as White, this is because I have certain physical characteristics that others perceive as being 'White' (i.e., physiognomy). Presumably skin colour is a primary factor, although I certainly do not have white skin (I have never seen anyone who actually looks white or black, and suspect this choice of labels is in part a reflection of the historical associations of these colours 7). I am basically a pink colour, although at certain times of year I go somewhat orange. I am not being flippant here – I am obviously of pale skin tone as would be associated with someone of European descent. But, again, we know that skin tone does not simply divide into a few clear categories: there is a whole spectrum out there, and most of us do not have entirely even pigmentation over all parts of the body, and/or are subject to some variation depending on environmental factors (and in England the average potential exposure to the Sun's rays in June is VERY different to in December!)

Now, I am not suggesting there might not be times when pointing out the colour of someone's skin might be useful – it might be very relevant in giving a description of a missing child or a mugger. But, Turner was not calling me White to help you recognise me, but to label me as someone associated with a 'Western' perspective. This of course is not a perfect correlation either. (I suspect that Rishi Sunak and Barack Obama would be widely considered to have Western perspectives).

'I hate the White man'

The musician Roy Harper wrote a song called 'I hate the white man' which appeared on his 1970 album 'Flat Baroque and Berserk'. He sings it live with real venom. When I first heard this song, it seemed strange to me, as here was a white man [sic, my label] singing how he hated the White man. It was heartfelt, but it seemed ironic. It did not occur to me that I was just assuming Roy was White because he looked white to me. (He is 'obviously' white, just as I, apparently, obviously am – that is, his skin tone is pinkish.) I never entertained another possibility: the notion that he should have the right not to identify with the people who's crimes he was singing about; that is, not to identify as a White man.


Roy Harper. He hates the white man.

(Image from Wikipedia, license: CC BY-SA 3.0)


So, should I be able to opt out of being put in an unscientific, racial category? Can I decline being White, and simply be a global citizen, a member of the human race, and so deserving the same level of respect and the same human rights as any other?

A dilemma

Of course it is not that easy. It is all very well someone like me refusing to self-identify with a racial label: there is still much discrimination and even targeted violence in many part of the world against people on racial grounds, and that would not be stopped by any personal self-identification of the victims. It is the perceptions of the abusers that matter in such situations, not how those on the receiving end see themselves. The Nazi's decided for themselves who was Jewish and so who deserved to be, say, removed from academic posts, or even incarcerated and exterminated, without regard to, for example, the victim's professed religion or record of Christian Church attendance.

Moreover, even if there are no strong genetic grounds to classify humans into a small number of 'races', the science of epigenetics is starting to reveal the cross-generational effects of extreme life-experiences (Meloni, 2019) such as slavery. The descendants of oppressed and impoverished people will continue to suffer relative to others for several generations. There may be no moral basis for asking children to pay for the 'sins of the fathers', but children of heavily sinned-against parents will still be at a disadvantage in life. That is not all about 'race': it might be about class, or the effects of war, but often racial identity (something with real effects, even if no scientific justification) can certainly be a factor.

If we do not identify with ethnic groups, then this makes monitoring of bias and discrimination difficult. How does an organisation know it is being equitable in relation to ethnic diversity, if no one chooses to self-identify with the traditionally majority, and/or privileged, groupings?

I think there is a genuine conundrum here. I look forward to the day when no rational person would see physiognomy as a useful basis for unscientifically classifying human beings, and, even if I am unlikely to live that long, hope we continue to move in that direction. But I understand why minority and oppressed groups find solidarity in such identification, and I appreciate the need for monitoring progress towards a fairer and more equitable society. So, Kristy, I fully understand why you call me 'White', even if I feel a little uneasy being labelled in that way.


Work cited:
  • Meloni, M. (2019). Impressionable Biologies: From the archaeology of plasticity to the sociology of epigenetics. Routledge.
  • Szöllösi-Janze, M. (2001). National Socialism and the sciences: reflections, conclusions and historical perspectives. In M. Szöllösi-Janze (Ed.), Science in the Third Reich (pp. 1-34). Berg.
  • Turner, K. (2023). Taking a global view. Education in Chemistry, 60, p.40

Notes:

1 Submissions to a research journal normally undergo editorial screening, so that (unpaid, expert) referees are not asked to spend time evaluating material in peer review that is out of scope for the journal or clearly inadequate (e.g., an empirical study lacking a methodology section).

Read about submitting to a research journal


2 I did highlight this issue at the journals' editorial board. The journal itself could do little about solving the problem, but the wider community might find ways to support development of research capacity in contexts where science educators aspire to be publishing work in international research journals.


3 Without in any sense wishing to undermine the terrible consequences that followed from widely held perceptions of racial differences, this can be seen as part of the wider commonplace phenomenon of categorising humans into various groupings in ways that are then used to justify treating some people as less worthy of respect and rights as others – for example the torture and judicial murder of Catholics/Protestants by Protestants/Catholics in parts of Europe when, sometimes, different members of the same nuclear family were classified into different groups.


4 It is sometimes said that on average a person has about 2% of Neanderthal DNA. Given that all the biota on earth is considered to ultimately have a common descent it is of course not surprising that human beings share some genes with, say, chimpanzees, and for that matter, bananas. However, it is not considered humans have chimpanzee ancestors (or banana ancestors, of course) but rather the two species evolved from a common ancestor population.

The particular interest in Neanderthal genes (and genes from Denisovans) is that it is considered that extant human populations carry genes acquired from Neanderthals when the two different populations co-existed, not from some precursor species they both evolved from. Whilst this is still an area of active research, the findings are widely interpreted to suggests that humans sometimes interbred with Neanderthals.


5 The Nazis thought that the German Volk descended from a distinct, discrete race, the Aryans – and set up scientific research projects to explore and develop the idea. Some of the ideas involved seem incredible:

"…Himmler rejected the Darwinist theory of evolution for the Aryans, presenting instead phantasies, according to which their earthy existence was derived from living shoots conserved in the ice of outer space…"

Szöllösi-Janze, 2001


6 Failure to appreciate this leads to confused questions such as whether discrimination against Jews should be considered racism. From a scientific perspective there are no races, so ipso facto the Jews are not a race. However, this is besides the point: if Jewish people are discriminated against, abused, attacked etc., either because of their religion, or because they are perceived as being members of an identifiable social ('ethnic') group, then this is clearly wrong and to be condemned, regardless of the label used.

If a legal system puts a particular weight on criminal offences that are motivated by racism (so, for example, punishments for those convicted have a premium), then what counts as a race for those purposes needs to be defined within that (social, i.e., legal) system, as natural science can have no role in determining social groupings that have no scientific basis.


7 This was lampooned in 'Star Trek: Enterprise', where Andorian Thy'lek Shran adopts the nickname 'pink skin' for Enterprise's Captain Archer.

From the Paramount Network Television series Star Trek: Enterprise

The best science education journal

Where is the best place to publish science education research?


Keith S. Taber



OutletDescriptionNotes
International Journal of Science EducationTop-tier general international science education journalHistorically associated with the European Science Education Research Association
Science EducationTop-tier general international science education journal
Journal of Research in Science TeachingTop-tier general international science education journalAssociated with NARST
Research in Science EducationTop-tier general international science education journalAssociated with the Australasian Science Education Research Association
Studies in Science EducationLeading journal for publishing in-depth reviews of topics in science education
Research in Science and Technological Education Respected general international science education journal
International Journal of Science and Maths EducationRespected general international science education journalFounded by the National Science and Technology Council, Taiwan
Science Education InternationalPublishes papers that focus on the teaching and learning of science in school settings ranging from early childhood to university educationPublished by the International Council of Associations for Science Education
Science & EducationHas foci of historical, philosophical, and sociological perspectives on science educationAssociated with the International History, Philosophy, and Science Teaching Group
Journal of Science Teacher EducationConcerned with the preparation and development of science teachersAssociated with the Association for Science Teacher Education
International Journal of Science Education, Part B – Communication and Public EngagementConcerned with research into science communication and public engagement / understanding of science
Cultural Studies of Science EducationConcerned with science education as a cultural, cross-age, cross-class, and cross-disciplinary phenomenon
Journal of Science Education and TechnologyConcerns the intersection between science education and technology.
Disciplinary and Interdisciplinary Science Education ResearchConcerned with science education within specific disciplines and between disciplines.Affiliated with the Faculty of Education, Beijing Normal University
Journal of Biological Education For research specifically within biology educationPublished for the Royal Society of Biology.
Journal of Chemical EducationA long-standing journal of chemistry education, which includes a section for Chemistry Education Research papersPublished by the American Chemical Society.
Chemistry Education Research and Practice The leading research journal for chemistry educationPublished by the Royal Society of Chemistry
Some of the places to publish research in science education

I was recently asked which was the best journal in which to seek publication of science education research. This was a fair question, given that I had been been warning of the large number of low quality journals now diluting the academic literature.

I had been invited to give a seminar talk to the Physics Education and Scholarship Section in the Department of Physics at Durham University. I had been asked to talk on the theme of 'Publishing research in science education'.

The talk considered the usual processes involved in submitting a paper to a research journal and the particular responsibilities involved for authors, editors and reviewers. In the short time available I said a little about ethical issues, including difficulties that can arise when scholars are not fully aware of, or decide to ignore, the proper understanding of academic authorship 1 . I also discussed some of the specific issues that can arise when those with research training in the natural sciences undertake educational research without any further preparation (for example, see: Why do natural scientists tend to make poor social scientists?), such as underestimating the challenge of undertaking valid experiments in educational contexts.

I had not intended to offer advice on specific journals for the very good reasons that

  • there are a lot of journals
  • my experience of them is very uneven
  • I have biases!
  • knowledge of journals can quickly become out of date when publishers change policies, or editorial teams change

However, it was pointed out that there does not seem to be anywhere where such advice is readily available, so I made some comments based on my own experience. I later reflected that some such guidance could be useful, especially to those new to research in the area.

I do, in the 'Research methodology' section of the site, offer some advice to the new researcher on 'Publishing research', that includes some general advice on things to consider when thinking about where to send your work:

Read about 'Selecting a research journal: Selecting an outlet for your research articles'

Although I name check some journals there, I did not think I should offer strong guidance for the reasons I give above. However, taking on board the comment about the lack of guidance readily available, I thought I would make some suggestions here, with the full acknowledgement that this is a personal perspective, and that the comments facility below will allow other views and potential correctives to my biases! If I have missed an important journal, or seem to have made a misjudgement, then please tell me and (more importantly) other readers who may be looking for guidance.

Publishing in English?

My focus here is on English language journals. There are many important journals that publish in other languages such as Spanish. However, English is often seen as the international language for reporting academic research, and most of the journals with the greatest international reach work in the English language.

These journals publish work from all around the world, which therefore includes research into contexts where the language of instruction is NOT English, and where data is collected, and often analysed, in the local language. In these cases, reporting research in English requires translating material (curriculum materials, questions posed to participants, quotations from learners etc.) into English. That is perfectly acceptable, but translation is a skilled and nuanced activity, and needs to be acknowledged and reported, and some assurance of the quality of translation offered (Taber, 2018).

Read about guidelines for good practice regarding translation in reporting research

Science research journal or science education journal?

Sometime science research journals will publish work on science education. However, not all science journals will consider this, and even for those that do, this tends to be an occasional event.

With the advent of open-access, internet accessible publishing, some academic publishers are offering journals with very wide scope (presumably as it is considered that in the digital age it is easier to find research without it needing to be in a specialist journal), however, authors should be wary of journals that have titles implying a specialist scientific focus but which seem to accept material from a wide range of fields, as this is one common indicator of predatory journals – that is, journals which do not use robust peer review (despite what they may claim) and have low quality standards.

Read about predatory journals

There are some scientific journals with an interdisciplinary flavour which are not education journals per se, but are open to suitable submissions on educational topics. I am most familiar (disclosure of interest, being on the Editorial Board) is Foundations of Chemistry (published by Springer).



Science Education Journal or Education Journal?

Then, there is the question of whether to publish work in specialist science education journals or one of the many more general education journals. (There are too many to discuss them here.) General education journals will sometimes publish work from within science education, as long as they feel it is of high enough general interest to their readership. This may in part be a matter of presentation – if the paper is written so it is only understandable to subject specialists, and only makes recommendations for specialists in science education, it is unlikely to seem suitable for a more general journal.

On the other hand, just because research has been undertaken in science teaching and learning context, this may not make it of particular interest to science educators if the research aims, conceptualisation, conclusions and recommendations concern general educational issues, and anything that may be specific to science teaching and learning is ignored in the research – that is, if a science classroom was chosen just as a matter of convenience, but the work could have been just as well undertaken in a different curriculum context (Taber, 2013).

Research Journal or Professional Journal?

Another general question is whether it is best to send one's work to an academic research journal (offering more kudos for the author{s} if published) or a journal widely read by practitioners (but usually considered less prestigious when a scholar's academic record is examined for appointment and promotion). These different types of output usually have different expectations about the tone and balance of articles:

Read about Research journals and practitioner journals

Some work is highly theoretical, or is focussed on moving forward a research field – and is unlikely to be seen as suitable for a teacher's journal. Other useful work may have developed and evaluated new educational resources, but without critically exploring any educational questions in any depth. Information about this project would likely be of great interest to teachers, but is unlikely to meet the criteria to be accepted for publication in a research journal.

But what about a genuine piece of research that would be of interest to other researchers in the field, but also leads to strong recommendations for policy and practice? Here you do not have to choose one or other option. Although you cannot publish the same article in different journals, a research report sent to an academic journal and an article for teachers would be sufficiently different, with different emphases and weightings. For example, a professional journal does not usually want a critical literature review and discussion of details of data analysis, or long lists of references. But it may value vignettes that teachers can directly relate to, as well as exemplification of how recommendation might be followed through – information that would not fit in the research report.

Ideally, the research report would be completed and published first, and the article for the professional audience would refer to (and cite) this, so that anyone who does want to know more about the theoretical background and technical details can follow up.

Some examples of periodicals aimed at teachers (and welcoming work written by classroom teachers) include the School Science Review, (published by the Association for Science Education), Physics Education (published by the Institute of Physics) and the Royal Society of Chemistry's magazine Education in Chemistry. Globally, there are many publications of this kind, often with a national focus serving teachers working in a particular curriculum context by offering articles directly relevant to the specifics of the local education contexts.

The top science education research journals

Having established our work does fit in science education as a field, and would be considered academic research, we might consider sending it to one of these journals

  • International Journal of Science Education (IJSE)
  • Science Education (SE)
  • Journal of Research in Science Teaching (JRST)
  • Research in Science Education (RiSE)


To my mind these are the top general research journals in the field.

IJSE is the journal I have most worked with, having published quite a few papers in the journal, and have reviewed a great many. I have been on the Editorial Board for about 20 years, so I may be biased here.2 IJSE started as the European Journal of Science Education and has long had an association with the European Science Education Research Association (ESERA – not to be confused with ASERA).

Strictly this journal is now known as IJSE Part A, as there is also a Part B which has a particular focus on 'Communication and Public Engagement' (see below). IJSE is published by Taylor and Francis / Routledge.

SE is published by Wiley.

JRST is also published by Wiley, and is associated with NARST.

RISE is published by Springer, and is associated with the Australasian Science Education Research Association (ASERA – not to be confused with ESERA)

N.A.R.S.T. originally stood for the National Association for Research in Science Teaching, where the Nation referred to was the USA. However, having re-branded itself as "a global organization for improving science teaching and learning through research" it is now simply known as NARST. In a similar way ESERA describes itself as "an European organisation focusing on research in science education with worldwide membership" and ASERA clams it "draws together researchers in science education from Australia, New Zealand and more broadly".


The top science education reviews journal

Another 'global' journal I hold in high esteem in Studies in Science Education (published by Taylor & Francis / Routledge) 3 .

This journal, originally established at the University of Leeds and associated with the world famous Centre for Studies in Science Education 4, is the main reviews journal in science education. It publishes substantive, critical reviews of areas of science education, and some of the most influential articles in the field have been published here.

Studies in Science Education also has a tradition of publishing detailed scholarly book reviews.


In my view, getting your work published in any of these five journals is something to be proud of. I think people in many parts of the world tend to know IJSE best, but I believe that in the USA it is often considered to be less prestigious than JRST and SE. At one time RISE seemed to have a somewhat parochial focus, and (my impression is) attracted less work from outside Australasia and its region – but that has changed now. 'Studies' seems to be better known in some contexts than other, but it is the only high status general science education journal that publishes full-length reviews (both systematic, and thematic perspectives), with many of its contributions exceeding the normal word-length limits of other top science education journals. This is the place to send an article based on that literature review chapter that thesis examiners praised for its originality and insight!



There are other well-established general journals of merit, for example Research in Science and Technological Education (published by Taylor & Francis / Routledge, and originally based at the University of Hull) and the International Journal of Science and Maths Education (published by Springer, and founded by the National Science and Technology Council, Taiwan). The International Council of Associations for Science Education publishes Science Education International.

There are also journals with particular foci with the field of science education.

More specialist titles

There are also a number of well-regarded international research journals in science education which particular specialisms or flavours.


Science & Education (published by Springer) is associated with the International History, Philosophy, and Science Teaching Group 5, which as the name might suggest has a focus on science eduction with a focus on the nature of science, and "publishes research using historical, philosophical, and sociological approaches in order to improve teaching, learning, and curricula in science and mathematics".


The Journal of Science Teacher Education (published by Taylor & Francis / Routledge), as the name suggests is concerned with the preparation and development of science teachers. The journal is associated with the USA based Association for Science Teacher Education.


As suggested above, IJSE has a companion journal (also published by Taylor & Francis / Routledge), International Journal of Science Education, Part B – Communication and Public Engagement


Cultural Studies of Science Education (published by Springer) has a particular focus on  science education "as a cultural, cross-age, cross-class, and cross-disciplinary phenomenon".


The Journal of Science Education and Technology (published by Springer) has a focus on the intersection between science education and technology.


Disciplinary and Interdisciplinary Science Education Research has a particular focus on science taught within and across disciplines. 6 Whereas most of the journals described here are now hybrid (which means articles will usually be behind a subscription/pay-wall, unless the author pays a publication fee), DISER is an open-access journal, with publication costs paid on behalf of authors by the sponsoring organisation: the Faculty of Education, Beijing Normal University.

This relatively new journal reflects the increasing awareness of the importance of cross-disciplinary, interdisciplinary and transdisciplinary research in science itself. This is also reflected in notions of whether (or to what extent) science education should be considered part of a broader STEM education, and there are now journals styled as STEM education journals.


Science as part of STEM?

Read about STEM in the curriculum


Research within teaching and learning disciplines

Whilst both the Institute of Physics and the American Institute of Physics publish physics education journals (Physics Education and The Physics Teacher, respectively) neither publishes full length research reports of the kind included in research journals. The American Physical Society does publish Physical Review Physics Education Research as part of its set of Physical Review Journals. This is an on-line journal that is Open Access, so authors have to pay a publication fee.


The Journal of Biological Education (published by Taylor and Francis/Routledge) is the education journal of the Royal Society of Biology.


The Journal of Chemical Education is a long-established journal published by the American Chemical Society. It is not purely a research journal, but it does have a section for educational research and has published many important articles in the field. 7


Chemistry Education Research and Practice (published by the Royal Society of Chemistry, RSC) is purely a research journal, and can be considered the top international journal for research specifically in chemistry education. (Perhaps this is why there is a predatory journal knowingly called the Journal of Chemistry Education Research and Practice)

As CERP is sponsored by the RSC (which as a charity looks to use income to support educational and other valuable work), all articles in CERP are accessible for free on-line, but there are no publication charges for authors.


Not an exhaustive list!

These are the journals I am most familiar with, which focus on science education (or a science discipline education), publish serous peer-reviewed research papers, and can be considered international journals.

I know there are other discipline-based journals (e.g, biochemistry education, geology education) and indeed I expect there are many worthwhile places to publish that have slipped my mind or about which I am ignorant. Many regional or national journals have high standards and publish much good work. However, when it comes to research papers (rather than articles aimed primarily at teachers) academics usually get more credit when they publish in higher status international journals. It is these outlets that can best attract highly qualified editors and reviewers, and so peer review feedback tends to be most helpful 8, and the general standard of published work tends to be of a decent quality – both in terms of technical aspects, and its significance and originality.

There is no reason why work published in English is more important than work published in other languages, but the wide convention of publishing research for an international audience in English means that work published in English language journals probably gets wider attention globally. I have published a small number of pieces in other languages, but am primarily limited by my own restricted competence to only one language. This reflects my personal failings more than the global state of science education publishing!

A personal take – other viewpoints are welcome

So, this is my personal (belated) response to the question about where one should seek to publish research in science education. I have tried to give a fair account, but it is no doubt biased by my own experiences (and recollections), and so inadvertently subject to distortions and omissions.

I welcome any comments (below) to expand upon, or seek to correct, my suggested list, which might indeed make this a more useful listing for readers who are new to publishing their work. If you have had good (or bad) experiences with science education journals included in, or omitted from, my list, please share…


Sources cited:

Notes

1 Academic authorship is understood differently to how the term 'author' is usually used: in most contexts, the author is the person who prepared (wrote, types, dictated) a text. In academic research, the authors of the research paper are those who made a substantial direct intellectual contribution to the work being reported. That is, an author need not contribute to the writing-up phase (though all authors should approve the text) as long as they have made a proper contribution to the substance of the work. Most journals have clear expectations that all deserving authors, and only those people, should be named as authors.

Read about academic authorship


2 For many years the journal was edited by the late Prof. John Gilbert, who I first met sometime in the 1984-5 academic year when I applied to join the University of Surrey/Roehampton Institute part-time teachers' programme in the Practice of Science Education, and he – as one of course directors – interviewed me. I was later privileged to work with John on some projects – so this might be considered as a 'declaration of interest'.


3 Again, I must declare an interest. For some years I acted as the Book Reviews editor for the journal.


4 The centre was the base for the highly influential Children's Learning in Science Project which undertook much research and publication in the field under the Direction of the late Prof. Ros Driver.


5 Another declaration of interest: at the time of writing I am on the IHPST Advisory Board for the journal.


6 Declaration of interest: I am a member of the DISER's Editorial Board


7 I have recently shown some surprise at one research article published in JChemEd where major problems seem to have been missed in peer review. This is perhaps simply an aberration, or may reflect the challenge of including peer-reviewed academic research in a hybrid publication that also publishes a range of other kinds of articles.


8 Peer-review evaluates the quality of submissions, in part to inform publication decisions, but also to provide feedback to authors on areas where they can improve a manuscript prior to publication.

Read about peer review


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The first annual International Survey of Gullible Research Centres and Institutes

When is a 'survey' not really a survey? Perhaps, when it is a marketing tool.


Keith S. Taber


A research survey seeks information about a population by collecting data from a sample.
Acaudio's 'survey' seems to seek information about whether particular respondents might be persuaded to buy their services.

Today I received an invitation to contribute to something entitled "the first annual International Survey of Research Centres and Institutes". Despite this impressive title, I decided not to do so.

This was not because I had some doubts that whether it really was 'the first…' (has there never previously been an annual International Survey of Research Centres and Institutes?) Nor was it because I had been invited to represent 'The Science and Technology Education Research Group' which I used to lead – but not since retiring from my Faculty duties.

My main reason for not participating was because I suspected this was a scam. I imagined this might be marketing apparently masquerading as academic research. I include the provisos 'suspected' and 'apparently' as I was not quite sure whether this was actually a poor attempt to mislead participants or just a misjudged attempt at witty marketing. That is, I was not entirely sure if recipients of the invitation were supposed to think this was a serious academic survey.



There is a carpet company that claims that no one knows more about floors than … insert here any of a number of their individual employees. Their claims – taken together – are almost logically impossible, and certainly incredible. I am sure most people let this wash over them – but I actually find it disconcerting that I am not sure if the company is (i) having a logical joke I am supposed to enjoy ('obviously you are not meant to believe claims in adverts, so how about this…'), or (ii) simply lying to me, assuming that I will be too stupid to spot the logical incoherence.

Read 'Floored or flawed knowledge?: A domain with a low ceiling'

Why is this not serious academic research?

My first clue that this 'survey' was not a serious attempt at research was that the invitation was from an email address of 'playlist.manager@acaudio.com', rather than from an academic institute or a learned society. Of course, commercial organisations can do serious academic research, if usually when they are hired to do so on behalf of a named academically-focussed organisation. The invitation made no mention of any reputable academic sponsor.

I clicked on the link to the survey to check for the indicators one finds in quality research. Academic research is subject to ethical norms, such as seeking voluntary informed consent, and any invitation to engage in bone fide academic research will provide information to participants up front (either on the front page of the survey or via a link that can be accessed before starting to respond to any questions). One would expect to be informed, at a minimum:

  • who is carrying out the research (and who for, if it is commissioned) and for what purpose;
  • how data will be used – for example, usually it is expected that any information provided with be treated as confidential, securely stored, and only used in ways that protect the anonymity of participants.

This was missing. Commercial organisations sometimes see information you provide differently, as being a resource that they can potentially sell on. (Thus the recent legislation regulating what can or cannot be done with personal information that is collected by organisations.)

Hopefully, potential participants will be informed about the population being sampled and something of the methodology being applied. In an ideal world an International Survey of Research Centres and Institutes would identify and seek data from all Research Centres and Institutes, internationally. That would be an immense undertaking – and is clearly not viable. Consider:

  • How many 'research centres' are initiated, and how many close down or fade away, internationally, each year?
  • Do they all even have websites? (If not, how are they to be identified?)
  • If so, spread over how many languages?

Even attempting a meaningful annual survey of all such organisations would require a substantive, well-resourced, research team working full-time on the task. Rather, a viable survey would collect data from a sample of all research centres and research institutes, internationally. So, some indication of how a sample has been formed, or how potential participants identified, might be expected.

Read about sampling a population of interest

One of the major limitations of many surveys of large populations is that even if a decent sample size is achieved, such surveys are unlikely to reach a representative sample, or even provide any useful indicators of whether the sample might be representative. For example, information provided by 'a sample of 80 science teachers' tells us next to nothing about 'science teachers' in general if we have no idea how representative that sample is.

It can be a different matter when surveys are undertaken of small, well-defined, populations. A researcher looking to survey the students in one school, for example (perhaps for a consultation about a mooted change in school dress policy), is likely to be in a position to make sure all in the population have the opportunity to respond, and perhaps encourage a decent response rate. They may even be able to see if, for example, respondents reflect the wider population in some important ways (for example, if one got responses from 400/1000 students, one would usually be reasonably pleased, but less so if hardly any of the responses were in, say, the two youngest year groups).

In such a situation there is likely to be a definitive list of members of the population, and a viable mechanism to reach them all. In more general surveys, this is seldom the case. One might see a particular type of exception as elections (which can be considered as akin to surveys). The electoral register potentially lists all enfranchised to vote, and includes a postal address where each voter can be informed of a forthcoming poll. In this situation, there is a considerable administrative cost of maintaining the register – considered worth paying to support the democratic process – and a legal requirement to register: yet, even here, no one imagines the roll is ever complete and entirely up-to-date.)

  • How many of the extant Research Centres and Research Institutes, internationally, had been invited to participated in this survey?
  • And did these invitations reflect the diversity of Research Centres and Institutes, internationally?
    • By geographical location?
    • By discipline?

No such information was provided.

The time-scale for an International Survey of Research Centres and Institutes

To be fair the invitation email did suggest the 'researchers' would share outcomes with the participants:

"We will release the results over the next month".

But that time-scale actually seemed to undermine the possibility that this initiative was meant as a serious survey. Anyone who has ever undertaken any serious research knows: it takes time.

When planning the stages of a research project, you should keep in mind that everything will likely take longer than you expect…

even when you allow for that.

Not entirely frivolous advice given to research students

Often with surveys, the initial response is weak (filling in other people's questionnaires is seldom anyone's top priority), and it becomes necessary to undertake additional rounds of eliciting participation. It is good practice to promise to provide feedback; but to offer to do this within a month seems, well, foolhardy.

Except, of course, Acaudio are not a research organisation, and the purpose of the 'survey' was, I suggest, not academic research. As becomes clear from the questions asked, this is marketing 'research': a questionnaire to support Acaudio's own marketing.

What does this company do?

Acaudio offer a platform for allowing researchers to upload short audio summaries of their research. Researchers can do this for free. The platform is open-access, allowing anyone to listen. The library is collated with play-lists and search functions. The company provides researchers data on access to their recordings.

This sounds useful, and indeed 'too good to be true' as there are no charges for the service. Clearly, of itself, that would be a lousy business model.

The website explains:

"We also collaborate with publishers and companies. While our services are licensed to these organizations, generating revenue, this approach is slightly different from our collaboration with you as researchers. However, it enables us to maintain the platform as fully open access for our valued users."

https://acaudio.com/faq

So, having established the website, and built up a library of recordings hosted for free (the 'loss leader' as they say 1), the company is now generating income by entering into commercial arrangements with organisations. Another page on their website claims the company has 'signed' 1000 journals and 2000 research centers [sic]. So, alongside the free service, the company is preparing content on behalf of clients to publicise, in effect advertise, their research for them. Nothing terrible there, although one would hope that the research that has the most impact gets that impact on merit, not because some journals and research centres can pay to bring more attention to their work. This business seems similar to those magazines that offer to feature your research in a special glossy article – for a price.

Read 'Research features…but only if you can afford it'

One would like to think that publicly funded researchers, at least, spend the public's money on the actual research, not on playing the impact indicators game by commissioning glossy articles in magazines which would not be any serious scholar's preferred source of information on research. Sadly, since the advent of the Research Assessment Exercise (and its evolution into the 'Research Excellence Framework') vast amounts of useful resource have been spent on both rating research and in playing the games needed to get the best ratings (and so the consequent research income). As is usually the case with anything of this kind (one could even include formal school examinations!), even if the original notion is well-intentioned,

  • the measurement process comes to distort what it is measuring;
  • those seen as competing spend increasing resources in trying to out do each other in terms of the specifics of the assessment indicators/criteria

So, as research impact is now considered measurable, and as it is (supposedly) measured, and contributes to university income, there is a temptation to spend money on things that might increase impact. It becomes less important whether a study has the potential to increase human health and happiness; and more important to get it the kind of public/'end user' attention that might ultimately lead to evidence of 'impact' – as this will increase income, and allow the research to continue (and, who knows, perhaps eventually even increase human health and happiness).

What do Acaudio want to know?

Given that background, the content of the survey questionnaire makes perfect sense. After collecting some information on your research centre, there are various questions such as

  • How satisfied are you with the level of awareness people have of your centre / institute?
  • How important is it that the general public are aware of the work your centre / institute does?

I suspect most heads of research centres think it is important people know of their work, and are not entirely satisfied that enough people do. (I suspect academic researchers generally tend to think that their own research is actually (i) more important than most other people realise and (ii) deserves more attention than it gets. That's human nature, surely? Any self-effacing and modest scholars are going to have to learn to sell themselves better, or, if not, they are perhaps unlikely to be made centre/institute heads.

There are questions about how much time is spent promoting the research centre, and whether this is enough (clearly, one would always want to do more, surely?), and the challenges of doing this, and who is responsible (I suspect most heads of centres feel some such responsibility, without considering it is how they most want to spend their limited time for research and scholarship).

Perhaps the core questions are:

  • Do you agree it is important to have a dedicated person to take care of promotional activities?
  • How much would you consider to be a reasonable amount to spend on promotional activities?

These questions will presumably help Acaudio decide whether you can easily be persuaded to sign up for their help, and what kind of budget you might have for this. (The responses for the latter include an option for spending more than $5000 each year on promotional activities!)

I am guessing that at even $5000+ p.a., they would not actually provide a person dedicated to 'take care of promotional activities' for you, rather than a person dedicated to adding your promotional activities to their existing portfolio of assigned clients!

So, this is a marketing questionnaire.

Is this dishonest?

It seems misleading to call a marketing questionnaire 'the first annual International Survey of Research Centres and Institutes' unless Acaudio are making a serious attempt to undertake a representative survey of Research Centres and Institutes, internationally, and they do intend to publish a full analysis of the findings. "We will release the results over the next month" sounds like a promise to publish, so I will look out with interest for an announcement that the results have indeed been made available.

Lies, delusional lies, and ill-judged attempts at humour

Of course, lying is not simply telling untruths. A person who claims to be Napoleon or Joan of Arc is not lying if that person actually believes that is who they are. Someone who claims they are the best person to run your country is not necessarily lying simply because the claim is false. If the Acaudio people genuinely think they are really doing an International Survey of Research Centres and Institutes then their invitation is not dishonest even if it might betray any claim to know much about academic research.


"I'm [an actor playing] Spartacus";"I'm [an actor playing another character who is not Spartacus, but is pretending to be] Spartacus"; "I'm [another actor playing another character who is also not Spartacus, but is also pretending to be] Spartacus"… [Still from Universal Pictures Home Entertainment movie 'Spartacus']


Nor is it lying, when there is no intent to deceive. Something said sarcastically or as a joke, or in the context of a theatrical performance, is not a lie as long as it is expected that the audience share the conceit and do not confuse it for an authentic knowledge claim. Kirk Douglas, Tony Curtis, and their fellow actors playing rebellious Roman slaves, all knew they were not Spartacus, and that anyone in a cinema watching their claims to be the said Spartacus would recognise these were actors playing parts in a film – and that indeed in the particular context of a whole group of people all claiming to be Spartacus, the aim even in the fiction was actually NOT to identify Spartacus, but to confuse the whole issue (even if being crucified as someone who was only possibly Spartacus might be seen as a Pyrrhic victory 2).

So, given that the claim to be undertaking the first annual International Survey of Research Centres and Institutes was surely, and fairly obviously, an attempt to identify research centres that (a) might be persuaded to purchase Acaudio's services and (b) had budget to pay for those services, I am not really sure this was an attempt to deceive. Perhaps it was a kind of joke, intended to pull in participants, rather than a serious attempt to fool them.

That said, any organisation hoping for credibility among the academic community surely needs to be careful about its reputation. Sending out scam emails that claim to be seeking participants for a research survey that is really a marketing questionnaire seems pretty dubious practice, even if there was no serious attempt to follow through by disguising the questionnaire as a serious piece of research. You might initially approach the questionnaire thinking it was genuine research, but as you worked through it SHOULD have dawned that this information was being collected because (i) it is of commercial value to Acaudio, and not (ii) to answer any theoretically motivated research questions.

  • So, is this dishonest? Well, it is not what it claims to be.
  • Does this intend to deceive? If it did, then it was not well designed to hide its true purpose.
  • Is it malpractice? Well, there are rules in the U.K. about marketing emails:

"You're only allowed to send marketing emails to individual customers if they've given you permission.

Emails or text messages must clearly indicate:

  • who you are
  • that you're selling something

Every marketing email you send must give the person the ability to opt out of (or 'unsubscribe from') further emails."

https://www.gov.uk/marketing-advertising-law/direct-marketing

The email from Hussain Ayed, Founder, Acaudio, told me who he, and his organisation, are, but

  • did not clearly suggest he was selling something: he was inviting me to contribute to a research survey (illegal?)
  • Nor was there any option to opt out of further messages (illegal?)
  • And I am not aware of having invited approaches from this company – which might be why it was masquerading as a request to contribute to research (illegal?)

I checked my email system to see if I'd had any previous communication with this company, and found in my junk folder a previous approach,"invit[ing Keith, again] to talk about some of the research being done at The Science and Technology Education Research Group on Acaudio…". It seems my email software can recognise cold calling – as long as it does not claim to be an invitation to respond to a research study.



The earlier email claimed it was advertising the free service…but then invited me to arrange a time to talk to them for 'roughly' 20 minutes. That seems odd, both because the website seems to provide all the information needed; and then why would they commit 20 minutes of their representative's time to talk about a free service? Presumably, they wanted to sell me their premium service. The email footer also gave a business address in E9, London – so the company should know about the UK laws about direct marketing that Acaudio seems to be flouting.

Perhaps not enough people responded to give them 20 minutes of their time, so the new approach skips all that and asks instead for people to "give us 2-3 minutes of your time to fill in the survey [sic 3]".


Original image by Mohamed Hassan from Pixabay


Would you buy a second hand account of research from this man?

In summary, if someone is looking to buy in this kind of support in publicising their work, and has the budget(!), and feels it is acceptable to spend research funds on such services, then perhaps they might fill in the questionnaire and await the response. But I am not sure I would want to get involved with companies which use marketing scams in this way. After all, if they cannot even start a conversation by staying within the law, and being honest about their intentions, then that does not bode well for being able to trust them going forward into a commercial arrangement.


Update (15th October, 2023): Were the outcomes of the first annual International Survey of Research Centres and Institutes published? See 'The sugger strikes back! An update on the 'first annual International Survey of Research Centres and Institutes'


Notes

1 When a shop offers a product at a much discounted price, below the price needed to 'break even', so as to entice people into the shop where they will hopefully buy other goods (at a decent mark-up for the seller), the goods sold at a loss are the 'loss leaders'.

Goods may also be sold at a loss when they are selling very slowly, to make space on the shop floor and in the storeroom for new produce that it is hoped will generate profit. Date-sensitive goods may be sold at a loss because they will soon not be saleable at all (such as perishables) or only at even greater discounts (such as models about to be replaced by updated versions by manufacturers – e.g., iPhones). But loss leader goods are priced low to get people to view other produce (so they might be displayed dominantly in the window, but only found deep in the shop).


2 In their wars against the armies of King Pyrrhus of Epirus, the Romans lost battles, but in doing so inflicted such heavy and unsustainable losses on the nominally victorious invading army that Pyrrhus was forced to abandon his campaign.

At the end of the slave revolt (a historical event on which the film 'Spartacus' is based) the Romans are supposed to have decided to execute the rebel leader, the escaped gladiator Spartacus, and return the other rebels to slavery. Supposedly, when the Roman official tried to identify Spartacus, each of the recaptured slaves in turn claimed he was Spartacus, thus thwarting identification. So, the ever pragmatic Romans crucified them all.


3 The set of questions is actually a questionnaire which is used to collect data for the survey. Survey (a type of methodology) does not necessarily imply using a questionnaire (a data collection technique) as a survey could be carried out using an observation schedule (i.e., a different data collection technique), for example.

Read about surveys

Read about questionnaires