Scholars and policymakers alike agree that innovation in the biosciences is key to future growth. The field continues to shift and expand, and it is certainly changing the way people live their lives in a variety of ways. With a large share of federal research dollars devoted to the biosciences, the field is just beginning to live up to its billing as a source of innovation, economic productivity and growth. Vast untapped potential to imagine and innovate exists in the biosciences given new tools now widely available. In The Biologist's Imagination, William Hoffman and Leo Furcht examine the history of innovation in the biosciences, tracing technological innovation from the late eighteenth century to the present and placing special emphasis on how and where technology evolves. Place is often key to innovation, from the early industrial age to the rise of the biotechnology industry in the second half of the twentieth century. The book uses the distinct history of bioinnovation to discuss current trends as they relate to medicine, agriculture, energy, industry, ecosystems, and climate. Fast-moving research fields like genomics, synthetic biology, stem cell research, neuroscience, bioautomation and bioprinting are accelerating these trends. Hoffman and Furcht argue that our system of bioscience innovation is itself in need of innovation. It needs to adapt to the massive changes brought about by converging technologies and the globalization of higher education, workforce skills, and entrepreneurship. The Biologist's Imagination is both a review of past models for bioscience innovation and a forward-looking, original argument for what future models should take into account.

This book looks at the role of the imagination in science, from both philosophical and psychological perspectives. These contributions combine to provide a comprehensive and exciting picture of this under-explored subject.

Using firsthand accounts gleaned from notebooks, interviews, and correspondence of such twentieth-century scientists as Einstein, Fermi, and Millikan, Holton shows how the idea of the scientific imagination has practical implications for the history and philosophy of science and the larger understanding of the place of science in our culture.

The computational education of biologists is changing to prepare students for facing the complex datasets of today's life science research. In this concise textbook, the authors' fresh pedagogical approaches lead biology students from first principles towards computational thinking. A team of renowned bioinformaticians take innovative routes to introduce computational ideas in the context of real biological problems. Intuitive explanations promote deep understanding, using little mathematical formalism. Self-contained chapters show how computational procedures are developed and applied to central topics in bioinformatics and genomics, such as the genetic basis of disease, genome evolution or the tree of life concept. Using bioinformatic resources requires a basic understanding of what bioinformatics is and what it can do. Rather than just presenting tools, the authors - each a leading scientist - engage the students' problem-solving skills, preparing them to meet the computational challenges of their life science careers.

First Published in 2013. Routledge is an imprint of Taylor & Francis, an informa company.

The book consolidates systems thinking as a new world-hypothesis that is already suggesting itself behind the advancement of quantum mechanics and Ashby’s cybernetics. In particular, it shows how Einstein’s misgivings about quantum mechanics boil down to his persistence in defending the principle of contiguity at the root of the modern cosmology and, in relation to neo-cybernetics, the book rediscovers Ashby’s theory of adaptive behaviour enabling a new synthesis between physiology, psychology and ethology that has implications for systems practice. Furthermore, this new “cosmology” comes with a new “anthropology” that informs utopics, the science of utopic systems, and sheds new light on the actual founding fathers of the domain of human science. In particular, the book provides an understanding of how our human world works and how it is being constituted by utopic systems that look into the future to realize something possible. Finally, it points the way to the future unification of knowledge bringing together systems philosophy and systems science given that world-hypothesis is what makes logically possible the development and consolidation of all the different domains of science.

The Death of Life dissects biology's claim to be the Cinderella science that rose above its station. Early attempts to study life through observation, experiment and theory are exposed as the skeleton of ideas for controlling life, ideas which were only fleshed out by the biotech and genomic industries. Physicists- and chemists-turned biologists in alliance with biology's own eugenicists are shown to have abandoned the study of life and suppressed poststructuralist approaches ranging from neoLamarckism to biogeological/Gaia theory.

Prize–winning essayist turns to the imagination as a spiritual guide and material method of living through climate disruption, as climate change and broad extinction forever alter our place on the planet and our lives together. Scott Russell Sanders shows how imagination, linked to compassion, can help us solve the urgent ecological and social challenges we face. While reflecting on the conditions needed for human flourishing, he tells the story of his own intellectual and moral journey from childhood religion to an adult philosophy of life. That philosophy is tested when his first wife and then their son fall ill. Compelled to leave their beloved old house, they design a new one, and then transform their vision into a home and their raw city lot into a garden.

In today’s climate of accountability and standards, increasing attention is focused on teacher "quality," with less emphasis on what teachers actually do to interest and engage students in learning. This path-breaking volume addresses this research problem with a clear definition and a content-specific analysis of the most essential teaching moment—the instructional explanation—for vital new perspectives on educational method and process. Rich in examples from science, mathematics, and the humanities, Instructional Explanations in the Disciplines explores a variety of interactive contexts for teaching and learning, which may be collaborative between teachers, students, and others, performed in non-classroom settings, or assisted by technology. The book’s subject-matter-specific framework reveals key elements in the process, such as carefully examining the question to be answered, making connections with what is already known, and developing examples conducive to further understanding. Instructional Explanations in the Disciplines is a valuable addition to the education library, giving researchers new methods of unpacking educational process as few books before it.