Biological Anthropology: Concepts and Connections, 2nd by Agustin Fuentes

By Agustin Fuentes

Organic Anthropology: techniques and Connections exhibits the relevance of anthropological options to modern scholars and encourages severe considering. through the textual content and particularly in its many “Connections” positive aspects, Agustin Fuentes hyperlinks anthropological ideas and inquiries to scholars’ lives. one of many best students within the box of organic anthropology, Agustin Fuentes’ present examine appears to be like on the tremendous questions of why people do what they do and consider the way in which they think. he's dedicated to an built-in, holistic anthropological method. Fuentes wrote this article to assist solution the “so what” questions and make anthropological wisdom suitable to way of life.

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Extra resources for Biological Anthropology: Concepts and Connections, 2nd Edition

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If we think of science as a body of truth or a belief system—the truth as validated by experts—then whatever the experts prefer or like the most is important. But if by science we mean a methodology, the preference of scientists is irrelevant; the only information that matters is the outcome of tests and experiments and the assessment of hypotheses and observations. Because science is a methodology, not a belief system, it doesn’t matter what “doctors” or “scientists” think or like about a product.

Scientific facts are verifiable truths, and there are very few of them. Facts can be readily observed and replicated again and again by anyone. For example, if I hold up a pen and let go of it in New York, Buenos Aires, Cairo, or Beijing it will drop. Anyone who repeats this will find the same result as long as they are standing on the surface (more or less) of the planet. Now, most of you would say that gravity is the fact behind the pen dropping. But gravity is not the fact; the fact is that the pen will drop, plain and simple.

A Tennessee court case—the famous Scopes “Monkey Trial”—was the arena for a debate about whether evolution could be taught in the public schools. 1). On trial was John T. Scopes, a 24-year-old science teacher who admitted teaching evolution in the local high school, in violation of state law. The American Civil Liberties Union wanted to test the constitutionality of that law, and Scopes agreed to be their test case. Tennessee, like many states of that time, had passed a law against teaching evolution—specifically, against teaching “any theory that denies the story of divine creation of man as taught in the bible”—because it was viewed as a threat to the American way of life.

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