A historical survey of the biological sciences from the Enlightenment to the present. What are the big names and big ideas? How were they received at the time and appropriated later? Who’s been ignored and why? This survey includes scientific theories, methods, and people. It also ties activities in biology to social context. How does science relate to events elsewhere in society?
- Web profjoecain.net/0028
- Moodle profjoecain.net/0028moodle
- Timetable profjoecain.net/0028time
- ReadingList profjoecain.net/0028read
Keywords: history, history of science, biology, life sciences, human sciences, evolution, eugenics, exploration, Darwinism, genetics, botany
Module subjects: evolution, physiology, medical sciences, molecular biology, ecology, eugenics, exploration.
Professor Joe Cain (UCL Profiles) teaches this module at UCL Department of Science and Technology Studies (STS).
2026-27. This module currently is offered for advanced undergraduates (i.e., Year 3 undergraduates or HFEQ level 6). It is open for UCL students in other departments in their third year. Students studying Human Sciences and Natural Sciences are especially welcome.
Module Aims
As a second-year module, HPSC0028 pursues several types of aim. To develop knowledge of content in the history and context of the life sciences, this module surveys major themes, actors, and conceptual shifts – in short, what are the big ideas and people in the history of this discipline? It seeks to integrate broad historical themes and contexts into this survey. This module also asks basic questions about historiography, i.e., the methods and theories of history itself. To give us a pivoting point in an otherwise disparate subject, we’ll use London.
Primary sources are the foundation of essential readings for this module so students may develop skills working with original sources: reading, weighting, and critical assessment. To further develop skills in textual analysis and critical assessment, attention will be paid to close reading of secondary materials from different types of sources.
The teaching method for this module during contact hours will be lectures and in-class discussions.
Module Objectives
By the end of this module students should be able to:
- demonstrate content knowledge for the module’s domain as well as historiographical insight into relevant scholarly literature
- demonstrate the ability to knowledgably interpret both primary and secondary sources
- demonstrate skill in historical reasoning and comparative analysis
- approach new material in this module’s domain from a historical perspective and with a critical historian’s eye
- demonstrate an appreciation for principles of historical contingency, myth making, and icon construction as it might be applied to other characters in other settings
Module Assessment
Assessment will be one 3-hour, in-person, closed-book examination scheduled for Term 3. This examination will contribute 100% to the mark for this module.
The exam will assess student progress towards our learning objectives for the module, including:
- knowledge of essential module literature
- knowledge of key events in history of life sciences, as defined in the module
- synthesis of knowledge across essential literature and key events in history of life sciences
All essential readings are fair game for examination. Recommended and extra materials will augment understanding and improve results, but high marks can be earned solely from the essential materials. ReadingLists@UCL has access routes to all essential materials <profjoecain.net/0028read>.
To help prepare you for examination, I will:
- present sample questions during several sessions in the module for students to pre-test their own knowledge and skills
- supply several past exam papers so all students have equal access to information
- supply a sample examination paper – what I call a “mock examination” – for use as a revision aide
- hold a revision session at the start of Term 3 to discuss criteria for assessment
- encourage peer learning in revision
Don’t Forget Your Independent Learning
As with most HPSC modules, HPSC0028 expects students to dedicate no fewer than 60 hours during the term, approximately 6 hours per week, to independent study and skill development towards module objectives. Lecture time and exam revision are not included in this time commitment. This is a substantial part of our expectation for your knowledge building and skills development. Students rarely make good use of the tremendous range of assets UCL provides for independent learning. This module will use the Moodle site to direct students towards some valuable digital and print resources they can use for independent learning, but students are expected to press farther by researching topics on their own initiative.
For this module, a superabundance of literature exists, and there is seemingly no end of topics that can be pursued through independent study. This includes making use of London’s extensive cultural assets, such as museums and learned societies. To this, add a considerable range of online resources, from scholarly projects to streamed media to podcasts to library recourses.
It’s a mistake to think your tutors only want to see you during class sessions. Let me strongly encourage you to make use of drop-in times (i.e., “office hours”) and on-line availability to talk about your independent learning and skill development. Let me also strongly encourage you to self-organise reading and discussion groups associated with your studies. You learn more when you learn together.
Module Syllabus 2026-27
This module syllabus applies for the 2026-27 session at University College London. It is subject to modification.