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Different disciplines rely on particular methods and assumptions, however there may be significant costs in the boundaries that they set as specialized communities. How can non-specialists be a part of scientific knowledge and decision-making given the complex and interwoven nature of biological phenomena today? A number of practices in contemporary art and design are engaging with biology and raising important questions about the possibilities of critical interdisciplinary engagement.

What is the relation between a science like biology and humanities discipline like philosophy? How do they collaborate well or instigate poorly? This paper examines the relationship between evolutionary biology and philosophy of biology from a wide angle to consider how they have evolved with each other over time and the stakes involved in their interdisciplinarity.

The notion of the natural sciences as part of a liberal arts education hinges on how we engage the practices of science in broader culture creatively and critically. Claims that the an education in the sciences is primarily rote and technical share the same problematic assumptions as some recent calls to get "back to basics" with science instruction as part of the larger critiques of what in fact students learn at university. This commentary in Liberal Education (spring 2012) explores these issues.

Plagiarism is now as commonplace as the internet itself. How might an art school's educational philosophy connect to the trend of taking other people's work and claiming it is your own? A short commentary for the School newspaper...