Robert Pennock
University Distinguished Professor | Michigan State University
East Lansing, MI, UNITED STATES
Robert Pennock studies organism intelligence by combining evolutionary biology with computer science.
Media
Publications:
Documents:
Videos:
Audio/Podcasts:
Biography
Robert Pennock is a philosopher of science, whose main interest lies in how organisms become knowers and how science can help systematize and improve this process. His research is conducted through a combination of disciplines, including evolutionary biology and computer science.
In addition to his work in the Lyman Briggs College, he is also on the faculty of the graduate program in Ecology, Evolution, and Behavior in the College of Natural Science.
Industry Expertise (2)
Education/Learning
Biotechnology
Areas of Expertise (3)
Philosophy of Science
Evolutionary Biology
Computer Science
Accomplishments (2)
Excellence in Diversity Award, Michigan State University (professional)
2020-2021
International Society for Artificial Life Education & Outreach Award (professional)
2017
Education (2)
University of Pittsburgh: Ph.D., History & Philosophy of Science 1991
Earlham College: B.A., Biology/Philosophy 1980
Affiliations (5)
- American Association for the Advancement of Science
- American Philosophical Association
- American Society for Bioethics and Humanities
- Artificial Life Society
- Association for Practical and Professional Ethics
Links (4)
News (3)
American trust in scientific expertise survived polarization and the Trump attack on science
MSU Today online
2024-03-07
“The pandemic provided people with a new compelling reason to be interested in science, or at least certain areas of it,” explained co-author Robert T. Pennock, University Distinguished Professor and philosopher of science at Michigan State University. “Political polarization notwithstanding, overall trust in science tended to increase, reflecting the fact that the scientific community is indeed deserving of trust.”
Science as a Moral System with Robert T. Pennock
This View of Life Podcast online
2020-06-15
Science is often imagined as limited to the "facts" and deliberately set apart from "values". But the pursuit of objective reality requires its own set of values, norms, and ideal character of the individual scientist. I explore this fascinating topic with Professor Robert T. Pennock, University Distinguished Professor at Michigan State University and co-director of BEACON, a NSF-funded center for the study of evolution in action.
Why teach (and learn) about evolution?
National Center for Science Education online
2020-02-03
Why teach evolution? Robert T. Pennock of Michigan State University answers the question from myriad perspectives.
Event Appearances (3)
What Traits of Character do Exemplary Scientists Value?: Results from the Scientific Virtues Survey
2022 | 7th World Conference on Research Integrity Cape Town, South Africa
What Traits of Character do Exemplary Scientists Value?: Results from the Scientific Virtues Survey
2022 | 31st Association of Practical and Professional Ethics International Conference Cincinnati, OH
What Traits of Character do Exemplary Scientists Value?: Results from the Scientific Virtues Survey
2021 | 10th International Conference on Ethics Issues in Biology, Engineering and Medicine Seattle, WA
Research Grants (3)
Avida-ED 4 Dissemination with E-Book and Virtualization Technology. Supplement to Active LENS: Learning Evolution and the Nature of Science using Evolution in Action
National Science Foundation – IUSE $102,932
2014-2022
Institutional Transformation: VERITIES - Virtue-Based Education for Responsibility and Integrity To Increase Excellence in STEM
National Science Foundation – ER2 $599,930
2020-2025
Salmon Run Educational Video Game Prototype Pilot Study
MSU DFI Grant $50,000
2021-2022
Journal Articles (5)
Studying Scientific Virtues: Bridging Philosophy and Social Science
Science, Technology and Virtues: Contemporary Perspectives2021 Despite their historical connections, interdisciplinary research between philosophy and social science is relatively infrequent because of the divergent subject matter and disparate aims of these fields of inquiry. Although both may study “norms,” philosophy considers norms in a prescriptive sense, while social science investigates them in a descriptive sense. For such reasons, maintaining a neighborly wall between these disciplines serves both well. There are, however, several points of substantive contact where each may affect the other. After drawing some lessons about the possibilities and pitfalls of such work from previous exemplars, the chapter discusses Pennock and Miller’s interdisciplinary investigation of the scientific virtues. Quantitative and qualitative data from interviews with more than a thousand scientists about the character traits that are important for scientific research provided a rich source of information for the applicability of Pennock’s vocational virtue theory as it applies to science, showing the value of such collaboration.
The Surprising Creativity of Digital Evolution: A Collection of Anecdotes from the Evolutionary Computation and Artificial Life Research Communities
Artificial Life2020 Biological evolution provides a creative fount of complex and subtle adaptations, often surprising the scientists who discover them. However, because evolution is an algorithmic process that transcends the substrate in which it occurs, evolution's creativity is not limited to nature. Indeed, many researchers in the field of digital evolution have observed their evolving algorithms and organisms subverting their intentions, exposing unrecognized bugs in their code, producing unexpected adaptations, or exhibiting outcomes uncannily convergent with ones in nature. Such stories routinely reveal creativity by evolution in these digital worlds, but they rarely fit into the standard scientific narrative. Instead they are often treated as mere obstacles to be overcome, rather than results that warrant study in their own right. The stories themselves are traded among researchers through oral tradition, but that mode of information transmission is inefficient and prone to error and outright loss. Moreover, the fact that these stories tend to be shared only among practitioners means that many natural scientists do not realize how interesting and lifelike digital organisms are and how natural their evolution can be.
A digital technology-based introductory biology course designed for engineering and other non-life sciences STEM majors
Computer Applications in Engineering Education2018 STEM education reform stresses the importance of a comprehensive understanding of science fundamentals and the development of science and engineering practices. As such, many engineering students must complete a core set of courses, including biology; however, this course is often designed for life sciences majors. One solution to this mismatch is to create an introductory biology course targeted to non-biology STEM majors that introduces students to biology through a computational lens. Avida-ED is a digital evolution software platform in which populations of digital organisms undergo actual—not simulated—evolutionary change, making evolution come alive through its observation in action. Integrating Avida-ED provides a unique and novel approach to engaging engineering students in biological concepts within a computational environment, allowing them to exercise science and engineering practices in an authentic research experience. The design of this one-semester course, “Integrative Biology: From DNA to Populations,” including its incorporation of a digital evolution lab, creates a way for computational science and engineering students to engage with biology within a context that is familiar and interesting.
A New Method for a Virtue-Based Responsible Conduct of Research Curriculum: Pilot Test Results
Science & Engineering Ethics2018 Drawing on Pennock’s theory of scientific virtues, we are developing an alternative curriculum for training scientists in the responsible conduct of research (RCR) that emphasizes internal values rather than externally imposed rules. This approach focuses on the virtuous characteristics of scientists that lead to responsible and exemplary behavior. We have been pilot-testing one element of such a virtue-based approach to RCR training by conducting dialogue sessions, modeled upon the approach developed by Toolbox Dialogue Initiative, that focus on a specific virtue, e.g., curiosity and objectivity. During these structured discussions, small groups of scientists explore the roles they think the focus virtue plays and should play in the practice of science. Preliminary results have shown that participants strongly prefer this virtue-based model over traditional methods of RCR training. While we cannot yet definitively say that participation in these RCR sessions contributes to responsible conduct, these pilot results are encouraging and warrant continued development of this virtue-based approach to RCR training.
Exploring the relationship between experiences with digital evolution and students’ scientific understanding and acceptance of evolution
American Biology Teacher2018 Recent reforms in K-16 science education advocate for the integration of science content and practice. However, engaging students in authentic science practices can be particularly challenging for certain subjects such as evolution. We describe Avida-ED, a research-based platform for digital evolution that overcomes many of the challenges associated with using biological model organisms in the classroom. We then report the findings of a nationwide, multiple-case study on classroom implementation of Avida-ED and its influence on student understanding and acceptance of evolution. We found that engagement in lessons with Avida-ED both supported student learning of fundamental evolution concepts and was associated with an increase in student acceptance of evolution as evidence-based science. In addition, we found a significant, positive association between increased understanding and acceptance. We discuss the implications of supporting reform-based pedagogical practices with tools such as Avida-ED that integrate science content with authentic science practice.
