The Species Maker

Faculty

Five questions with Kristin Johnson, professor of science, technology, and society

As a professor of science, technology, and society, Kristin Johnson has interests ranging from conservation biology to the history of science and religion. She’s also a prolific writer whose newest book is set against the backdrop of the heated argument surrounding evolution in the 1920s. Her novel, The Species Maker is now available for pre-order and will be in bookstores on Oct. 26. We sat down with her to talk about the book, her research, and how we can better understand today’s divisive scientific controversies.

Q: You have a novel, The Species Maker, coming out this fall. Without spoiling it, what is the book about?
A: The book is set in and around Seattle in 1925 during the Scopes trial, which is this very famous court case about whether evolution should be taught in schools. It’s a subject that I teach about it my classes, so I tried to combine that with my research on the history of the naturalist tradition, entomology, taxonomy, and museum work. The novel brings those two threads together by telling the story of an entomologist named Martin who is struggling with debates over teaching evolution. I hope the story can inspire readers to think about a range of issues. The history of scientific racism, debates over science and religion, and the role of scientists in activism all show up. For example, Martin is confronted with questions about the social responsibility of scientists, and that’s still an issue that confronts scientists today. Also, it takes place in the Pacific Northwest, so readers around here will recognize some names and places!

Professor of Science, Technology, and Society Kristin Johnson was inspired to write her novel, The Species Maker, when a colleague asked for suggestions of novels he could use in class to teach about science and religion—and she couldn't think of one.

Q: All of your previous books are nonfiction, so what inspired you to write a novel?
A: One of the great things about Puget Sound is that we get to work with people in a range of disciplines. I've co-taught with Peter Wimberger in the biology department a number of times. Years ago, he sent me an email asking if I knew any novels that he could use in class to teach about science and religion. I didn't, so I thought that maybe I could write one. I’ve written other books, but never fiction. It was the hardest thing I've ever done, but it was so much fun. I wanted it to be enjoyable to read but also useful for students. Students in two of my classes gave me feedback on different drafts, which was really helpful in shaping the story and the characters. I also created a website, thespeciesmaker.com, with historical background essays, further reading, and discussion questions for educators to use in their classrooms.

Q: What keeps you coming back to the controversies over evolutionary theory in your writing and scholarship?
A: For one thing, it's just intrinsically fascinating. Darwin’s theory in the 19th century, once scientists start taking it seriously, rapidly becomes this alternative explanation for things that previously had been explained through the means of a creator. You could still put a creator behind evolution, but it's in many ways so different from what came before. How and why it gets picked up by nonscientists, scientists, societies, and different countries in different ways, had so much to do with its usefulness as a political and ideological tool. It's a great example of how scientific ideas move through a society and why they are seen as either threatening or useful—and also allows us to ask questions about debates we’re having today about the role of science in our lives.

Q: What do you hope students take away from your classes?
A: In my classes, I want my students to learn more than just the content. I want them to understand history and know how to conduct research so that when they encounter a controversy, whether it’s about vaccines or climate change, they can ask questions about what’s at stake. Take climate change. You have two people arguing about it, and it might look like they're arguing about evidence, but if you dig deeper, you can ask questions about what each side values. What does each side assume about human agency, or the origin and purpose of suffering, or God, or the role of science in policy, and the role of scientists as experts? Yes, evidence matters, but there's a whole lot more that's often unspoken yet influencing strongly-held stances.

Q: How do you spend your time outside of the classroom?
A: I mostly spend time with my family. I have two boys: Thomas, who's 12, and William, who's 6. I also have two big dogs, and a husband, Erik, who's also a historian. If I'm not spending time with them, I'm writing. Those are two things, in addition to teaching, that I really enjoy.

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