An Annotated List of Disciplines and Sub-disciplines in the Biological Sciences

Biology has become a large and diversified science (Mayr, 1982). Current biological research areas transgress academic and professional boundaries to such a degree that the biological sciences could arguably be referred to as “all encompassing.” The history of biology (sensu lato, Merriam-Webster, 1819) can be traced back to when modern humans began seeking functional knowledge of nature (Lloyd, 1970), suggested to be as far back as 100,000 years before present (Wolpoff et al., 2004). However, modern scientific biology owes its origins mostly to the 18th and 19th centuries. Detailed accounts of the history of biology are presented in numerous publications (e.g. Moore, 1999); here it is only vital to point out that modern biology has advanced and diversified only after a few milestone moments, including: Charles Darwin’s ‘Theory of Natural Selection’ (1859) and the discovery of the structure of DNA by Watson and Crick (1954). Due to various discoveries and technological advances, biologists have acquired the faculty to formulate and test hypotheses about living systems with increasing precision (National Research Council, 2008). Along with increased sophistications in the biological sciences, the number of research specialisations (i.e. disciplines) has increased rapidly throughout the 20^th and early 21^st centuries.

In the light of the previously mentioned advances, general biology textbooks begin with the introductory question “what is biology” and the answer “the study of life.” From this point forward, the teacher is faced with a challenging endeavour: express to students just how much has been learned about living systems and how that cumulative knowledge is related to each individual student despite any declared major field of study, career goals, or otherwise personal interests. Such an endeavour is often complicated by the fact that many students carry some level of anxiety or aversion to biology (Nicholl and Butler, 2008). Despite the inherent challenges, instilling ‘bioliteracy’ (Klymkowsky et al., 2003) to the general student has important effects, on both societal and individual levels. In addition, as scientific knowledge increases, so does the task level for teachers, with limited time and resources, attempting to cover the ever-expanding science of biology. A teaching dilemma soon emerges due to the breadth of the biological sciences (Nickels et al., 1996).

Faced with this dilemma, inspiration for a potentially effective teaching tool came to me during the first lecture of the semester in a general biology class. In response to a short discussion about the all encompassing nature of the biological sciences, a student asked “how many fields of study (disciplines) are there in the biological sciences?” I responded to the student’s question by reciting about 20 major biology disciplines. However, I instructed the class that at list of 100 or more recognised biology disciplines could likely be found in biology textbooks, websites, journal articles, or other information sources. After considerable time spent searching for a credible and comprehensive source, the paucity or absence of such a source became apparent.

I compiled information on currently recognised disciplines and sub-disciplines in the biological sciences. I searched primarily on the World Wide Web and internet-based literature databases for information relating to all research and teaching areas associated with the study of living systems across all levels. I used some discretionary criteria for evaluating the merits of a supposed discipline; criteria included whether or not the discipline is represented by: (1) learned society (2) peer-reviewed journal (3) active research institute (4) national or international conference or symposium (5) advanced course in a university.

The results are presented in the form of a dictionary-style manuscript entitled “Annotated List of Disciplines and Sub-disciplines in the Biological Sciences.” The manuscript is accessible via http://www.cameron.edu/~bmcdonal/list/list.html

The intended purposes of this reference are: (1) illustrate the diversity of the biological sciences as a reflection of the diversity and complexity of living systems at many levels of organisation (2) provide a reference for anyone to explore how, what, or why people similar to themselves in terms of educational major, career, or interests, are working in biology (3) establish a guide for people to use for exploring education or career path options (4) present a document serving as a correlate for the history of science, assuming the present diversity of biological disciplines reflects the discoveries, innovations, and paradigm shifts that have re-structured human understanding of living systems across all levels and subsequently with far-reaching applications (e.g. medicine, psychology, law, warfare, sociology).

Readers are welcome to use the manuscript ‘Annotated List of Disciplines and Sub-disciplines in the Biological Sciences’ as a fair-use educational resource. The list will be maintained as a dynamic resource to be amended when appropriate. The changing nature of science will demand continual vigilance of advancements and discoveries in the biological sciences as they relate to further diversifications of biological disciplines. Although an exhaustive effort was put forth during the synthesis of the list, readers are encouraged to contact the author if any oversights are detected.