ALL Metrics
-
Views
-
Downloads
Get PDF
Get XML
Cite
Export
Track
Correspondence

The prion dilemma confounding science educators

[version 1; peer review: 2 approved, 1 approved with reservations]
PUBLISHED 09 Jan 2013
Author details Author details
OPEN PEER REVIEW
REVIEWER STATUS

This article is included in the Research on Research, Policy & Culture gateway.

Abstract

In this paper, the issue of the prion hypothesis, a simmering controversy within the scientific community, is addressed. We inquire into the appropriateness of the use of certain augmentations and rhetoric approaches used during scientific debates, as well as the aptness of unequivocal statements in textbooks that indicate “abnormal prions” as a primary cause of Transmissible Spongiform Encephalopathies.

Correspondence

According to some in the field, one should refrain from discussions concerning controversial issues in science if one is not actively conducting experimental research1. We must dissent, most particularly when the prions controversy is under consideration. One does not have to conduct scientific experiments to recognize not only the flaws of the prion protein (PrP) hypothesis2, but the inappropriate vocabulary used during discussions of the issue. As science educators, we are still confounded when trying to present the cause of Transmissible Spongiform Encephalopathy (TSE) to our students.

To start with, for the past twenty years, the majority of biology text books unequivocally identified PrPSc as the causative agent of TSE, and some texts even refer to the “prion hypothesis” as the “prion theory”, please see Table 1. Yet, when introducing the scientific method in high schools and college classes, we establish that in order for a hypothesis to become a scientific theory, it has to be supported many times over through experimentation3 providing a substantial and conclusive body of evidence4. Upon reviewing experimental work on PrP, one notes that initial studies are rarely, if ever, repeated by other scientists. Instead, they move on without giving reconsideration to the assumption upon which they base their work5.

Table 1. The indisputable textbook statements concerning infectious agent of Transmissible Spongiform Encephalopathies.

AuthorsName of the textbookPublishing companyYear of the
publication
Statements
McKee T.,
McKee J.R.
Biochemistry: The
molecular Basis of Life
McCraw Hill2003“Prion disease are caused when the conformation of PrPC is
converted to PrPSc”.
Gladwin M.,
Trattler W.
Clinical Microbiology
Made Ridiculously Simple
MedMaster2004“The prion-only hypothesis is the most widely accepted
theory today”.
Freeman S.Biological SciencePearson Benjamin
Cummins
2008“Over the past several decades, evidence has accumulated
that certain proteins can act as infectious, disease causing
agents”.
Russell P.J.,
Wolfe S.L.,
Hertz P.E.,
Starr C.,
McMillan B.
Biology: the Dynamic
Science
Thomson
Brooks/Cole
2008“Prions … are the only known infectious agents that do
not include a nucleic acid molecule”.
“Prions have been identified as the causal agents of
certain diseases that degenerate the nervous system in
mammals”.
Campbell M.K.,
Farrell S.O.
BiochemistryThomson
Brooks/Cole
2009“It has been established that the causative agent of
mad-cow disease, as well as the related diseases scrapie
in sheep, chronic wasting (CWD) in deer and elk, and
human spongiform encephalopathy in humans is a small
(28-kDa) protein called a prion”.
Tymoczko J.L.,
Berg J.M.,
Lubert S.
Biochemistry: A Short
Course
W.H. Freeman &
Company
2010“Certain infectious neurological diseases were found
to be transmitted by agents that were similar in size to
viruses but consisted only of protein”.
Talaro K.P.Foundations in
Microbiology
McGrow Hill2009“Prions are incredibly hardy “pathogens”. They are known
to cause diseases called transmissible spongiform
encephalopathies”.
Cowan M.K.,
Bunn J.
Microbiology
Fundamentals: A Clinical
Approach
McGrow Hill2013“The transmissible agent in CDJ is a prion”.
Tortora G.J.,
Funke B.R.,
Case C.L.
Microbiology: An
Introduction
Pearson2013“Several fatal diseases affecting the human central
nervous system are caused by prions”.

When describing the scientific method, it is important that we emphasize the difference between faith and fact. Nevertheless, during discussions of the PrP hypothesis in meetings, conferences and private discussions of scientists, “I think” is too often replaced by “I believe”. Perhaps, this inclination began when the Karolinka neurologist Lars Edison told The Times newspaper upon the announcement of the Prusiner’s Noble Prize: “There are still people who don’t believe that a protein can cause these diseases, but we believe it”6. There should be no place in science for such a subjective declaration. Even recent publications emphasize that the scientific community has been split into PrP “believers” and “nonbelievers”. Laura Manuelidis, one of the main scientists who rejects the PrP hypothesis, has been portrayed as a “prion heretic”7. Upon entering the combination of “prions” and “belief” in a Google search, we generated an astonishing 918,000 hits. Another recent tendency in modern science is marginalizing scientists as the “minority” versus the “majority” as is seen in the PrP controversy7, a partition more suitable for political rather than scientific discussions.

In covering the PrP hypothesis in classrooms, are we also to employ a vocabulary in which the scientific community is divided into “believers” and “nonbelievers” or “majority” and “minority” as if we were referring to a religious conviction or a political debate rather than a scientific dilemma?

Comments on this article Comments (1)

Version 1
VERSION 1 PUBLISHED 09 Jan 2013
  • Reader Comment (F1000Research Advisory Board Member) 09 Jan 2013
    Vitaly Citovsky, State University of New York at Stony Brook, USA
    09 Jan 2013
    Reader Comment F1000Research Advisory Board Member
    I am not a prion researcher, but this Correspondence is not really on prions but on dogmas and professional politics in science. Overall, I agree with the authors that teaching ... Continue reading
Author details Author details
Competing interests
Grant information
Copyright
Download
 
Export To
metrics
Views Downloads
F1000Research - -
PubMed Central
Data from PMC are received and updated monthly.
- -
Citations
CITE
how to cite this article
Zaitsev IV, Chen L, Boydston-White S et al. The prion dilemma confounding science educators [version 1; peer review: 2 approved, 1 approved with reservations]. F1000Research 2013, 2:4 (https://doi.org/10.12688/f1000research.2-4.v1)
NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article.
track
receive updates on this article
Track an article to receive email alerts on any updates to this article.

Open Peer Review

Current Reviewer Status: ?
Key to Reviewer Statuses VIEW
ApprovedThe paper is scientifically sound in its current form and only minor, if any, improvements are suggested
Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit.
Not approvedFundamental flaws in the paper seriously undermine the findings and conclusions
Version 1
VERSION 1
PUBLISHED 09 Jan 2013
Views
41
Cite
Reviewer Report 09 Sep 2013
Hidehiro Mizusawa, Department of Neurology and Neurological Science, Tokyo Medical and Dental University, Tokyo, Japan 
Approved
VIEWS 41
I agree with the authors on how important open discussion is in science. However, the prion hypothesis has been well and openly discussed for many years. Due to the hypothesis, many achievements have been obtained. Abnormal ... Continue reading
CITE
CITE
HOW TO CITE THIS REPORT
Mizusawa H. Reviewer Report For: The prion dilemma confounding science educators [version 1; peer review: 2 approved, 1 approved with reservations]. F1000Research 2013, 2:4 (https://doi.org/10.5256/f1000research.750.r1656)
NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article.
Views
42
Cite
Reviewer Report 25 Jan 2013
Kai Zinn, Division of Biology, California Institute of Technology, Pasadena, CA, USA 
Approved with Reservations
VIEWS 42
The scientific community has been split in the past into those who believed the prion hypothesis and those who did not.  During the 1980s and part of the 1990s, most work on the prion hypothesis was from Stanley Prusiner's group, ... Continue reading
CITE
CITE
HOW TO CITE THIS REPORT
Zinn K. Reviewer Report For: The prion dilemma confounding science educators [version 1; peer review: 2 approved, 1 approved with reservations]. F1000Research 2013, 2:4 (https://doi.org/10.5256/f1000research.750.r721)
NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article.
Views
36
Cite
Reviewer Report 17 Jan 2013
Jose Valpuesta, Centro Nacional de Biotecnologia, Campus Universidad Autónoma de Madrid, Madrid, Spain 
Approved
VIEWS 36
I agree with what I think is the main message of the authors, that the scientific debate should be open and should rest in facts and not in beliefs. The first point is very important and the same 'prion hypothesis' ... Continue reading
CITE
CITE
HOW TO CITE THIS REPORT
Valpuesta J. Reviewer Report For: The prion dilemma confounding science educators [version 1; peer review: 2 approved, 1 approved with reservations]. F1000Research 2013, 2:4 (https://doi.org/10.5256/f1000research.750.r709)
NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article.

Comments on this article Comments (1)

Version 1
VERSION 1 PUBLISHED 09 Jan 2013
  • Reader Comment (F1000Research Advisory Board Member) 09 Jan 2013
    Vitaly Citovsky, State University of New York at Stony Brook, USA
    09 Jan 2013
    Reader Comment F1000Research Advisory Board Member
    I am not a prion researcher, but this Correspondence is not really on prions but on dogmas and professional politics in science. Overall, I agree with the authors that teaching ... Continue reading
Alongside their report, reviewers assign a status to the article:
Approved - the paper is scientifically sound in its current form and only minor, if any, improvements are suggested
Approved with reservations - A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit.
Not approved - fundamental flaws in the paper seriously undermine the findings and conclusions
Sign In
If you've forgotten your password, please enter your email address below and we'll send you instructions on how to reset your password.

The email address should be the one you originally registered with F1000.

Email address not valid, please try again

You registered with F1000 via Google, so we cannot reset your password.

To sign in, please click here.

If you still need help with your Google account password, please click here.

You registered with F1000 via Facebook, so we cannot reset your password.

To sign in, please click here.

If you still need help with your Facebook account password, please click here.

Code not correct, please try again
Email us for further assistance.
Server error, please try again.