I consider the geometrical structure of the apparent visual field. Although the optics of vision is well understood, the nature of visual awareness remains largely in the dark. A famous attempt at a formal description of the apparent visual field was by Helmholtz, in the late nineteenth century. It purportedly explains the phenomenon of the subjective curvatures often reported when viewing objectively straight lines of great extent. I consider the general problem, and suggest an alternative formal account. On phenomenological grounds (...) the very existence of a coherent geometry may be doubted. Yet, although seemingly an academic question, the issue has very real consequences. The two models I consider here may approximately apply to certain visual modes. The nature of such visual modes is discussed. (shrink)

Summary In the visual arts, the constructions of the spatial and chromatic structures of pictures can hardly be separated from each other. The phenomenological approach from the perspective of the arts provides an independent and worthwhile approach to the topic of colour and space. We address some matters of composition in design and, to some extent, in naturalistic painting. The phenomenological approach from the perspective of the arts reveals various topics that invite further investigation by the means of generic vision (...) science. However, although such studies might lead to increased academic insight, a thorough inquiry by the means of experimental phenomenology might well lead to formal descriptions that come somewhat closer to possible applications in the visual arts. (shrink)

In this paper we contrast bounded and ecological rationality with a proposed alternative, generative rationality. Ecological approaches to rationality build on the idea of humans as “intuitive statisticians” while we argue for a more generative conception of humans as “probing organisms.” We first highlight how ecological rationality’s focus on cues and statistics is problematic for two reasons: the problem of cue salience, and the problem of cue uncertainty. We highlight these problems by revisiting the statistical and cue-based logic that underlies (...) ecological rationality, which originate from the misapplication of concepts in psychophysics. We then work through the most popular experimental task in the ecological rationality literature—the city size task—to illustrate how psychophysical assumptions have informally been linked to ecological rationality. After highlighting these problems, we contrast ecological rationality with a proposed alternative, generative rationality. Generative rationality builds on biology—in contrast to ecological rationality’s focus on statistics. We argue that in uncertain environments cues are rarely given or available for statistical processing. Therefore we focus on the psychogenesis of awareness rather than psychophysics of cues. For any agent or organism, environments “teem” with indefinite cues, meanings and potential objects, the salience or relevance of which is scarcely obvious based on their statistical or physical properties. We focus on organism-specificity and the organism-directed probing that shapes awareness and perception. Cues in teeming environments are noticed when they serve as cues-for-something, requiring what might be called a “cue-to-clue” transformation. In this sense, awareness toward a cue or cues is actively “grown.” We thus argue that perception might more productively be seen as the presentation of cues and objects rather than their representation. This generative approach not only applies to relatively mundane organism interactions with their environments—as well as organism-object relationships and their embodied nature—but also has significant implications for understanding the emergence of novelty in economic settings. We conclude with a discussion of how our arguments link with—but modify—Herbert Simon’s popular “scissors” metaphor, as it applies to bounded rationality and its implications for decision making in uncertain, teeming environments. (shrink)

Nous abordons ici l’étude de la phénoménologie des objets visuels à partir de comptes rendus verbaux, de réponses à des questions ou de descriptions spontanées, ainsi que d’associations libres. Nous demandons même parfois aux sujets de réaliser de simples croquis. Cet éventail de méthodes permet de sonder la structure profonde de la conscience visuelle. Celle-ci est avant tout révélée par ce qui n’est pas spontanément mentionné par des qualités accidentelles ou encore par des changements induits lors de variations ou ajouts (...) mineurs. Nous avons trouvé une concordance remarquable parmi un grand nombre de participants. Ceci démonte que les comptes-rendus verbaux permettent d’explorer puissamment la structure de la conscience visuelle. Tout comme le langage, les « objets visuels simples » ont des racines profondes dans la conscience. Ces fondations « invisibles » servent à définir des figures simples, un « carré » par exemple, comme des objets prototypiques et uniques. La nature des « objets visuels » implique ainsi l’existence d’un « vaste domaine invisible ». Sans une telle prise en compte, la compréhension correcte de la nature de l’objet visuel n’est pas possible. Cette découverte devrait permettre de mener à une théorie de la syntaxe formelle des formes visuelles fondamentales. (shrink)

Summary Prägnanz was suggested by Max Wertheimer in the 1920s as subsuming all “Laws of Gestalt” as they apply to visual awareness. Thus, it assumes a prominent position in any account of Gestalt phenomena. From a phenomenological perspective, some visual stimuli evidently “have more Prägnanz” than others, so Prägnanz seems to be an intensive quality. Here, we investigate the intricacies that need to be faced on the way to a definition of formal scales. Such measures naturally depend both upon the (...) stimulus and upon the observer. Structural complexity bottlenecks of visual systems play a role, as well as the relevance to biological fitness, that is the affinity to the optical user interface. This positions the notion of Prägnanz squarely within the realm of biology. Indeed, the familiar “releasers” of ethology are singular cases of extremely high Prägnanz. (shrink)

Summary Franz Brentano, 1838–1917, introduced the intriguing concept of “plerosis” in order to account for aspects of the continuum that were “explained” by formal mathematics in ways that he considered absurd from the perspective of intuition, especially visual awareness and imagery. In doing this, he pointed in directions later developed by the Dutch mathematician Luitzen Brouwer. Brentano’s notion of plerosis involves distinct though coincident points, which one might call “atomic entities with parts”. This notion fits the modern concepts of “receptive (...) field” in neurophysiology, “perceptive field” in psychology and “differential operator” in the formal theory of scale space. We identify Brentano’s boundary points as the primordial atomic Gestalts of visual imagery. The concept deserves to play a key role in Gestalt theory. (shrink)

Does the real world, defined as a world of objects that exist independent of human interests, concerns, and cognitive activities, really exist? Jan Westerhoff argues that we have good reason to believe it does not. His discussion considers four main facets of the idea of the real world, ranging from the existence of a separate external and internal world, to the existence of an ontological foundation that grounds the existence of all the entities in the world, and the existence of (...) an ultimately true theory that provides a final account of all there is. As Westerhoff discusses the reasons for rejecting the postulation of an external world behind our representations, he asserts that the internal world is not as epistemically transparent as is usually assumed, and that there are good reasons for adopting an anti-foundational account of ontological dependence. Drawing on conclusions from the ancient Indian philosophical system of Madhyamaka Buddhism, Westerhoff defends his stance in a purely Western philosophical framework, and affirms that ontology, and philosophy more generally, need not be conceived as providing an ultimately true theory of the world. (shrink)

Jan Westerhoff unfolds the story of one of the richest episodes in the history of Indian thought, the development of Buddhist philosophy during the first millennium CE. He aims to offer the reader a systematic grasp of key Buddhist concepts such as non-self, suffering, reincarnation, karma, and nirvana.

The Indian philosopher Acarya Nagarjuna (c. 150-250 CE) was the founder of the Madhyamaka (Middle Path) school of Mahayana Buddhism and arguably the most influential Buddhist thinker after Buddha himself. Indeed, in the Tibetan and East Asian traditions, Nagarjuna is often referred to as the "second Buddha." This book presents a survey of the whole of Nagarjuna's philosophy based on his key philosophical writings. His primary contribution to Buddhist thought lies in the further development of the concept of sunyata or (...) "emptiness." For Nagarjuna, all phenomena are without any svabhava, literally "own-nature" or "self-nature," and thus without any underlying substance. Particular emphasis is put on discussing Nagarjuna's thinking as philosophy. The present discussion shows how his thoughts on metaphysics, epistemology, the self, language, and truth present a unified theory of reality with considerable systematic appeal. The book offers a systematic account of Nagarjuna's philosophical position. It reads Nagarjuna in his own philosophical context, but also shows that the issues of Indian and Tibetan Buddhist philosophy have at least family resemblances to issues in European philosophy. (shrink)

"The overall aim of this book is to understand the character of moral progress, so that making moral progress may become more systematic and secure, less chancy and less bloody. Drawing on three historical examples - the abolition of chattel slavery, the expansion of opportunities for women, and the increasing acceptance of same-sex love - it asks how those changes were brought about, and seeks a methodology for streamlining the kinds of developments that occurred. Moral progress is conceived as pragmatic (...) progress, progress from rather than progress to, achieved by overcoming the problems and limits of the current situation. Two kinds of problems are distinguished: problems of exclusion, found when the complaints of some people are ignored; and problems of false consciousness, present when the oppressed adopt judgments from the ambient society and do not protest their condition. The proposed methodology advocates procedures for listening to voiced complaints and for systematically reviewing the way in which particular self-conceptions, ideals and identities are taken to be appropriate for various groups of people. Through outlining a picture of moral practice, at both the individual and the societal levels, the book seeks to orient moral philosophy away from metaethical questions of realism and towards moral methodology"--. (shrink)

This paper starts from a brief sketch of the ‘classical’ figure of critical educational theory or science (Kritische Erziehungswissenshaft). ‘Critical educational theory’ presents itself as the privileged guardian of the critical principle of education (Bildung) and its emancipatory promise. It involves the possibility of saying ‘I’ in order to speak and think in one's own name, to be critical, self-reflective and independent, to determine dependence from the present power relations and existing social order. Actual social and educational reality and relations (...) are approached as a limitation, threat, alienation, re/oppression or negation of ultimate human principles or potential. The task of critical educational theory becomes one of enabling an autonomous, critical, self-reflective life. While ‘critique’ and ‘autonomy’ have meanwhile become commonplace, and ‘critique’ and ‘autonomy’ are reclaimed and required from everybody, we should also consider the question of the relation between an institutional or ideological framework as that which claims to question this frame and to constitute its opposite. The trivialisation of critique is taken as occasion to recall Michel Foucault's analysis of power relations and especially his thesis according to which the ‘government of individualisation’ is the actual figure of power. Starting from the framework offered by Foucault, it can be made clear that the autonomous, critical, self-reflective life does not represent an ultimate principle but refers to a very specific form of subjectification operating as a transmission belt for power. The autonomous, critical, self-reflective person appears as an historical model of self-conduct whereby power operates precisely through the intensification of reflectiveness and critique rather than through their repression, alienation or negation. This brings us back then to the question of how to conceive of the task of a critical educational theory at a time in which critique, autonomy and self-determination have become an essential modus operandi of the existing order. (shrink)

The article starts from the questions: what is it to be an inhabitant or citizen of a globalised world, and how are we to think of education in relation to such inhabitants? We examine more specifically the so–called ‘European area of higher education’ that is on the way to being established and that can be regarded as a concrete example of a process of globalisation. In the first part of the paper we try to show that the discursive horizon, and (...) the concrete techniques and strategies that accompany the establishment of this space of higher education, invite the inhabitants of that space to see themselves as entrepreneurial and autonomous entities. In the second part we show how this specific kind of subjectivation (this production of subjects), related as it is to this globalised space, involves what we call an immunisation that also affects our thinking and our ideas in and about education. To refer to this as a kind of immunisation implies that globalisation could in fact be considered a closing or enclosing rather than an opening up. We argue, therefore, that this immunisation needs to be refused in favour of the invention of other kinds of subjectivity, other ways of speaking and writing about the world and about education, such that we relate to ourselves in a different way. (shrink)

The article starts from the questions: what is it to be an inhabitant or citizen of a globalised world, and how are we to think of education in relation to such inhabitants? We examine more specifically the so–called ‘European area of higher education’ that is on the way to being established and that can be regarded as a concrete example of a process of globalisation. In the first part of the paper we try to show that the discursive horizon, and (...) the concrete techniques and strategies that accompany the establishment of this space of higher education, invite the inhabitants of that space to see themselves as entrepreneurial and autonomous entities. In the second part we show how this specific kind of subjectivation (this production of subjects), related as it is to this globalised space, involves what we call an immunisation that also affects our thinking and our ideas in and about education. To refer to this as a kind of immunisation implies that globalisation could in fact be considered a closing or enclosing rather than an opening up. We argue, therefore, that this immunisation needs to be refused in favour of the invention of other kinds of subjectivity, other ways of speaking and writing about the world and about education, such that we relate to ourselves in a different way. (shrink)

I argue that Hannah Arendt's analysis of the development of modern society illuminates one aspect of prevailing educational discourse. We can understand the ‘learning society’ as both an effect and an instrument of the logic of ‘bare biological life’ or zoé that Arendt claims is the ultimate point of reference for modern society. In such a society we seem to live permanently under the threat of social exclusion, being permanently put in the position of learners or problem-solvers, without the right (...) of appeal. To imagine the possibility of such an appeal requires us to recover our sense of the experience of childhood. (shrink)

A proof of the (propositional) Craig interpolation theorem for cut-free sequent calculus yields that a sequent with a cut-free proof (or with a proof with cut-formulas of restricted form; in particular, with only analytic cuts) with k inferences has an interpolant whose circuit-size is at most k. We give a new proof of the interpolation theorem based on a communication complexity approach which allows a similar estimate for a larger class of proofs. We derive from it several corollaries: (1) Feasible (...) interpolation theorems for the following proof systems: (a) resolution (b) a subsystem of LK corresponding to the bounded arithmetic theory S 2 2 (α) (c) linear equational calculus (d) cutting planes. (2) New proofs of the exponential lower bounds (for new formulas) (a) for resolution ([15]) (b) for the cutting planes proof system with coefficients written in unary ([4]). (3) An alternative proof of the independence result of [43] concerning the provability of circuit-size lower bounds in the bounded arithmetic theory S 2 2 (α). In the other direction we show that a depth 2 subsystem of LK does not admit feasible monotone interpolation theorem (the so called Lyndon theorem), and that a feasible monotone interpolation theorem for the depth 1 subsystem of LK would yield new exponential lower bounds for resolution proofs of the weak pigeonhole principle. (shrink)

This is a collection of essays about logic and its applications to various philosophical problems. In general, it is argued that logic constitutes an important device of philosophical analysis. Concerning the nature of logic the author defends the thesis that first-order logic is the logic. Among the philosophical problems to which logic is applied in the essays are: truth, consistency, realism, foundations of semantics, psychologism, undetermination of theories by empirical data, modalities, value concepts, identity, vagueness, God's existence, transcendentals, legal reasoning, (...) category mistakes, bivalence, the cognitive relation, and meaningfulness. (shrink)

Following Foucault, ‘critique’ could be regarded as being the art not to be governed in this way or as a project of desubjectivation. In this paper it is shown how such a project could be described as an e‐ducative practice. It explores this idea through an example which Foucault himself gave of such a critical practice: the writing of ‘experience books’. Thus it appears that such an e‐ducative practice is a ‘dangerous’, public and uncomfortable practice that is not in need (...) of pastoral care but requires generosity, presence and attention. As such it demands a pedagogy of experience which is to be invented in order to ‘make’ oneself into a question, to transgress the limits of a governmental regime. (shrink)

We recall the notions of weak and strong Euler characteristics on a first order structure and make explicit the notion of a Grothendieck ring of a structure. We define partially ordered Euler characteristic and Grothendieck ring and give a characterization of structures that have non-trivial partially ordered Grothendieck ring. We give a generalization of counting functions to locally finite structures, and use the construction to show that the Grothendieck ring of the complex numbers contains as a subring the ring of (...) integer polynomials in continuum many variables. We prove the existence of a universal strong Euler characteristic on a structure. We investigate the dependence of the Grothendieck ring on the theory of the structure and give a few counter-examples. Finally, we relate some open problems and independence results in bounded arithmetic to properties of particular Grothendieck rings. (shrink)

We recall the notions of weak and strong Euler characteristics on a first order structure and make explicit the notion of a Grothendieck ring of a structure. We define partially ordered Euler characteristic and Grothendieck ring and give a characterization of structures that have non-trivial partially ordered Grothendieck ring. We give a generalization of counting functions to locally finite structures, and use the construction to show that the Grothendieck ring of the complex numbers contains as a subring the ring of (...) integer polynomials in continuum many variables. We prove the existence of a universal strong Euler characteristic on a structure. We investigate the dependence of the Grothendieck ring on the theory of the structure and give a few counter-examples. Finally, we relate some open problems and independence results in bounded arithmetic to properties of particular Grothendieck rings. (shrink)

This paper addresses theoretical challenges, still relevant today, that arose in the first decades of the twentieth century related to the concept of the organism. During this period, new insights into the plasticity and robustness of organisms as well as their complex interactions fueled calls, especially in the UK and in the German-speaking world, for grounding biological theory on the concept of the organism. This new organism-centered biology understood organisms as the most important explanatory and methodological unit in biological investigations. (...) At least three theoretical strands can be distinguished in this movement: Organicism, dialectical materialism, and holistic biology. This paper shows that a major challenge of OCB was to describe the individual organism as a causally autonomous and discrete unit with consistent boundaries and, at the same time, as inextricably interwoven with its environment. In other words, OCB had to conciliate individualistic with anti-individualistic perspectives. This challenge was addressed by developing a concept of life that included functionalist and metabolic elements, as well as biochemical and physical ones. It allowed for specifying organisms as life forms that actively delimit themselves from the environment. Finally, this paper shows that the recent return to the concept of the organism, especially in the so-called “Extended Evolutionary Synthesis,” is challenged by similar anti-individualistic tendencies. However, in contrast to its early-twentieth-century forerunner, today’s organism-centered approaches have not yet offered a solution to this problem. (shrink)

Strategic ignorance is a widespread phenomenon. In a laboratory setting, many participants avoid learning information about the consequences of their behaviour in order to act egoistically. In real life, many consumers avoid information about their purchases or the working conditions in which they were produced in order to retain their lifestyle. The question is whether agents are blameworthy for such strategically ignorant behaviour. In this paper, I explore quality of will resources, according to which agents are blameworthy, roughly, depending on (...) their moral concern. The account I will propose—the Maximal Account—has three innovative features: it utilizes a suitable concept of maximal moral concern, it offers an accountability version of the account which significantly differs from the more familiar attributability variant, and it maintains that agents without maximal concern are blameworthy. (shrink)

In recent years, biologists and philosophers of science have argued that evolutionary theory should incorporate more seriously the idea of ‘reciprocal causation.’ This notion refers to feedback loops whereby organisms change their experiences of the environment or alter the physical properties of their surroundings. In these loops, in particular niche constructing activities are central, since they may alter selection pressures acting on organisms, and thus affect their evolutionary trajectories. This paper discusses long-standing problems that emerge when studying such reciprocal causal (...) processes between organisms and environments. By comparing past approaches to reciprocal causation from the early twentieth century with contemporary ones in niche construction theory, we identify two central reoccurring problems: All of these approaches have not been able to provide a conceptual framework that allows maintaining meaningful boundaries between organisms and environments, instead of merging the two, and integrating experiential and physical kinds of reciprocal causation. By building on case studies of niche construction research, we provide a model that is able to solve these two problems. It allows distinguishing between mutually interacting organisms and environments in complex scenarios, as well as integrating various forms of experiential and physical niche construction. (shrink)

Why act when the effects of one’s act are negligible? For example, why boycott sweatshop or animal products if doing so makes no difference for the better? According to recent proposals, one may still have a reason to boycott in order to avoid complicity or participation in harm. Julia Nefsky has argued that accounts of this kind suffer from the so-called “superfluity problem,” basically the question of why agents can be said to participate in harm if they make no difference (...) to it. This paper develops and responds to Nefsky’s challenge. (shrink)

There is unanimous agreement that Nāgārjuna (ca 150–250 AD) is the most important Buddhist philosopher after the historical Buddha himself and one of the most original and influential thinkers in the history of Indian philosophy. His philosophy of the “middle way” (madhyamaka) based around the central notion of “emptiness” (śūnyatā) influenced the Indian philosophical debate for a thousand years after his death; with the spread of Buddhism to Tibet, China, Japan and other Asian countries the writings of Nāgārjuna became an (...) indispensable point of reference for their own philosophical inquiries. A specific reading of Nāgārjuna's thought, called Prāsaṅgika-Madhyamaka, became the official philosophical position of Tibetan Buddhism which regards it as the pinnacle of philosophical sophistication up to the present day. (shrink)

The article investigates how two different conceptions of the edifying potential of education attempt to take into account the normative dimension of scientific knowledge. In the first conception it is the demand for truth that is edifying, whereas in the second concept it is a distinctively ethical demand. It is argued that the first concept in the end implies the subjection of education to the ‘brutality of facticity’, under which it risks losing its critical point. The second conception, drawing on (...) Levinas and Arendt, tries to safeguard this critical point. It conceives education as a process through which scientific knowledge is made subject to reflection, and is thus confronted with the ethical challenges and demands of society. (shrink)

Following Foucault, ‘critique’ could be regarded as being the art not to be governed in this way or as a project of desubjectivation. In this paper it is shown how such a project could be described as an e‐ducative practice. It explores this idea through an example which Foucault himself gave of such a critical practice: the writing (and reading) of ‘experience books’. Thus it appears that such an e‐ducative practice is a ‘dangerous’, public and uncomfortable practice that is not (...) in need of pastoral care but requires generosity, presence and attention. As such it demands a pedagogy of experience which is to be invented in order to ‘make’ oneself into a question, to transgress the limits of a governmental regime. (shrink)

The Indian philosopher Acharya Nagarjuna was the founder of the Madhyamaka school of Mahayana Buddhism and arguably the most influential Buddhist thinker after Buddha himself. Indeed, in the Tibetan and East Asian traditions, Nagarjuna is often referred to as the 'second Buddha.' His primary contribution to Buddhist thought lies is in the further development of the concept of sunyata or 'emptiness.' For Nagarjuna, all phenomena are without any svabhaba, literally 'own-nature' or 'self-nature', and thus without any underlying essence. In this (...) book, Jan Westerhoff offers a systematic account of Nagarjuna's philosophical position. He reads Nagarjuna in his own philosophical context, but he does not hesitate to show that the issues of Indian and Tibetan Buddhist philosophy have at least family resemblances to issues in European philosophy. (shrink)

The increasing emphasis on participation in education offers the starting point for this paper. Participation appears to be a strategic notion in a particular problematisation of education: this is installed through certain ways of speaking and writing (discourse) and through certain procedures, instruments and techniques that are proposed and developed in different places and spaces (technology). Participation is thereby claimed to empower individuals and to emancipate the child or the student from dominant regimes of power, including liberating them from oppressive (...) traditional educational practices. Foucault's concept of governmentality, which offers us a specific understanding of power, helps us to analyse the discourse and technology of participation in a different way: participation comes to be seen not as an increase in freedom and empowerment, but as an element in a particular mode of government or power. According to this analysis the plea for practices of participation appears as an interpellation or call, governing the way that people act and behave, and encouraging them to think of themselves in a very specific way. We characterise this in terms of immunisation. (shrink)

BackgroundSexual boundary violations in healthcare are harmful and exploitative sexual transgressions in the professional–client relationship. Persons with mental health issues or intellectual disabilities, especially those living in residential settings, are especially vulnerable to SBV because they often receive long-term intimate care. Promoting good sexual health and preventing SBV in these care contexts is a moral and practical challenge for healthcare organizations.MethodsWe carried out a qualitative interview study with 16 Dutch policy advisors, regulators, healthcare professionals and other relevant experts to explore (...) their perspectives on preventing SBV in mental health and disability care organizations. We used inductive thematic analysis to interpret our data.ResultsWe found three main themes on how healthcare organizations can prevent SBV in mental health and disability care: setting rules and regulations, engaging in dialogue about sexuality, and addressing systemic and organizational dimensions.ConclusionOur findings suggest that preventing SBV in mental health and disability care organizations necessitates setting suitable rules and regulations and facilitating dialogue about positive aspects of sexuality and intimacy, as well as about boundaries, and inappropriate behaviors or feelings. Combining both further requires organizational policies and practices that promote transparency and reflection, and focus on creating a safe environment. Our findings will help prevent SBV and promote sexual health in mental health and disability care organizations. (shrink)

This introduction provides an overview of the current state of the debate on the epistemic condition of moral responsibility. In sect. 1, we discuss the main concepts ‘ignorance’ and ‘responsibility’. In sect. 2, we ask why agents should inform themselves. In sect. 3, we describe what we take to be the core agreement among main participants in the debate. In sect. 4, we explain how this agreement invites a regress argument with a revisionist implication. In sect. 5, we provide an (...) overview of the main responses to the regress argument. In sect. 6, we address the question why blameless ignorance excuses. In sect. 7, we describe further issues that are addressed in the book. In sect. 8, we conclude with some discussion of future directions the debate might take. (shrink)

Notes on the life of Adolf Lindenbaum, a complete bibliography of his published works, and selected references to his unpublished results.

Group judgements are often – implicitly or explicitly – influenced by their members’ individual expertise. However, given that expertise is seldom recognized fully and that some distortions may occur (bias, correlation, etc.), it is not clear that differential weighting is an epistemically advantageous strategy with respect to straight averaging. Our paper characterizes a wide set of conditions under which differential weighting outperforms straight averaging and embeds the results into the multidisciplinary group decision-making literature.

Biologists and philosophers of science have recently called for an extension of evolutionary theory. This so-called ‘extended evolutionary synthesis’ seeks to integrate developmental processes, extra-genetic forms of inheritance, and niche construction into evolutionary theory in a central way. While there is often agreement in evolutionary biology over the existence of these phenomena, their explanatory relevance is questioned. Advocates of EES posit that their perspective offers better explanations than those provided by ‘standard evolutionary theory’. Still, why this would be the case (...) is unclear. Usually, such claims assume that EES’s superior explanatory status arises from the pluralist structure of EES, its different problem agenda, and a growing body of evidence for the evolutionary relevance of developmental phenomena. However, what is usually neglected in this debate is a discussion of what the explanatory standards of EES actually are, and how they differ from prevailing standards in SET. In other words, what is considered to be a good explanation in EES versus SET? To answer this question, we present a theoretical framework that evaluates the explanatory power of different evolutionary explanations of the same phenomena. This account is able to identify criteria for why and when evolutionary explanations of EES are better than those of SET. Such evaluations will enable evolutionary biology to find potential grounds for theoretical integration. (shrink)