Evolutionary theory is awash with probabilities. For example, natural selection is said to occur when there is variation in fitness, and fitness is standardly decomposed into two components, viability and fertility, each of which is understood probabilistically. With respect to viability, a fertilized egg is said to have a certain chance of surviving to reproductive age; with respect to fertility, an adult is said to have an expected number of offspring.1 There is more to evolutionary theory than the theory of (...) natural selection, and here too one finds probabilistic concepts aplenty. When there is no selection, the theory of neutral evolution says that a gene’s chance of eventually reaching fixation is 1/(2N), where N is the number of organisms in the generation of the diploid population to which the gene belongs. The evolutionary consequences of mutation are likewise conceptualized in terms of the probability per unit time a gene has of changing from one state to another. The examples just mentioned are all “forwarddirected” probabilities; they describe the probability of later events, conditional on earlier events. However, evolutionary theory also uses “backwards probabilities” that describe the probability of a cause conditional on its effects; for example, coalescence theory allows one to calculate the expected number of generations in the past that the genes in the present generation find their most recent common ancestor. (shrink)

I want to explain some of the gaps I see between the concepts of morality and altruism. Indeed, there are three concepts here that need to be disentangled, not just two. Evolutionists use the terms “altruism” and “selfishness” in a way that differs from the usage found in ordinary parlance. So my goal is to separate evolutionary altruism, psychological altruism, and morality. Morality includes a variety of characteristics. There is more to morality than altruism. If we can avoid the mistake (...) of thinking we have explained the whole when we have explained only the part, we may yet be able to advance our understanding of what morality is and where it came from. (shrink)

God and numbers provide two challenges to metaphysical naturalism–the former if God exists and is a supernatural being, the latter if numbers exist and mathematical Platonism is true. Evolutionary theory is often described as having a commitment to naturalism, but this is doubly wrong. The theory is neutral on the question of whether God exists and mathematical evolutionary theory entails that numbers exist. The chapter develops the point about theistic neutrality by considering what evolutionary biologists mean when they say that (...) mutations are “unguided.” Evolutionary theory is logically compatible with deism and also with various interventionist theologies. In connection with mathematical evolutionary theory, the chapter discusses and criticizes the indispensability argument for mathematical Platonism developed by Quine and Putnam. The chapter criticizes their epistemological holism by considering ideas in Bayesian confirmation theory. (shrink)

Developing a definition of group selection, and applying that definition to the dispute in the social sciences between methodological holists and methodological individualists, are the two goals of this paper. The definition proposed distinguishes between changes in groups that are due to group selection and changes in groups that are artefacts of selection processes occurring at lower levels of organization. It also explains why the existence of group selection is not implied by the mere fact that fitness values of organisms (...) are sensitive to the composition of groups. And, lastly, the definition explains why group selection need not involve selection for altruism. Group selection is thereby seen as an evolutionary force which is objectively distinct from other evolutionary forces. Applying the distinction between group and individual selection to the holism/individualism dispute has the desirable result that the dispute is not decidable a priori. This way of looking at the dispute yields a conception of individualism which is untainted by atomism and a conception of holism which is unspoiled by hypostatis. (shrink)

God and numbers provide two challenges to metaphysical naturalism–the former if God exists and is a supernatural being, the latter if numbers exist and mathematical Platonism is true. Evolutionary theory is often described as having a commitment to naturalism, but this is doubly wrong. The theory is neutral on the question of whether God exists and mathematical evolutionary theory entails that numbers exist. The chapter develops the point about theistic neutrality by considering what evolutionary biologists mean when they say that (...) mutations are “unguided.” Evolutionary theory is logically compatible with deism and also with various interventionist theologies. In connection with mathematical evolutionary theory, the chapter discusses and criticizes the indispensability argument for mathematical Platonism developed by Quine and Putnam. The chapter criticizes their epistemological holism by considering ideas in Bayesian confirmation theory. (shrink)

Educational Research is commonly regarded as a rational pursuit aimed at the production of objective knowledge. Researchers are expected to avoid value bias by detaching themselves from the normative conceptions of education that shape practice in schools and classrooms, and by casting themselves in the role of the impartial spectator. It is assumed that, as a rational pursuit, educational research is not directly concerned with changing practice but simply with discovering facts about it.This paper claims that it is possible to (...) construct a view of educational research as a form of rational and disciplined inquiry that does not depend on any underpinning spectator theory of knowledge. Nor, the paper claims, does it imply any underpinning foundational principles of rational action and choice. Rather it implies a form of disciplined conversation in which reasons for action are scrutinised, critiqued and modified without resort to foundational principles of rationality. Drawing particularly on the work of John Dewey, Richard Rorty and Amartya Sen, the paper casts educational research as a practical science—a form of action research—that is underpinned by a democratic conception of rationality. In doing so, it contrasts educational research, shaped by a pragmatic theory of knowledge, with research on education that is shaped by a spectator theory. (shrink)

The logical empiricists said some good things about epistemology and scientific method. However, they associated those epistemological ideas with some rather less good ideas about philosophy of language. There is something epistemologically suspect about statements that cannot be tested. But to say that those statements are meaningless is to go too far. And there is something impossible about trying to figure out which of two empirically equivalent theories is true. But to say that those theories are synonymous is also to (...) go too far. My goal in this paper is not to resuscitate all these positivist ideas, but to revisit just one of them. Instrumentalism is the idea that theories are instruments for making predictions. Of course, no one would disagree that this is one of the things we use theories to do. In just the same way, no one could disagree with the emotivist claim that one of the things we do with ethical terms like "good" and "right" is to express our feelings of approval and disapproval. Instrumentalism and emotivism become contentious, and therefore interesting, when these claims are supplemented. (shrink)

Educational Research is commonly regarded as a rational pursuit aimed at the production of objective knowledge. Researchers are expected to avoid value bias by detaching themselves from the normative conceptions of education that shape practice in schools and classrooms, and by casting themselves in the role of the impartial spectator. It is assumed that, as a rational pursuit, educational research is not directly concerned with changing practice but simply with discovering facts about it.This paper claims that it is possible to (...) construct a view of educational research as a form of rational and disciplined inquiry that does not depend on any underpinning spectator theory of knowledge. Nor, the paper claims, does it imply any underpinning foundational principles of rational action and choice. Rather it implies a form of disciplined conversation in which reasons for action are scrutinised, critiqued and modified without resort to foundational principles of rationality. Drawing particularly on the work of John Dewey, Richard Rorty and Amartya Sen, the paper casts educational research as a practical science—a form of action research—that is underpinned by a democratic conception of rationality. In doing so, it contrasts educational research, shaped by a pragmatic theory of knowledge, with research on education that is shaped by a spectator theory. (shrink)

In this article we attempt to complicate traditional--and, we argue, limited and exclusionary--definitions of interdisciplinarity as the bringing into dialogue of established disciplines without questioning the parameters and practices of those disciplines. We propose that interdisciplinarity instead might mean teaching and learning among, between, and in the midst of those of innate or learned capacities--not only college faculty but also students and staff. To illustrate this more radical iteration of interdisciplinarity, we draw on a range of definitions of the key (...) terms, “discipline” and “faculty,” and we offer a case study of a workshop we co-facilitated in which we brought differently positioned individuals together to engage in the educational process and the production of knowledge. We hope that this discussion contributes to expanding the notions and practices of interdisciplinarity. (shrink)

Book Reviws in this ArticleThe Human Body and the Law, 2nd edition by D.W. Meyers, Edinburgh University Press, 1990Classic Cases in Medical Ethics by Gregory E. Pence. New York: McGraw‐Hill Publishing Co. 1990Changing Values in Medical and Health Care Decision Making, edited by Uffejuul Jensen and Gavin Mooney. Chichester: John Wiley & Sons, 1990IVF and Justice by Teresa Iglesias, London: The Linacre Centre For Health Care Ethics, 1990The Practical, Moral and Personal Sense of Nursing: A Phenomenon‐ological Philosophy of Practice by (...) Anne H. Bishop and John R. Scudder, Jr. New York: State University of New York Press, 1990A Companion to Ethics, edited by Peter Singer. Oxford and Cambridge, Mass: Basil Blackwell, 1991.Ethics and Law in Health Care and Research edited by Peter Byrne, Chichester, UK: 1990The Human Embryo edited by G.R. Dunstan, Exeter: Exeter University Press, 1990Everyday Ethics: Resolving Dilemmas in Nursing Home Life by Rosalie A. Kane and Arthur L. Caplan. N.Y.: Springer Publishing Company, 1990Psychiatric Ethics, 2nd edition, edited by S. Bloch and P. Chodoff. Oxford, Oxford University Press, 1991Health Care and Gender by Charlotte Muller. New York: Russell Sage Foundation, 1990. (shrink)

Do traits evolve because they are good for the group, or do they evolve because they are good for the individual organisms that have them? The question is whether groups, rather than individual organisms, are ever “units of selection.” My exposition begins with the 1960’s, when the idea that traits evolve because they are good for the group was criticized, not just for being factually mistaken, but for embodying a kind of confused thinking that is fundamentally at odds with the (...) logic that Darwin’s theory requires. A counter-movement has arisen since the 1960’s, called multi-level selection theory, according to which selection acts at multiple levels, including the level of the group. After discussing the 1960’s attack on group selection and the concept’s subsequent revival, I examine Darwin’s views on the subject. I discuss what Darwin says about four examples: human morality, the barbed stinger of the honeybee, neuter workers in species of social insect, and the sterility of many interspecies hybrids. I argue that Darwin defended hypotheses of group selection in the first three problems, but rejected it in the fourth. I also discuss Darwin’s general views about the role of group selection in evolution. (shrink)

Los filósofos han tendido a discutir el esencialismo como si fuera una doctrina global, una filosofía que, por alguna razón uniforme, debiera ser adoptada por todas las ciencias o por ninguna. Popper (1972) ha adoptado una postura global negativa, porque ve al esencialismo como un obstáculo fundamental para la racionalidad científica. También Quine (1953b, 1960), por una combinación de motivos semánticos y epistemológicos, quiere desterrar el esencialismo de la totalidad del discurso científico. Sin embargo, en fechas más recientes, Putnam (1975) (...) y Kripke (1972) han propugnado doctrinas esencialistas y han afirmado que es tarea de cada ciencia investigar las propiedades esenciales de sus clases naturales constitutivas. (shrink)

What do musicians, critics, and listeners mean when they use emotion‐words to describe a piece of instrumental music? How can ‘pure’ musical sounds ‘express’ emotions such as joyfulness, sadness, anguish, optimism, and anger? Sounds are not living organisms; sounds cannot feel emotions. Yet many people around the world believe they hear emotions in sounds and/or feel the emotions expressed by musical patterns. Is there a reasonable explanation for this dilemma? These issues gain additional importance when we ask them in the (...) context of music education. For example, can we, or should we, teach music students to listen‐for musical expressions of emotion? If so, how? My contention is that listeners can and do hear emotions in musical patterns; musical sounds can be expressive of emotions. Accordingly, I offer ideas for teaching students how to hear and create musical expressions of emotions. (shrink)

What do musicians, critics, and listeners mean when they use emotion‐words to describe a piece of instrumental music? How can ‘pure’ musical sounds ‘express’ emotions such as joyfulness, sadness, anguish, optimism, and anger? Sounds are not living organisms; sounds cannot feel emotions. Yet many people around the world believe they hear emotions in sounds and/or feel the emotions expressed by musical patterns. Is there a reasonable explanation for this dilemma?These issues gain additional importance when we ask them in the context (...) of music education. For example, can we, or should we, teach music students to listen‐for musical expressions of emotion? If so, how?My contention is that listeners can and do hear emotions in musical patterns; musical sounds can be expressive of emotions. Accordingly, I offer ideas for teaching students how to hear and create musical expressions of emotions. (shrink)

This chapter contains sections titled: The Standard Models of Decision‐making Capacity and Surrogate Decision‐making References Further reading.

After clarifying how Darwin understood natural selection and common ancestry, I consider how the two concepts are related in his theory. I argue that common ancestry has an evidential priority. For Darwin, arguments about natural selection often make use of the assumption of common ancestry, whereas defending common ancestry does not require the assumption that natural selection has been at work. In fact, Darwin held that the key evidence for common ancestry comes from characters whose evolution is not caused by (...) natural selection. This raises the question of why Darwin puts natural selection first and foremost in the Origin. (shrink)

The argument from design is best understood as a likelihood inference. Its Achilles heel is our lack of knowledge concerning the aims and abilities that the putative designer would have; in consequence, it is impossible to determine whether the observations are more probable under the design hypothesis than they are under the hypothesis of chance. Hypotheses about the role played by natural selection in the history of life also can be evaluated within a likelihood framework, and here too there are (...) auxiliary assumptions that need to be in place if the likelihoods of selection and chance are to be compared. I describe some problems that arise in connection with the project of obtaining independent evidence concerning those auxiliary assumptions. (shrink)

In ‘Two Dogmas of Empiricism’, Quine attacks the analytic/synthetic distinction and defends a doctrine that I call epistemological holism. Now, almost fifty years after the article’s appearance, what are we to make of these ideas? I suggest that the philosophical naturalism that Quine did so much to promote should lead us to reject Quine’s brief against the analytic/synthetic distinction; I also argue that Quine misunderstood Carnap's views on analyticity. As for epistemological holism, I claim that this thesis does not follow (...) from the logical point that Duhem and Quine made about the role of auxiliary assumptions in hypothesis testing, and that the thesis should be rejected. (shrink)