Frank E. Zachos offers a comprehensive review of one of today's most important and contentious issues in biology: the species problem. After setting the stage with key background information on the topic, the book provides a brief history of species concepts from antiquity to the Modern Synthesis, followed by a discussion of the ontological status of species with a focus on the individuality thesis and potential means of reconciling it with other philosophical approaches. More than 30 different species concepts (...) found in the literature are presented in an annotated list, and the most important ones, including the Biological, Genetic, Evolutionary and different versions of the Phylogenetic Species Concept, are discussed in more detail. Specific questions addressed include the problem of asexual and prokaryotic species, intraspecific categories like subspecies and Evolutionarily Significant Units, and a potential solution to the species problem based on a hierarchical approach that distinguishes between ontological and operational species concepts. A full chapter is dedicated to the challenge of delimiting species by means of a discrete taxonomy in a continuous world of inherently fuzzy boundaries. Further, the book outlines the practical ramifications for ecology and evolutionary biology of how we define the species category, highlighting the danger of an apples and oranges problem if what we subsume under the same name ("species") is in actuality a variety of different entities. A succinct summary chapter, glossary and annotated list of references round out the coverage, making the book essential reading for all biologists looking for an accessible introduction to the historical, philosophical and practical dimensions of the species problem. (shrink)

Monkeys and apes, inhabiting variable environments and subjected to K-selection, exhibit cultural behavior transmitted horizontally and vertically, like cetaceans. Behaviors enhancing better health and nutrition, predator avoidance, or mate selection, can affect differential reproduction.Furthermore, dominance hierarchies and social status not only affect the transmission and acceptance of new behaviors but they may also affect genetic inheritance.

The thought of Bernard Lonergan provides an epistemological position that is both true to the exigencies of modern science and yet open to the possibility of God and revealed religion. In this paper I outline Lonergan's “transcendental method,” which describes the basic pattern of operations involved in any act of human knowing, and discuss how Lonergan uses this cognitional theory as a basis for an epistemological position of critical realism. Then I explain how his approach handles some philosophical problems raised (...) by classical and modern science and show how his thought provides an intelligible link between the scientific and religious horizons. (shrink)

The sociology of knowledge can most generally be defined as the discipline devoted to the social origins of thought. It is an analysis concerned with specifying the existential basis of thought, and with establishing the relationship obtained between mental structures or thought, and that existential basis. Some very interesting and difficult problems arise from this conception of the sociology of knowledge. Perhaps the most obvious of these is whether or not a sociology of knowledge, as here conceived, is theoretically possible. (...) This is a problem I do not intend to deal with at present because limitations of time prevent me from doing even partial justice to it. (shrink)

We have developed a process model that learns in multiple ways while finding faults in a simple control panel device. The model predicts human participants' learning through its own learning. The model's performance was systematically compared to human learning data, including the time course and specific sequence of learned behaviors. These comparisons show that the model accounts very well for measures such as problem‐solving strategy, the relative difficulty of faults, and average fault‐finding time. More important, because the model learns and (...) transfers its learning across problems, it also accounts for the faster problem‐solving times due to learning when examined across participants, across faults, and across the series of 20 trials on an individual participant basis. The model shows how learning while problem solving can lead to more recognition‐based performance, and helps explain how the shape of the learning curve can arise through learning and be modified by differential transfer. Overall, the quality of the correspondence appears to have arisen from procedural, declarative, and episodic learning all taking place within individual problem‐solving episodes. (shrink)

1. Introduction. Cultural relativity is one of the most important conceptions to which anthropology and sociology have devoted much attention in recent years. It is a theory of human conduct based upon observational studies of different cultures and different societies. Many of the leaders in the various social sciences are currently among the advocates of this viewpoint. The burden of these pages, however, is that cultural relativity is flying under false colors: it claims to be empirical but is illogical; it (...) claims to be objective but is surreptitiously moral; it claims to be reasonable but elevates irrationalism; it claims to be scientific but prevents the development of an experimental science of sociocultural conduct. These are serious charges to lodge against leading social scientists; to detail them all would require much more space than is here available. Therefore this paper will be devoted to an incomplete exposition of only two points, namely, that cultural relativity is surreptitiously moral, and, that it deprives man of rational grounds for decision in certain crucial areas. To put the matter bluntly, the advocates of cultural relativity, while they allege themselves to be scientifically amoral, sneak in through the back door a peculiarly crude form of ethnocentric morality which is clearly contrary to the observable facts of human behavior; and, while presenting a presumably scientific analysis of human conduct, leave us only with personal taste as the basis for making certain important decisions.2. Cultural Relativity Defined. Cultural relativity, briefly stated, asserts that any set of customs and institutions, or way of life, is as valid as any other. It may be well to let some representative cultural relativists speak for themselves at this point, in order to show that the summary statement of their position, just given, is correct. The author of an excellent and widely adopted textbook in cultural anthropology stresses the dignity inherent in every body of custom, and abjures us to be tolerant of the ways of other people:… cultural relativism is a philosophy which … lays stress on the dignity inherent in every body of custom, and on the need for tolerance of conventions though they may differ from one's own … the relativistic point of view brings into relief the validity of every set of norms for those people whose lives are guided by them, and the values these represent. … The very core of cultural relativism is the social discipline that comes of respect for differences—of mutual respect. Emphasis on the worth of many ways of life, not one, is an affirmation of the values of each culture. Such emphasis seeks to understand and to harmonize goals, not to judge and destroy those that do not dovetail with our own,. (shrink)

1. Introduction. The purpose of this paper is to present an initial sociological analysis of science as an institution. This kind of analysis has long been made of other aspects of culture: of the family, the state, religion, economic enterprise and the like. An institution, as the term is used here, is simply… a definite and established phase of the public mind … often seeming, on account of its permanence and the visible customs and symbols in which it is clothed, (...) to have a somewhat distinct and independent existence. (shrink)

Three recent research reports by Topping and Trickey, by Fair and colleagues, and by Gorard, Siddiqui and Huat See have produced data that support the conclusion that a Philosophy for Children program of one-hour-per-week structured discussions has a marked positive impact on students. This article presents data from a follow up study done three years after the completion of the study reported in Fair et al.. The data show that the positive gains in scores on the Cognitive Abilities Test were (...) still present and had not faded after three years. Given the strength of these confirmations of the positive durable impact of the P4C program of structured discussions and given the relatively low cost of implementing the P4C program, it is recommended that it become a standard part of the school curriculum. (shrink)

Positivists since the time of Comte have defined objectivity in science in terms of the absence of prejudice on the part of the scientist towards the phenomena with which he deals. It has been assumed that if the observer would contemplate the facts himself, this objectivity—an absence of bias—could be attained. However, social psychologists, notably C. H. Cooley and G. H. Mead, have shown that this is not necessarily the case. In the study of culture, an outstanding positivist, W. G. (...) Sumner, in his discussion of folkways and mores, has shown that this objectivity is impossible to attain. These men have described the process through which objects arise in one's experience, and come to be defined in terms of that experience, so that the same object may mean different things to different people. This seems to be the case with certain areas of social theory. (shrink)

Theravāda Buddhists draw a doctrinal distinction between otherworldly (lokuttara) and this-worldly (lokiya) actions, and also an ecclesiastical distinction between bhikkhu (wandering mendicant or 4 "monastic") action and lay action. Within the Theravāda tradition these modes of action have overlapped to form a more empirically relevant set. This set is constituted by the otherworldly action of the path winning bhikkhus, the this-worldly action of ordinary bhikkhus, the path winning or bodhisatta (future Buddha) action of exceptional laymen, and the this-worldly action of (...) ordinary laymen. These four modes of action have meshed together to form the basis for very complex and persistent Theravāda societies in Sri Lanka and Southeast Asia. The article concludes with some methodological observations concerning the relationship between the study of action (as carried out in the body of the article), and the study of ethics (as carried out by most contemporary scholars in the field of religious ethics). (shrink)

The extent to which Pavlovian feed-forward mechanisms operate in primates is debatable. Monkeys and apes are long-lived, usually gregarious, and intelligent animals reliant on learned behavior. Learning occurs during play, mother-infant interactions, and grooming. We address these situations, and are hesitant to accept Domjan et al.'s reliance on Pavlovian conditioning as a major operant in primates.

A major problem of the philosophy of science is the construction of a comprehensive science of man and the universe. The sociology of science has a part to play in this tremendous task by indicating the extra-scientific influences bearing upon science at any given period, assisting, in this way, in developing a self-consciousness of science. It is believed that this self-consciousness is necessary to a scientific appraisal of the method of scientific inquiry, as well as being necessary to any attempt (...) to direct the development of science as an institution. This paper is to be regarded as a sociological evaluation of a work in the field of the philosophy of science, namely, F. S. C. Northrop's The Meeting of East and West. (shrink)

As presented by some, operationalism in sociology is Kantian in its view of the universe, of the assumptions and limitations of science, and of the scientist's ability to analyse and present the reality of the universe.In his exposition, George A. Lundberg rests operationalism upon a twofold basis. First there is a materially-conceived nature. This is expressed in the terms “X,” “the cosmos,” or “that which arouses certain responses.” We do not know, cannot know, nor can science tell us, anything about (...) the nature of this X, save that it precipitates responses. This position is qualified by making existence always relative to some responding organism. There is nothing final in the terms “existence” or “reality,” such as is usually implied in the terms “truth” and “fact.” An objective reality existing entirely independently of anyone's observations is believed by Lundberg to be incompatible with his philosophical basis. The only justification for this position is “… its demonstrable efficiency in helping us comprehend our world.”. (shrink)

What I am going to say here may be thought by some to be more appropriate to science as a whole, rather than “what sociology has to offer to the physical sciences.” The main point of my remarks has to do with objectivity and values in science. Great masses of people are today in doubt as to whether science is a friend or an enemy of theirs. They do not see it as a means to continued material progress, as objectively (...) measured in such things as the level of living, and morbidity and death rates. To them it is, for example, a means for spreading mass misery through depressions due to technological unemployment. Or, it is the means for the production of ever more destructive weapons in continually more destructive wars. (shrink)

The period between the Peace of Utrecht and the French Revolution is brought into focus in this essay. Professor Manuel deals with the age of the philosophes and the enlightened despots, when belief in man's ability to achieve a good society through reason was in its first hopeful flower. The powerful pressures of that time are evaluated - the rapidly increasing population, the phenomenal growth of cities and industries, the greater facility of travel and transportation, The modern nation-state, as exemplified (...) in France, England, the Hapsburg Empire, Prussia, and Russia, was growing strong and centralized. The relations of these states to one another are discussed. (shrink)

The historical development of a field of human knowledge progresses like the solution of a jig-saw puzzle, the full extent of which is completely unknown. What begins as an ocean may become only a lake; what starts as a grove of trees may develop into a forest. As study advances through the decades, the situation is repeatedly surveyed and the interpretation of the whole is modified to accord with the added information. For these reasons, conceptions and generalizations periodically undergo alteration, (...) as effectively stated and discussed by Cooper. Universal conformity in such conceptions is of course hardly to be expected in matters that deal largely with speculation rather than with simple experimental data. (shrink)

A common finding is that information order influences belief revision (e.g., Hogarth & Einhorn, 1992). We tested personal experience as a possible mitigator. In three experiments participants experienced the probabilistic relationship between pieces of information and object category through a series of trials where they assigned objects (planes) into one of two possible categories (hostile or commercial), given two sequentially presented pieces of probabilistic information (route and ID), and then they had to indicate their belief about the object category before (...) feedback. The results generally confirm the predictions from the Hogarth and Einhorn model. Participants showed a recency effect in their belief revision. Extending previous model evaluations the results indicate that the model predictions also hold for classification decisions, and for pieces of information that vary in their diagnostic values. Personal experience does not appear to prevent order effects in classification decisions based on sequentially presented pieces of information and in belief revision. (shrink)

The author draws upon his experience in teaching courses in religion and science in Taiwan, as well as more traditional sources in the history of Chinese religions and the history of science in China, to discuss the relationship of religion and science in contemporary Taiwan. Various aspects of Chinese and Taiwanese understandings of both science and religion are discussed. It is suggested that the nexus for the science‐religion dialogue does not lie in a doctrine of creation, which is noticeably absent (...) in Buddhism and most Chinese religions, but rather in the human person who seeks personal health and wholeness, right relations with fellow human beings, and harmony with the cosmos. The author notes that many of these ideas are not unique to China and Taiwan and that in considering other cultures, our understanding of our own culture is enriched. (shrink)

Several recent articles raise an issue long unaddressed in the medical literature: physician compliance with patient or family requests for futile or ineffectice therapy. Although they agree philosophically that such treatment ought not be given, most physicians have followed the course described by Stanley Fiel, in which a young patient dying of cystic fibrosis was accepted “for evaluation” by a transplant center even though he has already passed the threshold of viability as a candidate for a heart-lung transplant. Dr. Fiel (...) reported this action was taken not in the hope of doing the transplant but so that the family could assure themselves they had done “everything possible.” The patient, after a long and stressful cross-country flight, arrived at the hospital in respiratory failure. He died soon thereafter far from home and familiar surroundings. (shrink)

Is reductionism simply a methodology that has allowed science to progress to its current state (methodological reductionism), or does this methodology indicate something more, that the material universe is determined in full by its smallest components (ontological or causal reductionism)? Such questions lie at the heart of much of the contemporary religion–science dialogue. In this essay I suggest that the position articulated by philosopher–theologian Bernard Lonergan is particularly suitable for dealing with these questions. For Lonergan, the criterion of the real (...) is simply its verified intelligibility and not its imaginability. Each of the various levels of reality, as studied in sciences such as physics, chemistry, biology, and sensitive and rational psychology, consists of an intelligible integration of what on the lower level would be simply random occurrences. The things studied by the various sciences (atoms, molecules, cellular organisms, animals, human persons, and so on) are intelligible unities, and no one level is somehow more real than any other. I argue that such a scheme, while seeming somewhat counterintuitive, is best able to deal with the multilayered reality of the contemporary physical and life sciences and provide an opening to the richness of the social sciences and the achievements of human culture. (shrink)

Operationism may tentatively be defined as that scientific method which defines its concepts in terms of observable or communicable operations, however carried out. With few exceptions, it has been put forward as representing positivism in contemporary sociology. Sellars refers to it as a new and virulent form of positivism—logical positivism. In philosophy, logical positivism is the culmination of the sensationalism of Berkeley and Hume, the positivism of Mach and Avenarius and Comte, and the logistic of Russell and Wittgenstein. In sociology, (...) the philosophic assumptions of this school have been stated in a naive form, in addition to presenting Kantian idealism contradicted by an assumption of philosophic realism. (shrink)