This paper explores whether natural selection, a putative evolutionary mechanism, and a main one at that, can be characterized on either of the two dominant conceptions of mechanism, due to Glennan and the team of Machamer, Darden, and Craver, that constitute the “new mechanistic philosophy.” The results of the analysis are that neither of the dominant conceptions of mechanism adequately captures natural selection. Nevertheless, the new mechanistic philosophy possesses the resources for an understanding of natural selection under the rubric.

Recently, a number of philosophers of biology have endorsed views about random drift that, we will argue, rest on an implicit assumption that the meaning of concepts such as drift can be understood through an examination of the mathematical models in which drift appears. They also seem to implicitly assume that ontological questions about the causality of terms appearing in the models can be gleaned from the models alone. We will question these general assumptions by showing how the same equation (...) — the simple 2 = p2 + 2pq + q2 — can be given radically different interpretations, one of which is a physical, causal process and one of which is not. This shows that mathematical models on their own yield neither interpretations nor ontological conclusions. Instead, we argue that these issues can only be resolved by considering the phenomena that the models were originally designed to represent and the phenomena to which the models are currently applied. When one does take those factors into account, starting with the motivation for Sewall Wright’s and R.A. Fisher’s early drift models and ending with contemporary applications, a very different picture of the concept of drift emerges. On this view, drift is a term for a set of physical processes, namely, indiscriminate sampling processes. (shrink)

This paper considers recent heated debates led by Jerry A. Coyne andMichael J. Wade on issues stemming from the 1929–1962 R.A. Fisher-Sewall Wrightcontroversy in population genetics. William B. Provine once remarked that theFisher-Wright controversy is central, fundamental, and very influential.Indeed,it is also persistent. The argumentative structure of therecent (1997–2000) debates is analyzed with the aim of eliminating a logicalconflict in them, viz., that the two sides in the debates havedifferent aims and that, as such, they are talking past each other. (...) Given aphilosophical analysis of the argumentative structure of the debates,suggestions supportive of Wade's work on the debate are made that areaimed, modestly, at putting the persistent Fisher-Wright controversy on thecourse to resolution. (shrink)

According to Philip Kitcher, scientific unification is achieved via the derivation of numerous scientific statements from economies of argument schemata. I demonstrate that the unification of selection phenomena across domains in which it is claimed to occur--evolutionary biology, immunology and, speculatively, neurobiology--is unattainable on Kitcher's view. I then introduce an alternative method for rendering the desired unification based on the concept of a mechanism schema. I conclude that the gain in unification provided by the alternative account suggests that Kitcher's view (...) is defective. (shrink)

: Where there are cases of underdetermination in scientific controversies, such as the case of the molecular clock, scientists may direct the course and terms of dispute by playing off the multidimensional framework of theory evaluation. This is because assessment strategies themselves are underdetermined. Within the framework of assessment, there are a variety of trade-offs between different strategies as well as shifting emphases as specific strategies are given more or less weight in assessment situations. When a strategy is underdetermined, scientists (...) can change the dynamics of a controversy by making assessments using different combinations of evaluation strategies and/or weighting whatever strategies are in play in different ways. Following an underdetermination strategy does not end or resolve a scientific dispute. Consequently, manipulating underdetermination is a feature of controversy dynamics and not controversy closure. (shrink)

: This paper explores the calibration of laboratory models in population genetics as an experimental strategy for justifying experimental results and claims based upon them following Franklin (1986, 1990) and Rudge (1996, 1998). The analysis provided undermines Coyne et al.'s (1997) critique of Wade and Goodnight's (1991) experimental study of Wright's (1931, 1932) Shifting Balance Theory. The essay concludes by further demonstrating how this analysis bears on Diamond's (1986) claims regarding the weakness of laboratory experiments as evidence, and further how (...) the calibration strategy fits within Lloyd's (1987, 1988) account of the confirmation of ecological and evolutionary models. (shrink)

In a small handful of papers in theoretical population genetics, John Gillespie (2000a, 2000b, 2001) argues that a new stochastic process he calls "genetic draft" is evolutionarily more significant than genetic drift. This case study of chance in evolution explores Gillespie's proposed stochastic evolutionary force and sketches the implications of Gillespie's argument for philosophers' explorations of genetic drift.

Population genetics attempts to measure the influence of the causes of evolution, viz., mutation, migration, natural selection, and random genetic drift, by understanding the way those causes change the genetics of populations. But how does it accomplish this goal? After a short introduction, we begin in section (2) with a brief historical outline of the origins of population genetics. In section (3), we sketch the model theoretic structure of population genetics, providing the flavor of the ways in which population genetics (...) theory might be understood as incorporating causes. In sections (4) and (5) we discuss two specific problems concerning the relationship between population genetics and evolutionary causes, viz., the problem of conceptually distinguishing natural selection from random genetic drift, and the problem of interpreting fitness. In section (6), we briefly discuss the methodology and key epistemological problems faced by population geneticists in uncovering the causes of evolution. Section (7) of the essay contains concluding remarks. (shrink)

Sewall Wright's adaptive landscape is the most influential heuristic in evolutionary biology. Wright's biographer, Provine, criticized Wright's adaptive landscape, claiming that its heuristic value is dubious because of deep flaws. Ruse has defended Wright against Provine. Ruse claims Provine has not shown Wright's use of the landscape is flawed, and that, even if it were, it is heuristically valuable. I argue that both Provine's and Ruse's analyses of the adaptive landscape are defective and suggest a more adequate understanding of it.

We critique a series of recent papers in which Reidenbach and Robin developed a multidimensional ethics scale. Our critique raises four problems for the scale. First, it is not clear what the scale measures. Second, the semantic differential items used in the scale seem problematic. Third, the scale omits several important ethical rationales. Finally, no caveats accompany the scale to alert managers about its proper and improper use.

I argue that bureaucracies, as described by Max Weber, have essential characteristics that clash with basic educational values. On the one hand, bureaucracies, because of their divisions of labor, inevitably narrow all those who participate. Bureaucracies also, because of the need for impartiality, inevitably dehumanize all who participate. On the other hand, education aims to broaden and humanize those who participate in it. This tension between bureaucracy and education makes bureaucracy an unsuitable mechanism for delivering an education. Bureaucracies are often (...) the best ways to accomplish large tasks involving many people; however, the task of educating all humanity is not one of those tasks. Problems in education can only be exacerbated by “fixing” the bureaucracy, because efficiency, the greatest bureaucratic virtue, is harmful to education. While I offer no solution, I share some thoughts about how a humanizing, broadening, and suitably inefficient education might look. (shrink)

Hull et al. make a direct connection between selection and replication. My view is that selection, at its causal crux, is not inherently connected to replication. I make plain the causal crux of selection, distinguishing it from replication. I discuss implications of my results for Hull et al.'s critique of Darden and Cain (1989).

For whatever reasons, students seem more resistant than ever before to reading. Educators have catered to this trend, introducing learning activities other than reading. I argue that, in philosophy at least, nothing can substitute for reading and discussion. I further argue that the best readings are famous, intellectually challenging, and substantial enough to reward the student with a memorable philosophical experience. I have noticed that students appreciate meaty, classical, philosophical works that challenge them, but are bored by dumbed-down textbooks or (...) summaries. After considering some obvious objections, I relate two successful techniques I have used to raise the level of student engagement in class. (shrink)

Some people believe that there is an “explanatory gap” between the facts of physics and certain other facts about the world—for example, facts about consciousness. The gap is presented as a challenge to any thoroughgoing naturalism or physicalism. We believe that advocates of the explanatory gap have some reasonable expectations that cannot be merely dismissed. We also believe that naturalistic thinkers have the resources to close the explanatory gap, but that they have not adequately explained how and why these resources (...) work. In this paper we isolate the legitimate explanatory demands in the gap reasoning, as it is defended by Chalmers and Jackson . We then argue that these demands can be met. Our solution involves a novel proposal for understanding the relationship between theories, explanations, and scientific identities. (shrink)

Whenever we make a claim about a fictional entity, we seem to embroil ourselves in familiar problems of reference. This appearance is misleading, because what a sentence is about bears a greater resemblance to a Fregean sense than to a reference. All previous attempts to define 'about' consist of two approaches: "metalinguistic" theories of 'about', proposed by Ryle and Carnap, which fail to counterexamples wherein transparent contexts generate paradoxical consequences; and "semantic" theories of 'about' proposed by Putnam and by Goodman, (...) which fail to counterexamples wherein no term refers to that which the sentence is about. ;An untried alternative is to replace 'S is about k ' with 'S is about k for person p '. Clearly, such a definition need not confine itself to sentences, but may apply to works of art as well. A detailed examination of how one actually goes about arguing to an audience that some work of art W is about some topic, yields a definition that approximates normal usage, yet avoids many problematic notions, such as 'beliefs', 'ideas', and 'intentional states'. Necessary and sufficient truth conditions for 'W is about k for p at time T' turn out to include as major elements a causal chain leading from W to a set of "explicit thoughts" and dispositions, and the lack of an "aesthetic environment" which excludes W. (shrink)

Despite the apparent aptness of the spatial model for Internet concepts, I will try to show that the paradigm is in fact very misleading and unnatural First, I argue that Cyberspace lacks the central features that constitute a space. Then I show that the metaphor creates a poor conceptual model that yields false or misleading conclusions about how Cyberspace functions.

Charles Darwin was one of the first to propose a unified framework with which to understand human and animal behavior. The foundation of Darwin’s framework is his theory of descent with modification. What Darwin was convinced that theory allowed him to say about human and animal behavior is exemplified in the ‘continuity thesis.’ As Darwin put it, ‘there is a much wider interval in mental power between one of the lowest fishes, as a lamprey or lancelet, and one of the (...) higher apes, than between an ape and a man; yet this interval is filled up by numberless gradations’ (Darwin 1871 [1936]: 453). Darwin’s continuity thesis is the foundation of contemporary studies of animal behavior; it is, along with contemporary evolutionary theory, what unifies the field of animal behavior. (shrink)

Four years ago, I tried assigning blogs as homework to ensure that students came to class prepared for seminar discussions. From the start, it was clear that blogging was having a good effect, but I needed to make many refinements before I was satisfied that I was squeezing the greatest benefit from this device. In this paper, I summarize and explain the fully developed method on which I eventually settled. I first explain what I’m hoping will happen to students over (...) the semester. Then, I list some guiding principles that have pushed me in certain directions as I refined the method. Next, I give a step-by-step account of how the method works, from the syllabus to the classroom. Finally, I consider drawbacks, advantages, and an important objection. (shrink)

What of value can we philosophers of the contemporary world possibly learn from studying ancient philosophy? Of course, we often lecture about ancient writings in our classes. The Greeks blazed many trails through an uncharted philosophical wilderness, and their first steps still guide the first steps of today’s tenderfoot thinkers. What better guide than Socrates to conduct our students through the brambles of definition? What better companion than Aristotle to help those considering virtues and vices for the first time? What (...) better introduction to the existential condition than Epictetus? But the question I raise is not what of value we can impart to our students, but what of value can ancient philosophers impart... (shrink)