The Epistemology of Development, Evolution, and Genetics


Book Description

These essays examine the developments in three fundamental biological disciplines--embryology, evolutionary biology, and genetics. These disciplines were in conflict for much of the 20th century and the essays in this collection examine key methodological problems within these disciplines and the difficulties faced in overcoming the conflicts between them. Burian skillfully weaves together historical appreciation of the settings within which scientists work, substantial knowledge of the biological problems at stake and the methodological and philosophical issues faced in integrating biological knowledge drawn from disparate sources.




The Concept of the Gene in Development and Evolution


Book Description

Advances in molecular biological research in the latter half of the twentieth century have made the story of the gene vastly complicated: the more we learn about genes, the less sure we are of what a gene really is. Knowledge about the structure and functioning of genes abounds, but the gene has also become curiously intangible. This collection of essays renews the question: what are genes? Philosophers, historians and working scientists re-evaluate the question in this volume, treating the gene as a focal point of interdisciplinary and international research. It will be of interest to professionals and students in the philosophy and history of science, genetics and molecular biology.




Biology and Epistemology


Book Description

This book, first published in 2000, explores a range of diverse issues in the intersection of biology and epistemology.




Dance to the Tune of Life


Book Description

This book formulates a relativistic theory of biology, challenging the common gene-centred view of organisms.




Conceptual Change in Biology


Book Description

This volume explores questions about conceptual change from both scientific and philosophical viewpoints by analyzing the recent history of evolutionary developmental biology. It features revised papers that originated from the workshop "Conceptual Change in Biological Science: Evolutionary Developmental Biology, 1981-2011" held at the Max Planck Institute for the History of Science in Berlin in July 2010. The Preface has been written by Ron Amundson. In these papers, philosophers and biologists compare and contrast key concepts in evolutionary developmental biology and their development since the original, seminal Dahlem conference on evolution and development held in Berlin in 1981. Many of the original scientific participants from the 1981 conference are also contributors to this new volume and, in conjunction with other expert biologists and philosophers specializing on these topics, provide an authoritative, comprehensive view on the subject. Taken together, the papers supply novel perspectives on how and why the conceptual landscape has shifted and stabilized in particular ways, yielding insights into the dynamic epistemic changes that have occurred over the past three decades. This volume will appeal to philosophers of biology studying conceptual change, evolutionary developmental biologists focused on comprehending the genesis of their field and evaluating its future directions, and historians of biology examining this period when the intersection of ev olution and development rose again to prominence in biological science.




Embryology, Epigenesis and Evolution


Book Description

Historically, philosophers of biology have tended to sidestep the problem of development by focusing primarily on evolutionary biology and, more recently, on molecular biology and genetics. Quite often too, development has been misunderstood as simply, or even primarily, a matter of gene activation and regulation. Nowadays a growing number of philosophers of science are focusing their analyses on the complexities of development, and in Embryology, Epigenesis and Evolution Jason Scott Robert explores the nature of development against current trends in biological theory and practice and looks at the interrelations between development and evolution (evo-devo), an area of resurgent biological interest. Clearly written, this book should be of interest to students and professionals in the philosophy of science and the philosophy of biology.




Epistemology and Science Education


Book Description

How is epistemology related to the issue of teaching science and evolution in the schools? Addressing a flashpoint issue in our schools today, this book explores core epistemological differences between proponents of intelligent design and evolutionary scientists, as well as the critical role of epistemological beliefs in learning science. Preeminent scholars in these areas report empirical research and/or make a theoretical contribution, with a particular emphasis on the controversy over whether intelligent design deserves to be considered a science alongside Darwinian evolution. This pioneering book coordinates and provides a complete picture of the intersections in the study of evolution, epistemology, and science education, in order to allow a deeper understanding of the intelligent design vs. evolution controversy. This is a very timely book for teachers and policy makers who are wrestling with issues of how to teach biology and evolution within a cultural context in which intelligent design has been and is likely to remain a challenge for the foreseeable future.




Evolution and the Big Questions


Book Description

Evolution and the Big Questions “David N. Stamos’s Evolution and the Big Questions delivers what its title promises—you get to look at all of the issues, such as race and ethics and religion, that make the study of evolution so interesting, and more than just a science. The book is written in a clear and friendly manner and deserves a very wide readership.” Michael Ruse, Florida State University This provocative text considers whether evolutionary explanations can be used to clarify some of life’s biggest questions. It offers a lively, informative, and timely look at a wide variety of key issues facing all of us today—including questions of race, sex, gender, the nature of language, religion, ethics, knowledge, consciousness, and, ultimately, thc meaning of life. Some of the questions examined are: Did evolution make men and women fundamentally different? Is the concept of race merely a social construction? Is morality, including universal human rights, a mass delusion? Can religion and evolution really be harmonized? Docs evolution render life meaningless? Designed for students and anyone with an interest in the relationship between evolutionary heritage and human nature, the text takes an interdisciplinary approach and offers direction for further reading and research. Each chapter presents a main topic, together with discussion of related ideas and arguments from various perspectives. Along the way, it poses life’s biggest questions, pulling no punches, and presenting a challenge to thinkers on all levels.




Handbook of Paleoanthropology


Book Description

This 3-volume handbook brings together contributions by the world ́s leading specialists that reflect the broad spectrum of modern palaeoanthropology, thus presenting an indispensable resource for professionals and students alike. Vol. 1 reviews principles, methods, and approaches, recounting recent advances and state-of-the-art knowledge in phylogenetic analysis, palaeoecology and evolutionary theory and philosophy. Vol. 2 examines primate origins, evolution, behaviour, and adaptive variety, emphasizing integration of fossil data with contemporary knowledge of the behaviour and ecology of living primates in natural environments. Vol. 3 deals with fossil and molecular evidence for the evolution of Homo sapiens and its fossil relatives.




Piaget's Conception of Evolution


Book Description

The first full-length study of Jean Piaget as a philosopher and evolutionist. Messerly traces Piaget's earliest conjectures about knowledge through its further developments to its mature formulation as 'genetic epistemology.' Messerly analyzes Piaget's constructivist theory of the evolution of human knowledge as continuous with, yet partially transcending, the biological process of adaptation to the environment. Messerly's study serves as an invitation to further explorations with Paiget's theory and will interest philosophers, biologists, and psychologists.