This paper addresses the question of how to understand the relationship between Cultural Evolutionary Science and the social sciences, given that they coexist and both study cultural change. I argue that CES is best understood as having a unificatory or integrative role between evolutionary biology and the social sciences, and that it is best characterized as a bridge field; I describe the concept of a bridge field and how it relates to other non-reductionist accounts of unification or integration used in (...) the philosophy of science literature. (shrink)

Why has it been so difficult to integrate paleontology and mainstream evolutionary biology? Two common answers are: (1) the two fields have fundamentally different aims, and (2) the tensions arise out of disciplinary squabbles for funding and prestige. This paper examines the role of fossil data in phylogeny reconstruction in order to assess these two explanations. I argue that while cladistics has provided a framework within which to integrate fossil character data, the stratigraphic (temporal) component of fossil data has been (...) harder to integrate. A close examination of how fossil data have been used in phylogeny reconstruction suggests that neither explanation is adequate. While some of the tensions between the fields may be intellectual turf wars, the second explanation downplays the genuine difficulty of combining the distinctive data of the two fields. Furthermore, it is simply not the case that the two fields pursue completely distinct aims. Systematists do disagree about precisely how to represent phylogeny (e.g., minimalist cladograms or trees with varying levels of detail) but given that every tree presupposes a pattern of branching (a cladogram), these aims are not completely distinct. The central problem has been developing methods that allow scientists to incorporate the distinctive bodies of data generated by these two fields. Further case studies will be required to determine if this explanation holds for other areas of interaction between paleontology and neontology. (shrink)

Although there are many historical and philosophical analyses of evolutionary developmental biology (EvoDevo), its development in the 1980s, when many individual or collective attempts to synthesize evolution and development were made, has not been examined in detail. This article focuses on some interdisciplinary studies during the 1980s and argues that they had important characteristics that previous historical and philosophical work has not recognized. First, we clarify how each set of studies from the 1980s integrated the results or approaches from different (...) biological fields, such as paleontology, developmental genetics, comparative morphology, experimental embryology, theoretical developmental biology, and population genetics. Second, after close examination we show that the interdisciplinary studies during the 1980s adopted different and conflicting views of genes, such as developmental-genetic, epigenetic, or population-genetic ones. We conclude that EvoDevo in the 1980s was a motley aggregation of various kinds of local integration. Finally, we discuss the implications of our analysis by comparing these early EvoDevo studies with those of the Modern Synthesis and with the present state of EvoDevo. (shrink)

Many degree programs in science and engineering aim at enabling their students to perform interdisciplinary problem solving. In this paper we present three types of expertise that are involved in different ways in interdisciplinary problem solving. In doing so we shall first characterise two important epistemological challenges commonly faced in interdisciplinary problem solving, namely the communication challenge that arises from the use of different concepts within different scientific domains, and the integration challenge that arises from the differences between domain-specific epistemological (...) standards. Next, drawing on recent work on expertise developed within science studies, we characterize the interactional expertise that is a precondition for scientists to communicate across scientific domains, and the integrational expertise that is a precondition for scientists to be able to integrate cognitive resources originating in different domains. Finally, we shall analyse how different types of interdisciplinary problem solving sets different requirements for interactional and integrational expertise and discuss the implications for science and engineering programs in higher education. (shrink)