It is often argued that biological generalizations have a distinctive and special status by comparison with the generalizations of other natural sciences, such as that biological generalizations are riddled with exceptions defying systematic and simple treatment. This special status of biology is used as a premise in arguments that posit a deprived explanatory, nomological, or methodological status in the biological sciences. I will discuss the traditional and still almost universally held idea that the biological sciences cannot deal with exceptions and (...) application conditions of their generalizations with their own distinctive and proprietary explanantia, but need the help of lower-level sciences to carry out this task. The idea of lower-level explanations of exceptions is connected to the idea that the biological sciences need lower-level sciences to better themselves and to the idea that biological sciences cannot provide reliable and extrapolatable results or explanations by themselves. I present counterexamples to the idea of lower-level explanations of exceptions in biology. I also discuss and refute more general arguments why the idea of lower-level explanations of exceptions has been held to hold in the special sciences, such as the screening-off and openness arguments. This suggest that there might be nothing special about the biological sciences vis-à-vis the more fundamental natural sciences, such as physics insofar as explanations of exceptions are concerned, and that the biological sciences can provide reliable and extrapolatable results or explanations by themselves. (shrink)

The basic idea behind the Competitive Exclusion Principle is that species that have similar or identical niches cannot stably coexist in the same place for long periods of time when their common resources are limiting. A more exact definition of the CEP states that, in equilibrium, n number of sympatric species competing for a common set of limiting resources cannot stably coexist indefinitely on fewer than n number of resources. The magnitude or intensity of competition between species is proportional to (...) the degree of overlap in their niches or use of resources. Species that stably coexist do so because there are “important differences” in their niches or use of common limiting resources. (shrink)

A number of areas of biology raise questions about what is of value in the natural environment and how we ought to behave towards it: conservation biology, environmental science, and ecology, to name a few. Based on my experience teaching students from these and similar majors, I argue that the field of environmental ethics has much to teach these students. They come to me with pent-up questions and a feeling that more is needed to fully engage in their subjects, and (...) I believe some exposure to environmental ethics can help focus their interests and goals. I identify three primary areas in which environmental ethics can con- tribute to their education. The first is an examination of who (or what) should be considered to be part of our moral community (i.e., the community to whom we owe direct duties). Is it humans only? Or does it include all sentient life? Or all life? Or ecosystems considered holistically? Often, readings implicitly assume one or more of these answers; the goal is to make the student more sensitive to these implicit claims and to get them to think about the different reasons that support them. The second area, related to the first, is the application of the different answers concerning the extent of the ethical community to real environmental issues and problems. Students need to be aware of how the different answers concerning the moral community can imply conflicting answers for how we should act in certain cases and to think about ways to move toward conflict resolution. The third area in which environmental ethics can contribute is a more conceptual one, focusing on central concepts such as biodiversity, sustainability, species, and ecosystems. Exploring and evaluating various meanings of these terms will make students more reflective and thoughtful citizens and biologists, sensitive to the implications that different conceptual choices make. (shrink)