Many philosophers are skeptical about the scientific value of the concept of biological information. However, several have recently proposed a more positive view of ascribing information as an exercise in scientific modeling. I argue for an alternative role: guiding empirical data collection for the sake of theorizing about the evolution of semantics. I clarify and expand on Bergstrom and Rosvall’s suggestion of taking a “diagnostic” approach that defines biological information operationally as a procedure for collecting empirical cases. The more recent (...) modeling-based accounts still perpetuate a theory-centric view of scientific concepts, which motivated philosophers’ misplaced skepticism in the first place. (shrink)

Abstract In order to illuminate the role of information in biology, Bergstrom and Rosvall (Biol Philos 26:159–176, 2011a ; Biol Philos 26:195–200, 2011b ) propose a ‘transmission sense of information’ which builds on Shannon’s theory. At the core of the transmission sense is an appeal to the reduction in uncertainty in receivers and to etiological function. I explore several ways of cashing out uncertainty reduction as well as the consequences of appealing to function. Content Type Journal Article Pages 1-4 DOI (...) 10.1007/s10539-012-9310-x Authors Ulrich E. Stegmann, School of Divinity, History and Philosophy, University of Aberdeen, Old Brewery, High Street, Aberdeen, AB24 3UB UK Journal Biology and Philosophy Online ISSN 1572-8404 Print ISSN 0169-3867. (shrink)

Recent theoretical work has identified a tightly-constrained sense in which genes carry representational content. Representational properties of the genome are founded in the transmission of DNA over phylogenetic time and its role in natural selection. However, genetic representation is not just relevant to questions of selection and evolution. This paper goes beyond existing treatments and argues for the heterodox view that information generated by a process of selection over phylogenetic time can be read in ontogenetic time, in the course of (...) individual development. Recent results in evolutionary biology, drawn both from modelling work, and from experimental and observational data, support a role for genetic representation in explaining individual ontogeny: both genetic representations and environmental information are read by the mechanisms of development, in an individual, so as to lead to adaptive phenotypes. Furthermore, in some cases there appears to have been selection between individuals that rely to different degrees on the two sources of information. Thus, the theory of representation in inheritance systems like the genome is much more than just a coherent reconstruction of information talk in biology. Genetic representation is a property with considerable explanatory utility. (shrink)

A fascinating research program in neurophysiology attempts to quantify the amount of information transmitted by single neurons. The claims that emerge from this research raise new philosophical questions about the nature of information. What kind of information is being quantified? Do the resulting quantities describe empirical magnitudes like those found elsewhere in the natural sciences? In this article, it is argued that neural information quantities have a relativisitic character that makes them distinct from the kinds of information typically discussed in (...) the philosophical literature. It is also argued that despite this relativistic character, there are cases in which neural information quantities can be viewed as robustly objective empirical properties. (shrink)

The status of genes as bearers of semantic content remains very much in dispute among philosophers of biology. In a series of papers, Nicholas Shea has argued that his ‘infotel’ theory of semantics vindicates the claim that genes carry semantic content. On Shea’s account, each organism is associated with a ‘developmental system’ that takes genetic representations as inputs and produces whole-organism traits as outputs. Moreover, at least in his most recent work on the topic, Shea is explicit in claiming that (...) these genetic representations are ‘read in ontogenetic time, in the course of individual development’. Here I argue that a close examination of the process of reading, in Shea’s sense, reveals that acts of reading do not actually occur over the course of developmental time at all. To make this vivid, I contrast the process of reading for Shea with another type of developmental process that is widely seen as a form of reading directed on inherited genes, and which certainly does occur over the course of developmental time, namely, gene expression. I suggest that this error in Shea’s thinking can be traced back to an equivocation on Shea’s part in the meaning of ‘reads’, and also to a reliance on an invalid principle regarding the transference of representational content from one token gene to another. The issues at play are bound up with questions about causation and in particular about causation over time. Thus, having first presented my arguments in a way that doesn’t depend on any particular theory of causation, I then make use of Kenneth Waters’ framework of difference-making causation to conceptually sharpen and shed further light on matters. I conclude by discussing a consequence of the fact that acts of reading do not occur in development. 1 Introduction2 Reading for Shea3 Gene Expression as Reading4 Are Genetic Representations Read in Development? Part 15 The Manipulability Theory of Causation and Difference-Making Causation6 Are Genetic Representations Read in Development? Part 27 Conclusion. (shrink)

The received view in philosophy of biology is that there is a well-understood, philosophically rigorous account of information—causal information. I argue that this view is mistaken. Causal information is fatally undermined by misinterpretations and conflations between distinct independent accounts of information. As a result, philosophical arguments based on causal information are deeply flawed. I end by briefly considering what a correct application of the relevant accounts of information would look like in the biological context.

The concept of biological information, and information in general, usually presupposes a purely quantitative view of reality. Even though actualist quantification has an important place in the description of the world, a nominalistic stance that tries to simplify reality in purely actualist terms inevitably runs into inconsistencies; these inconsistencies have been pointed out by the critical assessments of the notion of biological information. Rather than calling for an abandonment of the informational terminology, we try to rethink information as a part (...) of an event, the description of which cannot be exhausted by a physicalist, mechanistic, temporally static view of reality. Reconceptualizing the notion of biological information in terms of a process of interpretation rather than as an informational object allows us to transcend the limitations imposed by an analysis of reality that depends on a fixed, finite structure of outcome. Thus, we argue that measuring biological information is intrinsically problematic. (shrink)

Drawing on models of communication due to Lewis and Skyrms, I contrast sender-receiver systems as they appear within and between organisms, and as they function in the bridging of space and time. Within the organism, memory can be seen as the sending of messages over time, communication between stages as opposed to spatial parts. Psychological memory and genetic memory are compared with respect to their relations to a sender-receiver model. Some puzzles about “genetic information” can be resolved by seeing the (...) genome as a cell-level memory with no sender. (shrink)

The commentaries by Dennett, Sterelny, and Queller on Darwinian Populations and Natural Selection (DPNS) are so constructive that they make it possible to extend and improve the book’s framework in several ways. My replies will focus on points of disagreement, and I will pick a small number of themes and develop them in detail. The three replies below are mostly self-contained, except that all my comments about genes, discussed by all three critics, are in the reply to Queller. Agential views (...) of evolution, discussed by Queller and Dennett, are addressed in my reply to Dennett. (shrink)

Response to commentaries on “The Transmission Sense of Information” Content Type Journal Article Pages 195-200 DOI 10.1007/s10539-011-9257-3 Authors Carl T. Bergstrom, Department of Biology, University of Washington, Seattle, WA 98195-1800, USA Martin Rosvall, Integrated Science Lab, Department of Physics, Umeå University, 901 87 Umeå, Sweden Journal Biology and Philosophy Online ISSN 1572-8404 Print ISSN 0169-3867 Journal Volume Volume 26 Journal Issue Volume 26, Number 2.

The objective of this thesis is to present a naturalised metaphysics of information, or to naturalise information, by way of deploying a scientific metaphysics according to which contingency is privileged and a-priori conceptual analysis is excluded (or at least greatly diminished) in favour of contingent and defeasible metaphysics. The ontology of information is established according to the premises and mandate of the scientific metaphysics by inference to the best explanation, and in accordance with the idea that the primacy of physics (...) constraint accommodates defeasibility of theorising in physics. This metametaphysical approach is used to establish a field ontology as a basis for an informational structural realism. This is in turn, in combination with information theory and specifically mathematical and algorithmic theories of information, becomes the foundation of what will be called a source ontology, according to which the world is the totality of information sources. Information sources are to be understood as causally induced configurations of structure that are, or else reduce to and/or supervene upon, bounded (including distributed and non-contiguous) regions of the heterogeneous quantum field (all quantum fields combined) and fluctuating vacuum, all in accordance with the above-mentioned quantum field-ontic informational structural realism (FOSIR.) Arguments are presented for realism, physicalism, and reductionism about information on the basis of the stated contingent scientific metaphysics. In terms of philosophical argumentation, realism about information is argued for primarily by way of an indispensability argument that defers to the practice of scientists and regards concepts of information as just as indispensable in their theories as contingent representations of structure. Physicalism and reductionism about information are adduced by way of the identity thesis that identifies the substance of the structure of ontic structural realism as identical to selections of structure existing in re to combined heterogeneous quantum fields, and to the total heterogeneous quantum field comprised of all such fields. Adjunctly, an informational statement of physicalism is arrived at, and a theory of semantic information is proposed, according to which information is intrinsically semantic and alethically neutral. (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)