Special science generalizations admit of exceptions. Among the class of non-exceptionless special science generalizations, I distinguish minutis rectis generalizations from the more familiar category of ceteris paribus generalizations. I argue that the challenges involved in showing that mr generalizations can play the law role are underappreciated, and quite different from those involved in showing that cp generalizations can do so. I outline a strategy for meeting the challenges posed by mr generalizations.

‘‘Theoretical biology’’ is a surprisingly heter- ogeneous field, partly because it encompasses ‘‘doing the- ory’’ across disciplines as diverse as molecular biology, systematics, ecology, and evolutionary biology. Moreover, it is done in a stunning variety of different ways, using anything from formal analytical models to computer sim- ulations, from graphic representations to verbal arguments. In this essay I survey a number of aspects of what it means to do theoretical biology, and how they compare with the allegedly much more restricted (...) sense of theory in the physical sciences. I also tackle a recent trend toward the presentation of all-encompassing theories in the biological sciences, from general theories of ecology to a recent attempt to provide a conceptual framework for the entire set of biological disciplines. Finally, I discuss the roles played by philosophers of science in criticizing and shap- ing biological theorizing. (shrink)

The applied discipline of agroecological design provides a useful case study for examining broader philosophical questions about the existence and importance of ecological generalizations or “laws.” Recent developments in the availability and use of formal meta-analyses have led to the discovery of many resilient generalizations in ecology (Linquist et al. 2016). However, these “laws” face numerous challenges when it comes to their practical application. Concerns about their reliability and scope might stem from unclear logical and epistemic connections to more foundational (...) or “unifying” generalizations (Lean in Philos Top 47(1), 2019) which, in ecology, tend to be derived from first principles and in association with highly abstract models. This raises questions about the nature of those foundational generalizations themselves. In particular, how resilient are they compared to the generalizations uncovered by empirically driven methods? Here we propose a procedure for evaluating the resilience of generalizations across five ecologically relevant dimensions. This procedure was applied to seven well known foundational generalizations in ecology. Surprisingly, it turned out to be impossible to estimate the resilience of these foundational generalizations based on the available literature. This points to the need for a more centralized repository of information about ecological generalizations, created with the explicit aim of evaluating such important dimensions as causal mechanism and predictive power. (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)

Robert MacArthur's mathematical ecology is often regarded as ahistorical and has been criticized by historically oriented ecologists and philosophers for ignoring the importance of history. I clarify and defend his approach, especially his use of simple mathematical models to explain patterns in data and to generate predictions that stimulate empirical research. First I argue that it is misleading to call his approach ahistorical because it is not against historical explanation. Next I distinguish three kinds of criticism of his approach and (...) argue that his approach is compatible with the first two of them. Finally, I argue that the third kind of criticism, advanced by Kim Sterelny and Paul Griffiths, is largely irrelevant to MacArthur's approach. ‡I am especially grateful to Thomas Nickles for encouragement and helpful comments on earlier versions of this paper. Thanks also to Guy Hoelzer, Stephen Jenkins, and Jay Odenbaugh for comments on an earlier draft, Kim Sterelny for clarifications of the Tasmania example, Gregory Mikkelson for references, and the audience at PSA 2006 for discussions. †To contact the author, please write to: Department of History and Philosophy of Science, University of Pittsburgh, 1017 Cathedral of Learning, Pittsburgh, PA 15260; e-mail: [email protected]. (shrink)