Neste trabalho, avaliamos as implicações que o debate filosófico acerca das explicações em termos de função e objetivo podem ter no contexto educacional, particularmente no ensino e aprendizagem de biologia. Para alcançar este objetivo, investigamos como três obras didáticas de biologia do Brasil utilizam a linguagem teleológica na formulação de explicações para os assuntos que são objeto de estudo dessa ciência. Na análise das obras, exploramos os enunciados teleológicos e funcionais a partir de dois projetos explanatórios discutidos na filosofia da (...) biologia contemporânea, a saber: (i) etiológico, que fornece uma abordagem essencialmente histórica de explicação biológica; e (ii) organizacional, que orienta o estudo acerca das capacidades de sistemas complexos mediante o apelo às funções de seus componentes, ou seja, a contribuição das partes para a realização de uma capacidade global. Nossos resultados mostram que poucas explicações podem ser qualificadas como etiológicas, em razão de que os autores preterem a discussão de temas segundo um tratamento evolutivo. Associado a esse resultado, a maioria dos enunciados foi localizada no contexto do projeto organizacional de explicação científica. Na análise das explicações, destacamos os principais problemas que elas apresentam, como a falta de clareza na identificação do explanandum e explanans, situação que pode prejudicar a compreensão dos assuntos pelos estudantes. Por fim, colocamos que a recontextualização das duas abordagens centrais sobre as explicações funcionais na filosofia da biologia, a perspectiva etiológica e a organizacional, podem fornecer um embasamento epistemológico consistente para as explicações biológicas no ensino médio. (shrink)

Contrariando la concepción etiológica de las funciones biológicas, se pretende mostrar que las explicaciones por selección natural, lejos de justificar atribuciones funcionales, las presuponen; y que estas atribuciones pueden ser entendidas apelando a una especificación particular de la concepción s..

I argue that Alvin Plantinga’s theory of warrant is plausible and that, contrary to the Pandora’s Box objection, there are certain serious world religions that cannot successfully use Plantinga’s epistemology to demonstrate that their beliefs could be warranted in the same way that Christian belief can be warranted. In arguing for, I deploy Ernest Sosa’s Swampman case to show that Plantinga’s proper function condition is a necessary condition for warrant. I then engage three objections to Plantinga’s theory of warrant, each (...) of which attempts to demonstrate that his conditions for warrant are neither necessary nor sufficient. Having defended the plausibility of Plantinga’s theory of warrant, I present and expand his key arguments to the effect that naturalism cannot make use of it. These arguments provide the conceptual tools that are needed to argue for : that there are certain world religions that cannot legitimately use Plantinga’s theory of warrant to demonstrate that their beliefs could be warranted in the same way that Christian belief can be warranted. (shrink)

During the 1990s, many philosophers wrestled with the problem of function indeterminacy. Although interest in the problem has waned, I argue that solving the problem is of value for biomedical research and practice. This is because a solution to the problem is required in order to specify rigorously the conditions under which a given item is “dysfunctional.” In the following I revisit a solution developed originally by Neander, which uses functional analysis to solve the problem. I situate her solution in (...) the framework of mechanistic explanation and suggest two improvements. (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)

Abstract Many anticipatory systems cannot in themselves act meaningfully or represent intentionally. This stems largely from the derivative nature of their functionality. All current artificial control systems, and many living systems such as organs and cellular parts of organisms derive any intentionality they might have from their designers or possessors. Derivative functionality requires reference to some external autonomously functional system, and derivative intentionality similarly requires reference to an external autonomous intentional system. The importance of autonomy can be summed up in (...) the following slogan: No meaning without intention; no intention without function; no function without autonomy. This paper develops the role of autonomy to show how learning new tasks is facilitated by autonomy, and further by representational capacities that are functional for autonomy. (shrink)

Traditional philosophy has been under attack from several quarters in recent years. The traditional philosopher views philosophy as an armchair discipline relying, for the most part, on reason and reflection. Some philosophers doubt the legitimacy of this type of inquiry. Their arguments usually occur along two dimensions. Some argue that the primary data source for the armchair philosopher--intuition--does not provide evidence for philosophical theories. Others argue that conceptual analysis, which is the preferred method of inquiry for armchair philosophers, can't yield (...) the results the philosopher is looking for, since concepts like 'knowledge' or 'free-will' vary from culture to culture or even between persons within a culture. Finally, some philosophers argue that we should abandon the armchair program because philosophy should be an empirical enterprise continuous with the sciences. I argue that attempts to undermine intuition fail and that one can justify the evidential status of intuition in a non-question begging way. I then argue that attacks on the belief in shared concepts do not succeed because they often conflate the nature of scientific objects with those of interest to the philosopher. However, if concepts do vary from culture to culture, I show that the philosopher need not abandon the armchair. She can still do conceptual analysis but it will be only the entry point into the philosophical dialogue. I apply this approach to epistemology arguing that the central epistemic questions ought to be the existential and the normative. This approach helps to vindicate epistemic internalism. (shrink)

In this dissertation I consider the problem of external world skepticism and attempts at providing an argument to the best explanation against it. In chapter one I consider several different ways of formulating the crucial skeptical argument, settling on an argument that centers on the question of whether we're justified in believing propositions about the external world. I then consider and reject several options for getting around this issue which I take to be inadequate. I finally conclude that the best (...) option available to us at the moment is to argue that the antiskeptical view is the best explanation of our ordinary experiences In chapter two I argue that, if we hope to ground what counts as defending antiskepticism in common sense, there is an argument against the possibility of ever knowing one has succeeded in defending antiskepticism. After showing that common sense is no place to look in setting a goal for our antiskeptical project, I present the view that what will be crucial to settling on our antiskeptical goal is coming to a successful analysis of the nature of physical objects. I suggest some minimal criteria that must be met by a view in order to be antiskeptical based on our intuitions about core skeptical cases, but acknowledge that a fully successful response to external world skepticism will require the antiskeptic to engage in some much more difficult analysis. In chapter three I consider various views of the nature of explanation and conclude, tentatively, that explanation as it interests the antiskeptic is fundamentally causal. In chapter four I consider and reject some of the core views on which best explanation facts are so fundamental that a project of attempting to vindicate probabilistically the virtues which make explanations epistemically good. In this chapter I show that views which analyze justification in terms of best explanation factors fail. In chapter five I attempt to vindicate the various explanatory virtues probabilistically. In doing so I attempt to express or translate the various explanatory virtues in terms of probabilities in order to show that having those virtues makes a view at least prima facie more probable. In chapters six and seven I explain and evaluate the various arguments to the best explanation against skepticism present in current philosophical literature. I attempt to show that extant arguments fail to appreciate the virtues possessed by classical skeptical scenarios. In chapter eight I briefly consider some options that may be open to the antiskeptic moving forward. All routes forward contain considerable obstacles, but there are some fruitful areas of research to pursue. (shrink)

On a causal theory of rational behavior, behavior is just a causal consequence of the reasons an actor has. One of the difficulties with this theory has been the possibility of the "wayward causal chains," according to which reasons can cause the expected output, but in such an unusual way that the output is clearly not intentional. The inability to find a general way of excluding these wayward chains without implicitly appealing to elements incompatible with a pure causal account (like (...) brute acts of will) has been a problem for the causal theory. This essay attempts to find a general solution to the problem. The solution rests on the premise that behavior-producing systems are goal-directed, and that on a purely causal analysis of goal-directedness it can be shown that the wayward chains' resulting in the goal is purely fortuitous because these chains do not subserve the function of the system. (shrink)

This essay is a response to Luis M. Augusto’s intriguing paper on the rift between mainstream and formal ontology. I will show that there are in fact two questions at issue here: 1. concerning the links between mainstream and formal approaches within philosophy, and 2. concerning the application of philosophy (and especially philosophical ontology) in support of information-driven research for example in the life sciences.

Scientists, philosophers, and even the lay public commonly accept that schizophrenia stems from a biological or internal ‘dysfunction.’ However, this assessment is typically accompanied neither by well-defined criteria for determining that something is dysfunctional nor empirical evidence that schizophrenia satisfies those criteria. In the following, a concept of biological function is developed and applied to a neurobiological model of schizophrenia. It concludes that current evidence does not warrant the claim that schizophrenia stems from a biological dysfunction, and, in fact, that (...) unusual neural structures associated with schizophrenia may have functional or adaptive significance. The fact that current evidence is ambivalent between these two possibilities (dysfunction versus adaptive function) implies that schizophrenia researchers should be much more cautious in using the ‘dysfunction’ label than they currently are. This has implications for both psychiatric treatment as well as public perception of mental disorders. (shrink)

Discussions of the functions of biological traits generally take the notion of a trait for granted. Defining this notion is a non-trivial problem. Different approaches to function place different constraints on adequate accounts of the notion of a trait. Accounts of function based on engineering-style analyses allow trait boundaries to be a matter of human interest. Accounts of function based on natural selection have typically been taken to require trait boundaries that are objectively real. After canvassing problems raised by each (...) approach, I conclude with some facts that satisfactory notions of trait must respect. (shrink)

Many philosophers have argued against Singer’s claim that all animals are equal. However, none of these responses have demonstrated an appreciation of the complexity of his position. The result is that all of these responses focus on one of his arguments in a way that falls victim to another. This paper is a critical examination of a possible response to the full complexity of Singer’s position that derives from the work of Carl Cohen, Kathleen Wilkes, and F. Ramsey. On this (...) response, a being’s moral status depends not on the capacities and abilities she does in fact have, but instead on the capacities and abilities normal for the members of her species. However, this response is ultimately unacceptable, for it depends on a faulty conception of loss and misfortune and its underlying moral principle is irrational at best and morally objectionable at worst. The failure of even this response to Singer gives us good reason to conclude with Singer that all animals are equal. (shrink)

[Ronald de Sousa] Taking literally the concept of emotional truth requires breaking the monopoly on truth of belief-like states. To this end, I look to perceptions for a model of non-propositional states that might be true or false, and to desires for a model of propositional attitudes the norm of which is other than the semantic satisfaction of their propositional object. Those models inspire a conception of generic truth, which can admit of degrees for analogue representations such as emotions; belief-like (...) states, by contrast, are digital representations. I argue that the gravest problem-objectivity-is not insurmountable. /// [Adam Morton ] It is accuracy rather than truth itself that is valuable. Emotional truth is a dubious though attractive notion, but emotional accuracy is much easier to make sense of. My approach to accuracy goes via an account of what makes a story accurate. Stories can be accurate but not true, and emotions can be accurate whether or not they are true. The capacity for emotional accuracy, for emotions that fit a person's situation, is an aspect of emotional intelligence, which is as important an aspect of rational human agency as the intelligent formation of beliefs and desires. (shrink)