Ecologists have proposed several incompatible definitions of ecological stability. Emulating physicists, mathematical ecologists commonly define it as Lyapunov stability. This formalizes the problematic concept by integrating it into a well‐developed mathematical theory. The formalization also seems to capture the intuition that ecological stability depends on how ecological systems respond to perturbation. Despite these advantages, this definition is flawed. Although Lyapunov stability adequately characterizes perturbation responses of many systems studied in physics, it does not for ecological systems. This failure reveals a (...) limitation of its underlying mathematical theory, and an important difference between dynamic systems modeling in physics and ecology. *Received March 2006; revised June 2008. †To contact the author, please write to: Philosophy Department, 151 Dodd Hall, Florida State University, Tallahassee, FL 32306; e‐mail: [email protected]. (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)

There appear to be no biological regularities that have the properties traditionally associated with laws, such as an unlimited scope or holding in all or many possible background conditions. Mitchell, Lange, and others have therefore suggested redefining laws to redeem the lawlike status of biological regularities. These authors suggest that biological regularities are lawlike because they are pragmatically or paradigmatically similar to laws or stable regularities. I will review these re-definitions by arguing both that there are difficulties in applying their (...) accounts to biology and difficulties in the accounts themselves, which suggests that the accounts are not adequate to redeem the lawlike status of biological regularities. Finally, I will suggest a new account of laws that also shows how non-laws might function in some of the roles of laws. (shrink)

Philosophy of ecology has been slow to become established as an area of philosophical interest, but it is now receiving considerable attention. This area holds great promise for the advancement of both ecology and the philosophy of science. Insights from the philosophy of science can advance ecology in a number of ways. For example, philosophy can assist with the development of improved models of ecological hypothesis testing and theory choice. Philosophy can also help ecologists understand the role and limitations of (...) mathematical models in ecology. On the other side, philosophy of science will be advanced by having ecological case studies as part of the stock of examples. Ecological case studies can shed light on old philosophical topics as well as raise novel issues for the philosophy of science. For example, understanding theoretical terms such as “biodiversity” is important for scientific reasons, but such terms also carry political importance. Formulating appropriate definitions for such terms is thus not a purely scientific matter, and this may prompt a reevaluation of philosophical accounts of defining theoretical terms. We consider some of the topics currently receiving attention in the philosophy of ecology and other topics in need of attention. Our aim is to prompt further exchange between ecology and philosophy of science and to help set the agenda for future work in the philosophy of ecology. The topics covered include: the role of mathematical models, environmental problem formulation, biodiversity, and environmental ethics. (shrink)

Ecology is the study of the interactions of organisms and their environments. The methods of ecology fall roughly into three categories: descriptive surveys of patterns of species and resource distribution and abundance, theoretical modeling, and experimental manipulations. Ecological systems are “open” systems, and patterns and processes are products of a huge number of interacting forces. Ecology and the environmental sciences have made enormous advances since the mid-twentieth century in the understanding of ecological systems, as well as in the human impact (...) on the environment. Theory in ecology usually centers on the development of models. Environmental outcomes are uncertain and when making decisions under uncertainty, there are a variety of options available. One option is to carry out a cost benefit analysis based upon expected utilities and other is to adopt the precautionary principle. Uncertainty and under determination of theory by evidence is a fact of life in science. (shrink)