Philosophy of biology is often said to have emerged in the last third of the twentieth century. Prior to this time, it has been alleged that the only authors who engaged philosophically with the life sciences were either logical empiricists who sought to impose the explanatory ideals of the physical sciences onto biology, or vitalists who invoked mystical agencies in an attempt to ward off the threat of physicochemical reduction. These schools paid little attention to actual biological science, and as (...) a result philosophy of biology languished in a state of futility for much of the twentieth century. The situation, we are told, only began to change in the late 1960s and early 1970s, when a new generation of researchers began to focus on problems internal to biology, leading to the consolidation of the discipline. In this paper we challenge this widely accepted narrative of the history of philosophy of biology. We do so by arguing that the most important tradition within early twentieth-century philosophy of biology was neither logical empiricism nor vitalism, but the organicist movement that flourished between the First and Second World Wars. We show that the organicist corpus is thematically and methodologically continuous with the contemporary literature in order to discredit the view that early work in the philosophy of biology was unproductive, and we emphasize the desirability of integrating the historical and contemporary conversations into a single, unified discourse. (shrink)

One of the central aims of science is explanation: scientists seek to uncover why things happen the way they do. This chapter addresses what kinds of explanations are formulated in biology, how explanatory aims influence other features of the field of biology, and the implications of all of this for biology education. Philosophical treatments of scientific explanation have been both complicated and enriched by attention to explanatory strategies in biology. Most basically, whereas traditional philosophy of science based explanation on derivation (...) from scientific laws, there are many biological explanations in which laws play little or no role. Instead, the field of biology is a natural place to turn for support for the idea that causal information is explanatory. Biology has also been used to motivate mechanistic accounts of explanation, as well as criticisms of that approach. Ultimately, the most pressing issue about explanation in biology may be how to account for the wide range of explanatory styles encountered in the field. This issue is crucial, for the aims of biological explanation influence a variety of other features of the field of biology. Explanatory aims account for the continued neglect of some central causal factors, a neglect that would otherwise be mysterious. This is linked to the persistent use of models like evolutionary game theory and population genetic models, models that are simplified to the point of unreality. These explanatory aims also offer a way to interpret many biologists’ total commitment to one or another methodological approach, and the intense disagreements that result. In my view, such debates are better understood as arising not from different theoretical commitments, but commitments to different explanatory projects. Biology education would thus be enriched by attending to approaches to biological explanation, as well as the unexpected ways that these explanatory aims influence other features of biology. I suggest five lessons for teaching about explanation in biology that follow from the considerations of this chapter. (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)

In this paper, I discuss the problem of scientific laws in general and laws of biology in particular. After reviewing the debate around the existence of laws in biology, I examine the subject in the light of the structuralist notion of a fundamental law and argue for the law of matching as the fundamental law of genetics.

Population genetics attempts to measure the influence of the causes of evolution, viz., mutation, migration, natural selection, and random genetic drift, by understanding the way those causes change the genetics of populations. But how does it accomplish this goal? After a short introduction, we begin in section (2) with a brief historical outline of the origins of population genetics. In section (3), we sketch the model theoretic structure of population genetics, providing the flavor of the ways in which population genetics (...) theory might be understood as incorporating causes. In sections (4) and (5) we discuss two specific problems concerning the relationship between population genetics and evolutionary causes, viz., the problem of conceptually distinguishing natural selection from random genetic drift, and the problem of interpreting fitness. In section (6), we briefly discuss the methodology and key epistemological problems faced by population geneticists in uncovering the causes of evolution. Section (7) of the essay contains concluding remarks. (shrink)

This paper consists of four parts. Part 1 is an introduction. Part 2 evaluates arguments for the claim that there are no strict empirical laws in biology. I argue that there are two types of arguments for this claim and they are as follows: (1) Biological properties are multiply realized and they require complex processes. For this reason, it is almost impossible to formulate strict empirical laws in biology. (2) Generalizations in biology hold contingently but laws go beyond describing contingencies, (...) so there cannot be strict laws in biology. I argue that both types of arguments fail. Part 3 considers some examples of biological laws in recent biological research and argues that they exemplify strict laws in biology. Part 4 considers the objection that the examples in part 3 may be strict laws but they are not distinctively biological laws. I argue that given a plausible account of what distinctively biological means, such laws are distinctively biological. (shrink)

In recent years two groups of taxonomists have attempted to influence the general goals and methods of biological classification. The first group, which emerged in the late 1950’s, has been called variously neo-Adansonian, numerical, computer and phenetic taxonomy. The founders of this school, Robert R. Sokal and P.H.A. Sneath, termed their unified approach to systematics “neo-Adansonian” because of the affinities which they saw between their views and those of the 18th century botanist, Michel Adanson (1727-1806). Today little mention is made (...) of Adanson. His ideas turned out not to be as prescient as Sokal and Sneath had at first thought. Besides, he had served his purpose as a patron saint ([79], p. 23). Sokal and Sneath also termed their approach “numerical” because they believed that taxonomists should make greater use of available mathematical techniques. Not only should taxonomic characters be coded quantitatively but also estimates of affinity should be made on the basis of explicitly stated clustering procedures. (shrink)

A strong case has been made for the role and value of mechanistic reasoning in process-oriented sciences, such as molecular biology and neuroscience. This paper shifts focus to assess the role of mechanistic reasoning in an area where it is neither obvious nor expected: population genetics. Population geneticists abstract away from the causal-mechanical details of individual organisms and, instead, use mathematics to describe population-level, statistical phenomena. This paper, first, develops a framework for the identification of mechanistic reasoning where it is (...) not obvious: mathematical and mechanistic styles of scientific reasoning. Second, it applies this framework to demonstrate that both styles are integrated in modern investigations of evolutionary biology. Characteristic of the former, applied population genetic techniques provide statistical evidence for associations between genotype, phenotype, and fitness. Characteristic of the latter, experimental interventions provide causal-mechanical evidence for associations between the very same relationships, often in the same model organisms. The upshot is a richer perspective of how evolutionary biologists build evidence for hypotheses regarding adaptive evolution and a general framework for assessing the scope of mechanistic reasoning across the sciences. (shrink)

Explanations in genetics have intriguing aspects to both biologists and philosophers, and there is no account that satisfactorily elucidates such explanations. The aim of this article is to analyze the kind of explanations usually given in Classical (Transmission) Genetics (CG) and to present in detail the application of an account of explanation as ampliative, specialized nomological embedding to elucidate the such explanations. First, we present explanations in CG in the classical format of inferences with the explanans as the premises and (...) the explanandum as the conclusion and compare them with explanations in other paradigmatic explanatory fields such as Classical Mechanics. Second, we summarize the main aspects discussed in the literature with regard the peculiarities of genetic explanations. Third, we introduce the account of scientific explanation as ampliative, specialized nomological embedding making use of Sneedian structuralism, in particular the notions of theory-net, fundamental law or guiding principle, specialization, and special laws. Finally, we apply this account to the case of CG and show that this analysis sheds light to the intriguing aspects of genetic explanations and remove most of their alleged oddities. (shrink)

The aim of the present paper is to contribute to the discussion on the constitutive a priori in science by linking it with the discussion on scientific laws and theories, in such a way to show how the different senses of the notion of constitutive a priori are not incompatible to each other and that they can be precised in a unified, though differentiated, manner.

Are there laws in evolutionary biology? Stephen J. Gould has argued that there are factors unique to biological theorizing which prevent the formulation of laws in biology, in contradistinction to the case in physics and chemistry. Gould offers the problem of complexity as just such a fundamental barrier to biological laws in general, and to Dollos Law in particular. But I argue that Gould fails to demonstrate: (1) that Dollos Law is not law-like, (2) that the alleged failure of Dollos (...) Law demonstrates why there cannot be laws in biological science, and (3) that complexity is a fundamental barrier to nomologicality. (shrink)

In recent years Sir Karl Popper has been turning his attention more and more towards philosophical problems arising from biology, particularly evolutionary biology. Popper suggests that perhaps neo-Darwinian evolutionary theory is better categorized as a metaphysical research program than as a scientific theory. In this paper it is argued that Popper can draw his conclusions only because he is abysmally ignorant of the current status of biological thought and that Popper's criticisms of biology are without force and his suggestions for (...) its improvement are without need. Also it is suggested that Popper's desire to see scientific theory growth as being in some sense evolutionary may have led him astray about biology. And conversely it is suggested that since his claims about biology are not well taken his analysis of theory growth may well bear reexamination. (shrink)

This article serves as an introduction to the laws-of-biology debate. After introducing the main issues in an introductory section, arguments for and against laws of biology are canvassed in Section 2. In Section 3, the debate is placed in wider epistemological context by engaging a group of scholars who have shifted the focus away from the question of whether there are laws of biology and toward offering good accounts of explanation(s) in the biological sciences. Section 4 introduces two relatively new (...) pieces of science – metabolic scaling theory and ecological stoichiometry – that have not been topics of much discussion by philosophers but are relevant because they have at least some of the hallmarks of laws of nature. Section 5 concludes by pointing out that discovering laws of biology, if any there be, will not necessarily answer the questions raised by the debate in the first place: we will still want to know how biology compares to other sciences, how to characterize its systems and processes, and whether accounts in terms of laws always or usually constitute adequate explanations in various sciences. (shrink)

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)

In the first part of my analysis, I wish briefly to clarify the different modes of relation found in the living being, and point out the multiplicity of disciplines in which biologists use (explicitly or implicitly) the notion of laws. In the second part, I shall analyse the notion of universal laws in biology and examine successively: (1) accidental generalizations; (2) non-causal biological correlations; (3) the meaning of 'necessity' in these correlations; and (4) causal connections. Finally, in the third part, (...) I shall examine statistical laws and probabilistic laws in biology, in particular: (1) chance in biology; (2) probabilistic theories; and (3) relations between logical probability and statistical probability. (shrink)

In a series of articles and books published in the 1970s, David Hull (1935–2010) and Michael Ruse (1940–) proposed interpretations of the relation between nineteenth-century British philosophy of science, on the one hand, and the views and methods of Charles Darwin, on the other, that were incompatible or at least in strong interpretive tension with one another. According to Hull, John Herschel’s and William Whewell’s philosophies of science were logically incompatible with Darwin’s revolutionary theory. According to Ruse, however, Darwin discovered (...) and developed his theory through direct adherence to those philosophies. Here, I reconstruct Hull’s and Ruse’s interpretations of the Herschel-Whewell-Darwin relationship and then, drawing on Hull’s and Ruse’s published record and archival correspondence in the years 1968–76—particularly regarding reduction, laws, and species—I offer an explanation for their differences, namely, their different orientations to logical empiricism. (shrink)

My thesis is that biology is most plausibly regarded as a universal, as distinct from a provincial, science. First, I develop the general notion of a provincial science, formulate three criteria for applying the concept, and present brief examples illustrating their use. Second, I argue that a consideration of population genetics as a characteristic example of a basic biological theory strengthens the prior presumption that biology is not a provincial science. Finally, I examine two arguments to the effect that biology (...) is a provincial science. The first concerns biology's exclusively terrestrial evidence base, the second the logical character of its laws. I introduce considerations that weaken the persuasiveness of the first argument and then show that the second one rests upon a false premise and so should be rejected. (shrink)

Taking as starting point Kuhn’s analysis of science textbooks and its application to Sinnott and Dunn’s (1925), it will be discussed the problem of the existence of laws in biology. In particular, it will be showed, in accordance with the proposals of Darden (1991) and Schaffner (1980, 1986, 1993), the relevance of the exemplars, diagrammatically or graphically represented, in the way in which is carried out the teaching and learning process of classical genetics, inasmuch as the information contained in them, (...) indispensable for the right development of that process, exceeds the information contained in the “laws” linguistically articulated and presented in the textbooks. However, it will be maintained that the information is implicit in the law that according to the structuralist concept of fundamental law and the reconstruction of genetics presented by Balzer & Dawe (1990), and later developed by Balzer & Lorenzano (1997) and Lorenzano (1995, 2000, 2002a) could be considered the fundamental law of classical genetics,the law of matching, clearly identified in this paper. (shrink)