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The origin of the Origin

In Michael Ruse & Robert J. Richards (eds.), The Cambridge companion to the "Origin of species". New York: Cambridge University Press (2008)

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  1. Darwin’s missing links.John S. Warren - 2017 - History of European Ideas 43 (8):929-1001.
    ABSTRACTThe historical process underlying Darwin’s Origin of Species did not play a significant role in the early editions of the book, in spite of the particular inductivist scientific methodology it espoused. Darwin’s masterpiece did not adequately provide his sources or the historical perspective many contemporary critics expected. Later editions yielded the ‘Historical Sketch’ lacking in the earlier editions, but only under critical pressure. Notwithstanding the sources he provided, Darwin presented the Origin as an ‘abstract’ in order to avoid giving sources; (...)
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  • “My appointment received the sanction of the Admiralty”: Why Charles Darwin really was the naturalist on HMS Beagle.John van Wyhe - 2013 - Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 44 (3):316-326.
    For decades historians of science and science writers in general have maintained that Charles Darwin was not the ‘naturalist’ or ‘official naturalist’ during the 1831–1836 surveying voyage of HMS Beagle but instead Captain Robert FitzRoy’s ‘companion’, ‘gentleman companion’ or ‘dining companion’. That is, Darwin was primarily the captain’s social companion and only secondarily and unofficially naturalist. Instead, it is usually maintained, the ship’s surgeon Robert McCormick was the official naturalist because this was the default or official practice at the time. (...)
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  • The economy of nature: the structure of evolution in Linnaeus, Darwin, and the modern synthesis.Charles H. Pence & Daniel G. Swaim - 2017 - European Journal for Philosophy of Science 8 (3):435-454.
    We argue that the economy of nature constitutes an invocation of structure in the biological sciences, one largely missed by philosophers of biology despite the turn in recent years toward structural explanations throughout the philosophy of science. We trace a portion of the history of this concept, beginning with the theologically and economically grounded work of Linnaeus, moving through Darwin’s adaptation of the economy of nature and its reconstitution in genetic terms during the first decades of the Modern Synthesis. What (...)
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  • Sir John F. W. Herschel and Charles Darwin: Nineteenth-Century Science and Its Methodology.Charles H. Pence - 2018 - Hopos: The Journal of the International Society for the History of Philosophy of Science 8 (1):108-140.
    There are a bewildering variety of claims connecting Darwin to nineteenth-century philosophy of science—including to Herschel, Whewell, Lyell, German Romanticism, Comte, and others. I argue here that Herschel’s influence on Darwin is undeniable. The form of this influence, however, is often misunderstood. Darwin was not merely taking the concept of “analogy” from Herschel, nor was he combining such an analogy with a consilience as argued for by Whewell. On the contrary, Darwin’s Origin is written in precisely the manner that one (...)
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  • Darwin’s two theories, 1844 and 1859.Derek Partridge - 2018 - Journal of the History of Biology 51 (3):563-592.
    Darwin’s first two, relatively complete, explicit articulations of his theorizing on evolution were his Essay of 1844 and On the Origin of Species published in 1859. A comparative analysis concludes that they espoused radically different theories despite exhibiting a continuity of strategy, much common structure and the same key idea. Both were theories of evolution by means of natural selection. In 1844, organic adaptation was confined to occasional intervals initiated and controlled by de-stabilization events. The modified descendants rebalanced the particular (...)
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  • Charles Darwin and Evolution: Illustrating Human Aspects of Science. [REVIEW]Kostas Kampourakis & William F. McComas - 2010 - Science & Education 19 (6-8):637-654.
    Recently, the nature of science (NOS) has become recognized as an important element within the K-12 science curriculum. Despite differences in the ultimate lists of recommended aspects, a consensus is emerging on what specific NOS elements should be the focus of science instruction and inform textbook writers and curriculum developers. In this article, we suggest a contextualized, explicit approach addressing one core NOS aspect: the human aspects of science that include the domains of creativity, social influences and subjectivity. To illustrate (...)
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