This chapter offers a critique of intelligent design arguments against evolution and a philosophical discussion of the nature of science, drawing several lessons for the teaching of evolution and for science education in general. I discuss why Behe’s irreducible complexity argument fails, and why his portrayal of organismal systems as machines is detrimental to biology education and any under-standing of how organismal evolution is possible. The idea that the evolution of complex organismal features is too unlikely to have occurred by (...) random mutation and selection (as recently promoted by Dembski) is very widespread, but it is easy to show students why such small probability arguments are fallacious. While intelligent design proponents have claimed that the exclusion of supernatural causes mandated by scientific methods is dogmatically presupposed by science, scientists have an empirical justification for using such methods. This justification is instructive for my discussion of how to demarcate science from pseudoscience. I argue that there is no universal account of the nature of science, but that the criteria used to judge an intellectual approach vary across historical periods and have to be specific to the scientific domain. Moreover, intellectual approaches have to be construed as practices based on institutional factors and values, and to be evaluated in terms of the activities of their practitioners. Science educators should not just teach scientific facts, but present science as a practice and make students reflect on the nature of science, as this gives them a better appreciation of the ways in which intelligent design falls short of actual science. (shrink)

This response to Sober's (2008) Evidence and Evolution draws out and criticizes some consequences of his analysis because of its reliance on a likelihood framework for adjucating the dispute between (Intelligent Design) creationism and evolution. In particular, Sober's analysis does not allow it to be formally claimed that evolutionary theory better explains living phenomena than Intelligent Design and makes irrelevant the contribution of the theory of evolution by natural selection to assessments of the status of the argument from design. Finally, (...) a rudimentary alternative framework for theory confirmation is presented here which avoids these conclusions by rejecting likelihoodism and deploying multiple criteria to the problem of scientific theory choice. (shrink)

Controversy over the possibility of detecting design in natural sciences: According to intelligent design theory, certain biological and cosmic phenomena are designed by an intelligent being and this design is scientifically detectable. However, critics refuse to regard this theory as scientific, thereby suggesting that it does not deserve serious discussion in scientific circles. The article presents main methodological objections to intelligent design theory, indicating its unscientific or pseudoscientific character and impossibility of scientific design detection. Critics try to show that this (...) theory: 1) violates the principle of methodological naturalism ; 2) is empirically untestable; 3) it does not invoke natural laws, says nothing about the designer and the designing mechanism; 4) it does not offer predictions; 5) it is an argument from ignorance, and 6) it does not lead to fruitful research program and hence is not useful for science. These objections will be analyzed from the perspective of methodological thesis of design theorists that the sufficient condition of design inference are the characteristic effects leaved by the activity of the designer, which indicate the final cause, although they do not have to be the basis for determining the designer’s identity. If this thesis is sound, then the objections that intelligent design theory is not scientific are rebutted or weakened. Moreover, it turns out that, basically, detecting design of supernatural beings does not differ from detecting design of natural beings. For that reason, there is no qualitative difference between these two procedures and both can be regarded as scientific. (shrink)

Methodological naturalism, the exclusion of the supernatural from the natural sciences, has drawn critique from both proponents of Intelligent Design and some philosophical naturalists who argue that the methods of science can also be used to evaluate supernatural claims. One principal objection to methodological naturalism has been what I call the truth seeking objection. In this article I develop an understanding of methodological naturalism capable of answering the truth seeking objection. I further also argue that methodological naturalism as a convention (...) of science can be best defended by abandoning scientism. In this way methodological naturalism can be reconnected to the original theistic context in which it was first developed. (shrink)

This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...) field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. -/- The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. -/- The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. Each chapter engages in an assessment of the strengths and weakness of the research addressed, and suggests potentially fruitful avenues of future research. A key element of the handbook’s broader analytical framework is its identification and examination of unnoticed philosophical assumptions in science and mathematics research. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. (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)