The standard of proof in criminal trials should require that the evidence presented by the prosecution is robust. This requirement of robustness says that it must be unlikely that additional information would change the probability that the defendant is guilty. Robustness is difficult for a judge to estimate, as it requires the judge to assess the possible effect of information that the he or she does not have. This article is concerned with expert witnesses and proposes a method for reviewing (...) the robustness of expert testimony. According to the proposed method, the robustness of expert testimony is estimated with regard to competence, motivation, external strength, internal strength and relevance. The danger of trusting non-robust expert testimony is illustrated with an analysis of the Thomas Quick Case, a Swedish legal scandal where a patient at a mental institution was wrongfully convicted for eight murders. (shrink)

This is a thesis about interdisciplinarity, scientific integration, and problem solving in sustainability science. Sustainability science is an emerging and highly interdisciplinary field that seeks to integrate vastly differentiated bodies of knowledge in addressing the challenge of transitioning contemporary societies towards sustainability. Interdisciplinarity is paramount. Interdisciplinarity in general, and in the context of sustainability science in particular, has often been associated with solving particular problems and problem solving is one important theme in this thesis. A central idea that is developed (...) is that of problem-feeding. Sometimes problems arise within one discipline that can only be solved with the help of another. This concept, that has predecessors in e.g. the work of Lindley Darden and Nancy Maull, is explored considerably. It is argued that in interdisciplinary contexts—such as sustainability science—where collaboration is sought it is important to maintain cross-boundary problem stability. That is to say, as the problem is transferred from one discipline to another transformations will often be necessary. These transformations then, need to be acceptable to all involved parties to maintain an active interdisciplinary connection. Another topic that is discussed both in the introductory essay and some of the papers included is that of scientific imperialism. Scientific imperialism—the infringement of one discipline upon the domain of another—is here suggested to be primarily a threat to in-terdisciplinary collaborations. A distinction is introduced between imperialist failures of expansionism and failures of replacement. These are labelled type-I and type-II imperialism respectively. Particular attention is devoted to the latter form. Type-II imperialism concerns cases where imperialist infringements fail as the imperial- izing framework replaces viable, or compatible alternatives. Such an error of replacement does, importantly, not imply that the framework or theory should be disregarded completely. This type of imperialist error can both be quite subtle, and damaging. For one, if one directs the attention to specific contexts knowledge is actually lost in the process. This is particularly serious in fields such as sustainability science that are, to such an large extent, aimed at influencing concrete policy. Finally, interdisciplinarity is difficult to achieve and in many cases represents a grand challenge in itself. There are however many different ways in which interdisciplinarity may be accomplished and different forms are suitable in different contexts. In a field such as sustainability science where complexity is such a prevalent feature, an inclusive, pluralist, approach is likely to be appropriate. (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)

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)