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  1. The philosophy of biology.David L. Hull & Michael Ruse (eds.) - 1973 - New York: Oxford University Press.
    Drawing on work of the past decade, this volume brings together articles from the philosophy, history, and sociology of science, and many other branches of the biological sciences. The volume delves into the latest theoretical controversies as well as burning questions of contemporary social importance. The issues considered include the nature of evolutionary theory, biology and ethics, the challenge from religion, and the social implications of biology today (in particular the Human Genome Project).
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  • William Johannsen and the genotype concept.Frederick B. Churchill - 1974 - Journal of the History of Biology 7 (1):5-30.
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  • Genes made molecular.C. Kenneth Waters - 1994 - Philosophy of Science 61 (2):163-185.
    This paper investigates what molecular biology has done for our understanding of the gene. I base a new account of the gene concept of classical genetics on the classical dogma that gene differences cause phenotypic differences. Although contemporary biologists often think of genes in terms of this concept, molecular biology provides a second way to understand genes. I clarify this second way by articulating a molecular gene concept. This concept unifies our understanding of the molecular basis of a wide variety (...)
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  • The Selfish Gene. [REVIEW]Gunther S. Stent & Richard Dawkins - 1977 - Hastings Center Report 7 (6):33.
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  • Philosophical ideas and scientific practice: A note on the empiricism of T.h. Morgan. [REVIEW]N. Roll-Hansen - 1992 - Biology and Philosophy 7 (1):69-76.
    In a reply to Marga Vicedo the philosophical inconsistency of Morgan is emphasized. It is argued that even if a strict classification of scientists according to their philosophical position is not possible, their science may still be influenced by their philosophical ideas. Finally it is suggested that philosophical ideas influence science less by a direct effect on the scientists than indirectly through science policy and administration.
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  • Historical development of the concept of the Gene.Petter Portin - 2002 - Journal of Medicine and Philosophy 27 (3):257 – 286.
    The classical view of the gene prevailing during the 1910s and 1930s comprehended the gene as the indivisible unit of genetic transmission, genetic recombination, gene mutation and gene function. The discovery of intragenic recombination in the early 1940s led to the neoclassical concept of the gene, which prevailed until the 1970s. In this view the gene or cistron, as it was now called, was divided into its constituent parts, the mutons and recons, materially identified as nucleotides. Each cistron was believed (...)
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  • Are genes units of inheritance?Thomas Fogle - 1990 - Biology and Philosophy 5 (3):349-371.
    Definitions of the term gene typically superimpose molecular genetics onto Mendelism. What emerges are persistent attempts to regard the gene as a unit of structure and/or function, language that creates multiple meanings for the term and fails to acknowledge the diversity of gene architecture. I argue that coherence at the molecular level requires abandonment of the classical unit concept and recognition that a gene is constructed from an assemblage of domains. Hence, a domain set (1) conforms more closely to empirical (...)
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  • Linkage: From Particulate to Interactive Genetics. [REVIEW]Raphael Falk - 2003 - Journal of the History of Biology 36 (1):87 - 117.
    Genetics was established on a strict particulate conception of heredity. Genetic linkage, the deviation from independent segregation of Mendelian factors, was conceived as a function of the material allocation of the factors to the chromosomes, rather than to the multiple effects (pleiotropy) of discrete factors. Although linkage maps were abstractions they provided strong support for the chromosomal theory of inheritance. Direct Cytogenetic evidence was scarce until X-ray induced major chromosomal rearrangements allowed direct correlation of genetic and cytological rearrangements. Only with (...)
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  • Complex instructional analogies and theoretical concept acquisition in college genetics.William P. Baker & Anton E. Lawson - 2001 - Science Education 85 (6):665-683.
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  • Revising and assessing explanatory models in a high school genetics class: A comparison of unsuccessful and successful performance.Susan K. Johnson & Jim Stewart - 2002 - Science Education 86 (4):463-480.
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  • History and philosophy of science through models: The case of chemical kinetics.Rosária Justi & John K. Gilbert - 1999 - Science & Education 8 (3):287-307.
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  • The Century of the Gene.Evelyn Fox Keller - 2001 - Journal of the History of Biology 34 (3):613-615.
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