A biographical sketch of the Hologenome Theory.

Since the ENCODE project published its final results in a series of articles in 2012, there is no consensus on what its implications are. ENCODE’s central and most controversial claim was that there is essentially no junk DNA: most sections of the human genome believed to be «junk» are functional. This claim was met with many reservations. If researchers disagree about whether there is junk DNA, they have first to agree on a concept of function and how function, given a (...) particular definition, can be discovered. The ENCODE debate centered on a notion of function that assumes a strong dichotomy between evolutionary and non-evolutionary function and causes, prevalent in the Modern Evolutionary Synthesis. In contrast to how the debate is typically portrayed, both sides share a commitment to this distinction. This distinction is, however, much debated in alternative approaches to evolutionary theory, such as the EES. We show that because the ENCODE debate is grounded in a particular notion of function, it is unclear how it connects to broader debates about what is the correct evolutionary frame- work. Furthermore, we show how arguments brought forward in the controversy, particularly arguments from mathematical population genetics, are deeply embedded in their particular disciplinary contexts, and reflect substantive assumptions about the evolution of genomes. With this article, we aim to provide an anatomy of the ENCODE debate that offers a new perspective on the notions of function both sides employed, as well as to situate the ENCODE debate within wider debates regarding the forces operating in evolution. (shrink)

Binz et al. highlight the potential of meta-learning to greatly enhance the flexibility of AI algorithms, as well as to approximate human behavior more accurately than traditional learning methods. We wish to emphasize a basic problem that lies underneath these two objectives, and in turn suggest another perspective of the required notion of “meta” in meta-learning: knowing what to learn.

Scientists are once again worried about ideologically driven bad science. We explain that this problem results from the conjunction of two worthy values that make science susceptible to recurrence of such situations. The solution is to acknowledge the social, political, economic, and ideological frameworks in which science is embedded.

Heyes presents a compelling account of how cultural evolutionary processes shape and create “rules,” or norms, of social behavior. She suggested that normativity depends on implicit, genetically inherited, domain-general processes and explicit, culturally inherited, domain-specific processes. Her approach challenges the nativist point of view and provides supporting evidence that shows how social interactions are responsible for creating mental processes that assist in understanding and behaving according to rules or norms. We agree. In our commentary, we suggest that it is not (...) only that mental processes for grasping norms are recreated in each generation but also that social interactions shape the kinds of social groups that are recognized (for a more extensive discussion, see Kish Bar-On & Lamm, 2023). We highlight evidence showing that accounts of norm psychology thus require a richer notion of human groups. (shrink)