Creationism about fictional entities requires a principle connecting what fictions say exist with which fictional entities really exist. The most natural way of spelling out such a principle yields inconsistent verdicts about how many fictional entities are generated by certain inconsistent fictions. Avoiding inconsistency without compromising the attractions of creationism will not be easy.

Abstract creationism about fictional characters is the view that fictional characters are abstract objects that authors create. I defend this view against criticisms from Stuart Brock that hitherto have not been adequately countered. The discussion sheds light on how the number of fictional characters depends on authorial intention. I conclude also that we should change how we think intentions are connected to artifacts more generally, both abstract and concrete.

Creationism is usually paired these days with evolution, as in “The Creation vs. Evolution Debate.” Although there is something right about that, it is not the whole story. The controversy is older than Darwin and touches on far more than biological evolution. In this chapter, we consider broader questions about the origin of the universe and the relation between science and Scripture: How old is the universe? If God created it, how did he do so? How should we interpret (...) the account of creation in the early chapters of Genesis? There are four main approaches to these questions. The first is naturalism: nothing exists beyond the realm of nature, material objects, and energy. Most naturalists consider religious beliefs to be purely matters of faith, making no contribution to history or science. Although naturalism and atheism are not synonymous, when it comes to matters of religion, they are essentially the same. The second view is young earth creationism (YEC), which takes a literal interpretation of Genesis and the six days of creation. The last two views, progressive creationism (PC) and theistic evolution (TE), reject this interpretation and agree with contemporary science about the age of the universe. The difference between PC and TE has to do with God’s activities after the initial creation of the cosmos. Although there are nonchristian theists in each camp, the debate is a much larger, defining issue among contemporary, Protestant Christians than it is in other religions. (shrink)

Why creationism is an important cultural, but scientifically negligible, phenomenon.

In this paper, I want to show that a reasonable thesis on truth in fiction, Fictional Vichianism (FV)—according to which fictional truths are true because they are stipulated to be true—can be positively endorsed if one grounds Kripke’s justification for (FV), that traces back to the idea that names used in fiction never refer to concrete real individuals, into a creationist position on fictional entities that allows for a distinction between the pretending and the characterizing use of fiction-involving sentences. Thus, (...) sticking to (FV) provides a reason for a metaphysically moderate ontological realism on fictional entities. (shrink)

This paper discusses the judgment of Judge William Overton in McLean vs. Arkansas Board of Education (1982), and the subsequent philosophical literature that discusses this judgment.

Positive review of Laats and Siegel (2016) *Teaching Evolution in a Creation Nation* (University of Chicago Press).

Creationism is the conjunction of the following theses: (i) fictional individuals (e.g. Sherlock Holmes) actually exist; (ii) fictional names (e.g., 'Holmes') are at least sometimes genuinely referential; (iii) fictional individuals are the creations of the authors who first wrote (or spoke, etc.) about them. CA Creationism is the conjunction of (i) - (iii) and the following thesis: (iv) fictional individuals are contingently existing abstracta; they are non-concrete artifacts of our world and various other possible worlds. TakashiYagisawa has recently (...) provided a number of arguments designed to show that Creationism is unjustified. I here critically examine three of his challenges to CA Creationism. I argue that each fails to undermine this version of Creationism. (shrink)

On the cultural roots, philosophical issues and science education of various blends of creationism.

Intelligent Design proponents want to distinguish themselves from creationists. But the distinction appears to be without a difference.

This paper discusses the teaching of -- and opposition to the teaching of -- evolutionary theory in Australian schools in the early twenty-first century.

In this paper I seek defend the view that fictional characters are author-created abstract entities against objections offered by Stuart Brock in his paper “The Creationist Fiction: The Case against Creationism about Fictional Characters.” I argue that his objections fall far short of his goal of showing that if philosophers want to believe in fictional characters as abstract objects, they should not view them as author-created. My defense of creationism in fiction in part rests on tying the act (...) of creating a fictional character more closely to the act of story-telling. Ultimately I aim to show that the creation of abstract entities is not as problem-laden as some may think, and that such a view is coherent. (shrink)

The growing visibility of various forms of creationism in Northern Ireland raises issues for science education. Attempts have been made at political levels to have such “alternatives” to evolution taught in the science classroom, and the issue has received coverage in local press and media. A sample of 112 pre-service science teachers answered a survey on attitudes toward evolution. Preliminary analysis revealed many of these new teachers held views contrary to scientific consensus—over one fifth doubt the evidence for human (...) evolution, and over one quarter dispute the common ancestry of life. Over two thirds indicated a preference for teaching a “range of theories” regarding these issues in science. In addition, 49 pre-service biology teachers viewed a DVD resource promoting “intelligent design” and completed an evaluation of it. The biology teachers also took part in either focus groups or additional questionnaires. A majority took the resource at face value and made positive comments regarding its utility. Many articulated views contrary to the stated positions of science academies, professional associations, and the UK government teaching directives regarding creationism. Most indicated a perception that intelligent design is legitimate science and that there is a scientific “controversy” regarding the legitimacy of evolution. Concern is raised over the ability of these new teachers to distinguish between scientific and non-scientific theories. The suggestion is made that the issue should be addressed directly with pre-service science teachers to make clear the status of such “alternatives.” The paper raises implications for science education and questions for further research. (shrink)

Richard Dawkins has argued on several occasions that bringing up your child religiously is a form of child abuse. According to Dawkins, teaching children about religion is fine (it helps them to understand cultural references, for instance), but indoctrinating children – by which Dawkins means any form of education that teaches religious beliefs as facts – is morally wrong and harmful. Dawkins is not alone: the American theoretical physicist Lawrence Krauss, for instance, recently argued that teaching Young Earth Creationism (...) (henceforth YEC) is a form of child abuse. Here, I want to focus on the role of parents in instilling religious beliefs in their children, especially beliefs that are incompatible with science, such as YEC. Instead of using the rather laden term “child abuse,” I want to tease apart two questions: Are YEC parents harming their children, and is what they do morally wrong? (shrink)

Molecular clocks based upon amino acid sequences in proteins have played a major role in the clarification of evolutionary phylogenies. Creationist criticisms of these methods sometimes rely upon data that might initially seem to be paradoxical. For example, human cytochrome c differs from that of an alligator by 13 amino acids but differs by 14 amino acids from a much more closely related primate, Otolemur garnettii. The apparent anomaly is resolved by taking into consideration the variable substitution rate of cytochrome (...) c, particularly among primates. This paper traces some of the history of extensive research into the topic of rate heterogeneity in cytochrome c including data from cytochrome c pseudogenes. (shrink)

Creationists who object to evolution in the science curriculum of public schools often cite Jonathan Well’s book Icons of Evolution in their support (Wells 2000). In the third chapter of his book Wells claims that neither paleontological nor molecular evidence supports the thesis that the history of life is an evolutionary process of descent from preexisting ancestors. We argue that Wells inappropriately relies upon ambiguities inherent in the term ‘Darwinian’ and the phrase ‘Darwin’s theory’. Furthermore, he does not accurately distinguish (...) between the overwhelming evidence that supports the thesis of common descent and controversies that pertain to causal mechanisms such as natural selection. We also argue that Wells’ attempts to undermine the evidence in support of common descent are flawed and his characterization of the relevant data is misleading. In particular, his assessment of the ‘Cambrian explosion’ does not do justice to the fossil record. Nor do his selective references to debate about molecular and paleontological phylogenies constitute a case against common descent. We conclude that the fossil and molecular evidence is more than sufficient to warrant science educators to present common descent as a well-established scientific fact. We also argue that diagrams depicting the ‘tree of life’ can be pedagogically useful as simplified representations of the history of life. (shrink)

We can judge whether some activities are scientific or religious, depending on how similar they are to exemplar scientific activities or to exemplar religious activities, even if we cannot specify the necessary and sufficient conditions for science and religion. The absence of the demarcation between science and religion does not justify the school policy of teaching the creationist hypothesis that God created the universe any more than it justifies the religious policy of teaching evolutionary theory, quantum mechanics, and the Big (...) Bang theory in religious institutions. -/- . (shrink)

This is an unpublished talk written for a meeting of French philosophers. The paper describes the evolution versus creationism/intelligent design controversy in the U.S. A number of philosophers and scientists try to resolve this issue by sharply distinguishing the realm of science versus any talk of the supernatural. These pro-evolutionists often appeal to science's essential commitment to "methodological naturalism," the view that scientific methodology is essentially committed to naturalism and cannot meaningfully entertain hypotheses concerning the supernatural. I criticize methodological (...) naturalism, suggesting that such an appeal is misguided and counterproductive. I suggest an alternative view of the supernatural consistent with scientific knowledge. (shrink)

The wake-up call has been sounded many times, and yet scientists and science educators keep trying to ignore it: turn- ing the other cheek, asleep in their ivory towers. Creationists have made steady advances since the 1960s, despite having been repeatedly and soundly defeated in the courtrooms (the last time they won a legal battle was at the Scopes trial in Tennessee in 1925). The advances are being made at the level that is farthest from the everyday concern of most (...) evolu- tionary biologists: the grassroots level of junior and high school students, their parents and—astoundingly—their teachers. (shrink)

After its remarkable affirmation overseas, creationism has landed in Europe and is also present in Italy. As in the USA, also in Italy the main terrain of the clash with Darwinism is the public school. The essay investigates the reasons why in Italy too has been possible to require to teach creationism alongside evolutionism. If in the US this is explained by the strong influence of the evangelical communities, in Italy creationism has found fertile ground in the (...) traditional backwardness of the country in terms of scientific culture. To this we must add a relativistic epistemological interpretation that allows to equalize scientific doctrines to ideologies. (shrink)

In this entry I present one of the most hotly debated issues in contemporary analytic philosophy regarding the nature of fictional entities and the motivations that might be adduced for and against positing them into our ontology. The entry is divided in two parts. In the first part I offer an overview of the main accounts of the metaphysics of fictional entities according to three standard realist views, fictional Meinongianism, fictional possibilism and fictional creationism. In the second part I (...) describe two main kinds of arguments for or against positing fictional entities into our ontology. The first kind is traditionally inspired by the linguistic data coming from our talk about fictional characters. The second kind is more recent and it builds on genuine ontological considerations. (shrink)

Jon Stewart, the famous comic of the Daily Show, takes on creationism, intelligent design and evolution.

Concerning how to educate science educators about the nature of science, in the context of the creationism debates.

RÉSUMÉ : Dans la présente contribution, l’auteur cherche à identifier ce qui, sur le plan théologique, peut inciter aujourd’hui une large part du mouvement évangélique à défendre, en face du discours scientifique moderne, une lecture littérale de Gn 1,1–3,24. La démarche consiste à relever, dans la théologie évangélique, les principaux points d’ancrage du créationnisme, par l’analyse générale de deux approches des récits de la Création et surtout par la mise en relief du rôle déterminant que jouent les premiers chapitres de (...) la Bible dans l’anthropologie biblique et, par là, dans l’ensemble de la théologie chrétienne traditionnelle. ABSTRACT: In this contribution, the author seeks to identify what it is, theologically speaking, that could incite a large portion of today’s evangelical movement to defend a literal reading of Gen 1:1- 3:24. This exercise consists of discussing the foundational points of creationism in evangelical theology, through general analysis of two approaches to the Creation narratives, and especially through highlighting the definitive role played by the first chapters of the Hebrew Bible in biblical anthropology and thereby in traditional Christian theology. (shrink)

Jennifer Lackey’s case “Creationist Teacher,” in which students acquire knowledge of evolutionary theory from a teacher who does not herself believe the theory, has been discussed widely as a counterexample to so-called transmission theories of testimonial knowledge and justification. The case purports to show that a speaker need not herself have knowledge or justification in order to enable listeners to acquire knowledge or justification from her assertion. The original case has been criticized on the ground that it does not really (...) refute the transmission theory, because there is still somebody in a chain of testifiers—the person from whom the creationist teacher acquired what she testifies—who knows the truth of the testified statements. In this paper, we provide a kind of pattern for generating counterexample cases, one that avoids objections discussed by Peter Graham and others in relation to such cases. (shrink)

Abstract artifacts such as musical works and fictional entities are human creations; they are intentional products of our actions and activities. One line of argument against abstract artifacts is that abstract objects are not the kind of objects that can be created. This is so, it is argued, because abstract objects are causally inert. Since creation requires being caused to exist, abstract objects cannot be created. One common way to refute this argument is to reject the causal inefficacy of abstracta. (...) I argue that creationists should rather reject the principle that creation requires causation. Creation, in my view, is a non-causal relation that can be explained using an appropriate notion of ontological dependence. The existence and the creation of abstract artifacts depend on certain individuals with appropriate intentions, along with events of a certain kind that include but are not limited to creations of certain concrete objects. (shrink)

I explain a tension between musical creationism and the view that there is no vague existence. I then suggest ways to reconcile these views. My central conclusion is that, although some versions of musical creationism imply vague existence, others do not. I discuss versions of musical creationism held by Jerrold Levinson, Simon Evnine, and Kit Fine. I also present two new versions. I close by considering whether the tension is merely an instance of a general problem raised (...) by artifacts, both abstract and concrete. I argue that on at least one defensible account of music the tension is especially problematic for abstracta. I focus on musical works, but much of the paper straightforwardly applies to other kinds of abstract artifacts. (shrink)

I defend the unpopular view that inference can create justification. I call this view inferential creationism. Inferential creationism has been favored by infinitists, who think that it supports infinitism. But it doesn’t. Finitists can and should accept creationism.

The creation-evolution “controversy” has been with us for more than a century. Here I argue that merely teaching more science will probably not improve the situation; we need to understand the controversy as part of a broader problem with public acceptance of pseudoscience, and respond by teaching how science works as a method. Critical thinking is difficult to teach, but educators can rely on increasing evidence from neurobiology about how the brain learns, or fails to.

To judge from the dust-jacket, this book has received a considerable amount of praise--and not just from the usual suspects. In particular, the publishers seem keen to promulgate the view that there is widespread support for the claim that Overman makes a clear, compelling, and well-argued case for the conclusions which he wishes to defend. However, it seems to me that those cited on the dust-jacket--Pannenberg ("lucid and sobering arguments"), Polkinghorne ("scrupulously argued"), Nicholi ("compelling logic and carefully reasoned argument"), Kaita (...) ("cogent and lucid"), Gingerich ("interesting and convincing"), Behe ("compelling case"), and McGrath ("clear and informed arguments")--cannot have been commenting on the book which I am currently in the process of reviewing. True enough, the book is well-organised and mostly easy to read; moreover, the book clearly demonstrates that Overman is thoroughly acquainted with popular presentations of recent work in a variety of scientific fields. But the crucial question is whether it makes a clear, compelling, and well-argued case for the conclusions which Overman wishes to defend. I shall claim in this review that the book fails on all three counts. (shrink)

Theistic evolutionists often suggest that one can reconcile evolutionary theory with biblical teaching. But in fact Christians have accepted Darwinian theory only after reinterpreting the opening chapters of Genesis. Is such a reinterpretation justified? Within Western Christian thought, there exists a hermeneutical tradition that dates back to St Augustine and which offers guidelines regarding apparent conflicts between biblical teaching and natural philosophy (or “science”). These state that the literal meaning of the text may be abandoned only if the natural-philosophical conclusions (...) are established beyond doubt. But no large-scale scientific theory, such as Darwin’s, can claim this degree of certainty. It follows that to justify their reinterpretation of Genesis 1–3, Christians must either argue that the literal sense of the biblical text can be maintained or accept that the Augustinian view of biblical authority is untenable. Three alternative views are discussed: a first that attempts to limit the scope of biblical authority, a second that distinguishes between the Bible and the Word of God, and a third that abandons the idea that religious faith offers certain knowledge. While the third view seems the most defensible, it comes at a cost: the recognition that, as John Locke put it, “reason must be our last judge and guide in everything.”. (shrink)

Evolutionary theory is undergoing an intense period of discussion and reevaluation. This, contrary to the misleading claims of creationists and other pseudoscientists, is no harbinger of a crisis but rather the opposite: the field is expanding dramatically in terms of both empirical discoveries and new ideas. In this essay I briefly trace the conceptual history of evolutionary theory from Darwinism to neo-Darwinism, and from the Modern Synthesis to what I refer to as the Extended Synthesis, a more inclusive conceptual framework (...) containing among others evo–devo, an expanded theory of heredity, elements of complexity theory, ideas about evolvability, and a reevaluation of levels of selection. I argue that evolutionary biology has never seen a paradigm shift, in the philosophical sense of the term, except when it moved from natural theology to empirical science in the middle of the 19th century. The Extended Synthesis, accordingly, is an expansion of the Modern Synthesis of the 1930s and 1940s, and one that—like its predecessor—will probably take decades to complete. (shrink)

This article reviews two standard criticisms of creationism/intelligent design (ID): it is unfalsifiable, and it is refuted by the many imperfect adaptations found in nature. Problems with both criticisms are discussed. A conception of testability is described that avoids the defects in Karl Popper’s falsifiability criterion. Although ID comes in multiple forms, which call for different criticisms, it emerges that ID fails to constitute a serious alternative to evolutionary theory.

In this paper I want to show that the idea supporters of traditional creationism (TC) defend, that success of a fictional character across different works has to be accounted for in terms of the persistence of (numerically) one and the same fictional entity, is incorrect. For the supposedly commonsensical data on which those supporters claim their ideas rely are rather controversial. Once they are properly interpreted, they can rather be accommodated by moderate creationism (MC), according to which fictional (...) characters arise out of a reflexive stance on a certain make-believe process. For MC, success of a fictional character across different works amounts to the fact that, first, different work-bound ficta are related with each other by means of a relation weaker than numerical identity, transfictional sameness, and second, that all those ficta are related by transfictional inclusion to a fictum that in some sense gather them all, the so-called general character. Since a general character is an abstract constructed entity, moreover, the more those particular ficta are generated, the more general fictional characters including all of them arise. (shrink)

Were we designed by an intelligent creation? Not likely: living organisms are designed, yes, but not intelligently...

Jerry Coyne on the truth of evolution as a fact.

The so-called evolution wars (Futuyma 1995; Pigliucci 2002) between the scientific understanding of the history of life on earth and various religiously inspired forms of cre- ationism are more than ever at the forefront of the broader ‘‘science wars,’’ themselves a part of the even more encom- passing ‘‘cultural wars.’’ With all these conflicts going on, and at a time when a potentially historical case on the teach- ing of Intelligent Design (ID) in public schools is being de- bated in (...) Pennsylvania, it may be useful to consider a number of books that have come out recently to help scientists and the public at large to understand what all the fuss is about. (shrink)

Genes are often described by biologists using metaphors derived from computa- tional science: they are thought of as carriers of information, as being the equivalent of ‘‘blueprints’’ for the construction of organisms. Likewise, cells are often characterized as ‘‘factories’’ and organisms themselves become analogous to machines. Accordingly, when the human genome project was initially announced, the promise was that we would soon know how a human being is made, just as we know how to make airplanes and buildings. Impor- tantly, (...) modern proponents of Intelligent Design, the latest version of creationism, have exploited biologists’ use of the language of information and blueprints to make their spurious case, based on pseudoscientific concepts such as ‘‘irreducible complexity’’ and on flawed analogies between living cells and mechanical factories. However, the living organ- ism = machine analogy was criticized already by David Hume in his Dialogues Concerning Natural Religion. In line with Hume’s criticism, over the past several years a more nuanced and accurate understanding of what genes are and how they operate has emerged, ironically in part from the work of computational scientists who take biology, and in particular developmental biology, more seriously than some biologists seem to do. In this article we connect Hume’s original criticism of the living organism = machine analogy with the modern ID movement, and illustrate how the use of misleading and outdated metaphors in science can play into the hands of pseudoscientists. Thus, we argue that dropping the blueprint and similar metaphors will improve both the science of biology and its understanding by the general public. (shrink)

Abstract - Evolutionary, ecological and ethical studies are, at the same time, specific scientific disciplines and, from an historical point of view, structurally linked domains of research. In a context of environmental crisis, the need is increasingly emerging for a connecting epistemological framework able to express a common or convergent tendency of thought and practice aimed at building, among other things, an environmental policy management respectful of the planet’s biodiversity and its evolutionary potential. -/- Evolutionary biology, ecology and ethics: at (...) first glance, three different objects of research, three different worldviews and three different scientific communities. In reality, there are both structural and historical links between these disciplines. First, some topics are obviously common across the board. Second, the emerging need for environmental policy management has gradually but radically changed the relationship between these disciplines. Over the last decades in particular, there has emerged a need for an interconnecting meta-paradigm that integrates more strictly evolutionary studies, biodiversity studies and the ethical frameworks that are most appropriate for allowing a lasting co-evolution between natural and social systems. Today such a need is more than a mere luxury, it is an epistemological and practical necessity. -/- In short, the authors of this volume address some of the foundational themes that interconnect evolutionary studies, ecology and ethics. Here they have chosen to analyze a topic using one of these specific disciplines as a kind of epistemological platform with specific links to topics from one or both of the remaining disciplines. Michael Ruse’s chapter, for instance, elucidates some of the structural links between Darwinismand ethics. Ruse analyzes the Evolutionism vs. Creationism debate, emphasizing the risks run by scientists when they ideologize the scientific content of their studies. In the case of the contributions of Jean Gayon and Jean-Marc Drouin, which respectively deal with the disciplines of evolutionary biology and ecology, some central connections have been developed between these two disciplines, while reserving the option to consider in detail their topic in order to discover essential features ormeanings. Gayon analyzes the multilayered meanings of “chance” in evolutionary studies and the methodological implications that accompany such disparatemeanings. Froma similar analytical perspective, Drouin’s contribution focuses on the identification and critical evaluation of the different conceptions of time in ecology. Chance and time, factors of evolution in species and ecological systems, play a very important function in both disciplines, and these chapters help to capture their polysemous structure and development. Bryan Norton’s chapter, on adaptive environmental management, is set within an epistemological context where the Darwinian paradigm, ecological knowledge and ethical frameworks meet to give rise to practical, conservationist policies. In his contribution, Patrick Blandin pleads for the necessity of an eco-evolutionary ethics capable of fully encompassing humanity’s responsibility in the future determination of the biosphere’s evolutionary paths. Our value systems must recognize the predominant place that humanity has taken in the evolutionary history of the planet, and integrate the ethical ramifications of scientific advances in evolutionary and ecological studies. The chapter by J. Baird Callicott introduces us to a metaphorical ecological reversion with direct consequences for our moral conduct. If ecology showed that ecosystems are not organisms, recognizing organisms as a kind of ecosystem could be the basis for a new post-modern ecological ethics that lays the foundation for a better moral integration of humans with the environment. The contributions of Robin Attfield and Tom Regan delve into some of the classical issues in environmental ethics, situating them within a broader ecological and evolutionary context. Attfield’s chapter tackles the confrontation between individualistic and ecologically holistic perspectives, their different approaches to the issue of intrinsic value, and their tangled relation to monism and pluralism. Regan’s contribution ponders the criteria that allow individual beings, human and non-human, to own moral rights, the role of the struggle for existence in the relationship between species, and the logical difficulties involved in attributing intrinsic value to collective entities (species, ecosystems). Catherine Larrère’s chapter discusses the opposition between two environmental and ethical worldviews with very different philosophical centers of gravity: nature and technology. These opposing perspectives have direct consequences not only for the perception of the problems at hand and for what entities are deemed morally significant, but also for the proposed solutions. -/- To set out some foundational events in the history of evolutionary biology, ecology and environmental ethics is a first necessary step towards a clarification of their major epistemological orientations. On the basis of this inevitably nonexhaustive history, it will be possible to better position the work of the different contributors, and to build a meta-paradigm, i.e. a connecting epistemological framework resulting from one common or convergent tendency of thought and practice shared by different disciplines. (shrink)

The link between seen and unseen, matter and spirit, flesh and soul was always presumed, but never clarified enough, leaving room for debates and mostly controversies between the scientific domains and theologies of a different type; how could God, who is immaterial, have created the material world? Therefore, the logic of obtaining a result on this concern is first to see how religions have always seen the ratio between divinity and matter/universe. In this part, the idea of a world personality (...) is implied by many, so that nature itself was transformed into a person ; others have seen within the universe/the world a Spirit ruling all, connecting all and bending all to God’s commands. In a way or another, every culture has gifted the universe/nature with the capability of ruling all, seeing everything and controlling, even determining facts by connecting all together with a Great Spirit. What is this Great Spirit of all and where it resides? With the analogy of human body in relation to his Spirit we will try to figure out a place or vehicle for the Spirit to dwell the body, and the Great Spirit the matter. The Christianity names this linkage between God and matter as ‘the created grace of God’, which indwells matter and helps the Creator move and transform things. Is there any scientific argument to sustain such assertion? Can we argue somehow that God’s voice makes matter vibrate from within the way it can recombine primer elements into giant stars to the human body? If so, what should be the ratio between theology and science on this issue and with these assertions? How could God command to matter to bring things and beings out of it and what were the material leverages that was supposed to be operated to accomplish His will? However, if we can assume that God resides in the universe – as a whole, His body, or as in its very fabric – can we also figure out how is this even possible, without transforming our explanation into a pantheistic and immanent exclusive one? Through these ‘divine leverages within matter’ theory, there is no need for questioning evolutionism, creationism, pantheism, deism and many other cosmological hypotheses any longer. (shrink)

There is a list of desiderata that any good metaphysics of fictional entities should be able to fulfill. These desiderata are: 1) the nonexistence of fictional entities; 2) the causal inefficacy of suchentities;3)the incompleteness of such entities;4)the created character of such entities; 5) the actual possession by ficta of the narrated properties; 6) the unrevisable ascription to ficta of such properties; and 7) the necessary possession by ficta of such properties. (Im)possibilist metaphysics uncontroversially satisfy 1) and 2); Neo-Meinongian metaphysics satisfy (...) 1), 2), 3), 5), 6), and 7); artefactualist or creationist metaphysics uncontroversially satisfy 1), 2), 3), and 4). Another metaphysics is needed in order to satisfy all such desiderata. In this chapter Idevelop such a metaphysics, claiming that a Syncretistic metaphysics that combines Neo-Meinongianism with Artefactualism achieves this purpose. According to Syncretism, ficta are hybrid entities individuated in terms of both a certain makebelieve narrative process and the set of properties that one such narration mobilizes. Toward the end of the chapter I consider some possible criticisms to this approach: its non-intuitiveness; ficta’s unnecessary proliferation; and troubles with creationism of any sort. (shrink)

It is a cliché to say science and religion are antagonistic. The outlook is often promoted by religious people uneducated in the workings of science, and equally by scientifically-oriented individuals with little experience of religion. This essay challenges presumptions about the irreconcilability of science and religion, focusing on action organizing metaphysical principles infusing both. The aim, however, is not to evaluate proofs for God’s existence, nor defend young earth creationism, nor the notion that there is one true religion, nor (...) still the thesis that morality demands divine guidance – all positions that critics commonly raise to demonstrate the stupidity of religion, even though such views are hardly universal among theists. The aim is instead to expand what one can rationally accept, leaving it to individuals to decide what to believe. Central to my arguments is the concept of pragmatic faith. The notion holds that willingness to act measures strength of conviction and that actions generate empirical results that may either verify or disconfirm what was initially held without adequate evidence. Such a stance is a necessary ingredient in both scientific and spiritual activities, suggesting a rebuttal to New Atheists, who narrowly identify religion with superstitious irrationality -/- . (shrink)

I teach Philosophy of Science at a four-year state university located in the southeastern United States with a strong college of education. This means that the Philosophy of Science class I teach attracts large numbers of students who will later become science teachers in Georgia junior high and high schools—the same schools that recently began including evolution "warning" stickers in science textbooks. I am also a faculty member in a department combining Religious Studies and Philosophy. This means Philosophy of Science (...) is often expected to provide dialogue, debate, and bridge-building on the issues of creationism and evolution. I am expected to provide a welcoming atmosphere to all the religious perspectives that the students bring to class, but at the same time I feel responsible for giving them a serious respect for evolution. This tension between religious tolerance and secular science education has had important consequences in American schools, most notably with the issue of Intelligent Design Theory (ID) in the classroom. (shrink)

The concept of kosmos did not play the leading role in Aristotle’s physics that it did in Pythagorean, Atomistic, Platonic, or Stoic physics. Although Aristotle greatly influenced the history of cosmology, he does not himself recognize a science of cosmology, a science taking the kosmos itself as the object of study with its own phenomena to be explained and its own principles that explain them. The term kosmos played an important role in two aspects of his predecessor’s accounts that Aristotle (...) rejected: first, cosmogeny and kosmopoiia, generation or creation of the kosmos; second, diakosmêsis, arranging of a plurality of kosmoi. Aristotle was extremely critical of accounts involving kosmopoiia and diakosmêsis and he developed general dialectical strategies against them. In emphatically distinguishing his view from all his predecessors (including Plato), he uses the terms ho ouranos (the heaven), to holon (the whole), and to pan (the totality) in preference to ho kosmos (the kosmos or world). There is usually no harm in speaking loosely of ‘Aristotle’s cosmology’ when referring to his concept of the order of nature and the ouranos. Nevertheless, Aristotle’s theoretical philosophy offers something very different from those of his predecessors for whom kosmos was a keyword. (shrink)

In the modern age, the confl ict between science and religion manifests itself in the debate between evolution and creation. If we adopt a creationist’s reading of the Qur’ān, we discover an interesting anomaly. Reading the Qur’ān literally does not necessarily provide the foundation of creationism. Creationists usually have in mind the concept of creatio ex nihilo, or ‘creation out of nothing’. However, in the Qur’ān, one of the words used for creation, khalaqnā, has the root khlq, which means (...) ‘to split’ or ‘to divide’. This root word may even apply to the biological process of cell division. Therefore, from a scientifi c perspective, using the word khlq to describe this physical process is not problematic. In addition, with close textual analysis of the Qur’ān, we realize that the word for creation ‘be’ does not truly describe the moment of creation, but rather that of ‘being’. The Qur’ān separates the notion of creation from being, which poses the question as to what the text constitutes as the ontological nature of the human being and the universe. Therefore, even if we do adopt a literal reading of the Qur’ān, we fi nd that it does not necessarily support a worldview that endorses creatio ex nihilo. (shrink)

This paper aims at introducing a French audience to the Intelligent Design debate. It starts by reviewing recent attacks on any possibility of a rational account of theism in light of the contemporary theory of evolution. A section is devoted to outlining the genesis of the "wedge" strategy, to distinguish it from young earth creationism, and to highlight the questioning of evolution as our meta-narrative bearing on overall conceptions of the scientific endeavor. The arguments propounded by Behe are reviewed (...) in detail, as the example of blood coagulation as a purported irreducibly complex mechanism is contrasted to the question of system boundaries. Counter-arguments by Miller are reviewed, and a few bottom-line questions are directed to invite a further consideration of the type of engineering this could testify to. The concept of complex specified information is then presented, and contrasted to traditional and lingering axiomatic problems in the theory of probabilities. The problem of the recognition of an intrinsic pattern is also brought together with some work in recent philosophy of causation and explanation. The two opposing strategies, naturalistic evolutionism and intelligent design, are seen as caught in each other's rhetoric, and some probing is offered in the direction of a theory that could surpass those stalling factors. (shrink)

In this paper I confront what I take to be the crucial challenge for fictional realism, i.e. the view that fictional characters exist. This is the problem of accounting for the intuition that corresponding negative existentials such as ‘Sherlock Holmes does not exist’ are true (when, given fictional realism, taken literally they seem false). I advance a novel and detailed form of the response according to which we take them to mean variants of such claims as: there is no concrete (...) x such that x is Sherlock Holmes. (shrink)

I bought this thinking anything from Bradford books and MIT must be good. Instead it's a boring, stupid, incompetent, antiscientific and antirational piece of closet creationist trash. Heads should roll at Bradford for this atrocity! If you must then start by reading the last chapter first as he conceals a frank statement of his anti-rationality til the end. I made detailed notes on it as I thought it was a serious work of science and was going to do a long (...) page by page refutation but why bother! The praise from some Science and Nature reviewers shows they did not read it and/or have as little understanding of behavior as Buller. The positive comments from the jacket by Sterelny, Wilson, Sober and Caporael are due to the fact that they all share Buller's retro antirational blank slate views that human nature is due to our culture and the delusion of group selection (see my review of Wilson's The Social Conquest of Earth). The first part of the book is dull repeats of basic biology cribbed from intro texts and unrelieved by photos or drawings. Along the way there are some incredibly bizarre takes on the use of language and scientific method. Then you find an attempt to refute some well known studies of stepchild abuse. As you get to the end he lets his anti-science and anti-rationality out in the open, telling us that regardless of whether our behavior is innate we should not investigate it! The fact that our brain is no different from our other organs and it's functions a product of genes and evolution continues to be resisted or just ignored not only by academics but by the general public. Nevertheless the basics of our behavior are as innate as our heartbeat and detailed evidence (for those who have trouble with the obvious) is all around us everywhere we look once our eyes are opened-just watch people doing anything or turn on the tv (or see the huge and rapidly growing scientific literature). Novices can start with Pinker's "The Blank Slate" but there are now dozens of good popular and scientific books on evolutionary psychology and hundreds of articles in the literature of philosophy, psychology, economics etc. The articles in Buss's The Handbook of Evolutionary Psychology and some at the end of Gazzinaga's The Cognitive Neurosciences 3 are good starting points for the serious reader., and science are all manifestations of our innate psychology (with the minor extensions we call culture and civilization), you can look almost anywhere in literature or life to study our adapted mind except here. -/- Those wishing a comprehensive up to date framework for human behavior from the modern two systems view may consult my book ‘The Logical Structure of Philosophy, Psychology, Mind and Language in Ludwig Wittgenstein and John Searle’ 2nd ed (2019). Those interested in more of my writings may see ‘Talking Monkeys--Philosophy, Psychology, Science, Religion and Politics on a Doomed Planet--Articles and Reviews 2006-2019 3rd ed (2019), The Logical Structure of Human Behavior (2019), and Suicidal Utopian Delusions in the 21st Century 4th ed (2019). (shrink)