Time Schedule:
Lynn Hankinson Nelson
PHIL 481
Seattle Campus
Study of several current topics in philosophy of biology, which may include the logical structure of evolutionary theory, fitness, taxonomy, the concept of a living thing, reductionism, the concept of a biological species, evolutionary explanations, and philosophical consequences of sociology. Recommended: college-level course in biological science. Prerequisite: one PHIL course.
Class description
Early in the 20th century, at least in Anglo-American biology, genetics prevailed over embryology (developmental biology) as the science that could/would explain the basis for traits (physical or behavioral) in a given population. Genes were described as determining a (or the) the “blueprint” of any organism’s development and ultimate form, physiology, and traits (physiological as well as behavioral).
Embryologists (developmental biologists) continued to argue that the route/road from an embryo, with all its genetic information, to an adult form was not solely determined by genes (or some blueprint laid down by them) but was equally a function of processes of development that were not (completely at least) determined/caused by genes or a genetic “blueprint”.
The new discipline, called “Evo Devo” (shorthand for evolutionary developmental biology) seeks to synthesize the science of developmental biology (how an embryo develops into an adult and what “rules” determine its development) with evolutionary theory.
Among the “new” results that developmental biology provides are indications that the “same” genes that control the making of an insect’s boy and organs also control the making of our (human) bodies.
We will consider how has our new knowledge of the causes and processes involved in the development from an embryo to an adult (whatever the species) cause us to rethink our understandings of evolution, species, the effects of genes, and other concepts/notions central to evolutionary biology to date.
Student learning goals
General method of instruction
I use a combination of brief lectures at the beginning and end of class meetings, and discussion for the remainder.
Recommended preparation
It is strongly recommended that students have had a prior philosophy course (logic included) and less importantly, one college level course in biology.
Class assignments and grading
Short formal papers (3) and written reviews as assigned, a group project, and attendance and participation.
Writing assignments (formal papers and short reviews) will count (roughly) for 75% of the grade. Participation in class discussions and a group project for roughly 25% of the grade.
