Philosophy of Biology Cafe

Re: Syllabi

Author: brigandt
Forum: Syllabi, Assignments & Exams
Date: 2008-08-05

Here is a syllabus (including list of readings) that I recently used for a mixed undergrad / grad class:
http://www.ualberta.ca/~brigandt/Syllabus_PHIL_415_510.pdf

Counterfactuals & Philosophy of Biology

Author: haber
Forum: Collaborative Projects & Open-Source Research
Date: 2008-08-05

I'm posting in search of examples of counter-factual arguments in philosophy of biology. I have a section of a paper I'm working on that includes commentary on the role of counter-factuals in phil bio, in particular with regard to treating species as individuals.

For example, Kitcher (1984) considers the lizard C. tesselatus whose origin is the hybridization of C. tigris and C. septemvittatus, asking whether a re-hybridization might be said to give rise to the same species if C. tesselatus were to go extinct.

Another example I've found is speculation as to the impact on the individuality thesis of finding something that resembled Homo sapien on another planet (to the extent that it had a similar genetic structure, etc.).

Briefly, so you know the context of my request, my commentary is on the utility of such counter-factuals. I think Kitcher's is useful, and is close to the kind of question a biologist might ask. The other C-F, though, doesn't really advance the argument at all. The details are absent, and the example itself would likely entail such a radical change to evolutionary theory as to render the original question irrelevant. Basically, I'm defending Hull's position.

Anyhow, I'm looking for other examples of counter-factuals about the individuality thesis that people have come across. Especially those that resemble the second example above. Once I've got the paper written, I'll post (or post a link to) the relevant section on the Cafe.

Re: Syllabi

Author: Anya Plutynski
Forum: Syllabi, Assignments & Exams
Date: 2008-08-04

Maureen, I noticed on the links to syllabi you mentioned that Gilbert has a new book on "eco-evo-devo" forthcoming. That sounds intriguing. May I see a copy...?
Thank you again!
Anya (You can reply to my email: mailto:plutynski@philosophy.utah.edu)

Re: Syllabi

Author: Anya Plutynski
Forum: Syllabi, Assignments & Exams
Date: 2008-08-04

Thanks all for the great feedback! Andrew, I hadn't thought of looking at other species - how species-centric of me! And, Maureen, thanks for the links! This gives me lots of useful resources to turn to!

Cheers,
Anya

Re: Syllabi

Author: Maureen
Forum: Syllabi, Assignments & Exams
Date: 2008-08-03

Hi Anya and anyone else reading this. I read your syllabus draft and Andrew's suggestion in relation to it with great interest. Here at Exeter we have recently revised our Masters syllabus for a two-semester programme. It's team-taught (John Dupre, Paul Griffiths, Sabina Leonelli, Lenny Moss, Staffan Muller-Wille, Maureen O'Malley - apologies for missing accents) and we focus on introducing students to potential research themes. We also wanted to cover interesting biological research that doesn't get much attention from philosophers or historians. We cover all the basic philosophy of biology topics in the final undergraduate year, and recommend Masters students with no previous exposure to history and philosophy of biology audit that course. We found that combining undergraduate and graduate teaching was not the most effective mode of delivery, especially in regard to the discussion sessions. Here are some URLs for both the Masters and the undergraduate offerings.

An outline of the MA in History and Philosophy of Biology: http://www.huss.ex.ac.uk/sociology/philosophyofbiology/ma.php
Click on 'detailed syllabus outline' for a 10-page outline of topics and reading material or open this link: http://www.huss.ex.ac.uk/sociology/philosophyofbiology/documents/HPBsyllabusoutlineJuly09_000.pdf
And here's the UG outline, embedded in which is its own detailed syllabus: http://www.huss.ex.ac.uk/sociology/philosophyofbiology/undergrad.php
In case it's helpful, here's the home page for the programme, though it should be accessible from the tabs in all the above pages.
http://www.huss.ex.ac.uk/sociology/philosophyofbiology/index.php

If you, Anya, or anyone else, have suggestions for content and reading material, we'd be very interested in hearing from you (emails all on the pages above or post here for better sharing). We can update all the material above until September and I will certainly think more about Andrew's suggestion re an organismal focus. You'll notice we have chosen your Companion, Anya, for many of the core readings - a really great text to get students started on many important themes.

Maureen

Re: Syllabi

Author: Andrew
Forum: Syllabi, Assignments & Exams
Date: 2008-07-29

Hi Anya,

I'll follow up with particular suggestions one of these days, but here's a quick comment for now: I notice that your syllabus doesn't contain specific reference any species except humans. I've found that my students -- especially those who are new to the philosophical literature -- respond better to philosophers' concerns when the topics are tied to systems of study. So, for instance, we learn a lot about bees and ants when we talk about levels of selection and we learn a lot about tamarix and snakeheads when we talk about invasive species. The upshot is that if the philosophy isn't interesting for certain students, the biology usually is. Also, this approach helps to show where the line is between those questions can be asked and answered empirically and those that require conceptual solutions.

Syllabi

Author: Anya Plutynski
Forum: Syllabi, Assignments & Exams
Date: 2008-07-28

Hello All,

I'm designing a grad/undergrad combined class in Philosophy of Biology. I'd like it to have some breadth of coverage (including some topics not usually covered - e.g., ecology, molecular, evo/devo), but also include some classics (e.g., adaptationism, species, etc.). Any thoughts? I'd love to know what has worked for others. I'm pasting below a draft of the syllabus. *(I couldn't figure out how to attach it - apparently doc, rtf, and pdf files are not permitted...)

Cheers,
Anya

University of Utah
Department of Philosophy
PHILOSOPHY OF BIOLOGY
PHIL 5370/6370, Fall 2008
MW 11:50 AM-01:10 PM
NS 205
Contact Information
Instructor: Professor Anya Plutynski
Office:
Office Phone:
Office Hours: TBA and by appointment
E-mail: mailto:plutynski@philosophy.utah.edu (the best way to reach me)
Philosophy Dept. Office, my mailbox:

Required Texts

Sober, Conceptual Issues in Evolutionary Biology (3rd Ed.)
Sober, Philosophy of Biology
Selected Items on E-Reserve

Course Description

This course will focus on three major topical areas. The first area has to do with interpreting evolutionary theory. We will read some classic and contemporary texts on such concepts as “fitness,” “adaptation,” and “selection.” Some questions we will address include: what role does chance play in evolution? Does natural selection apply to individuals or populations, or both? What is the “unit” or “level” at which selection operates? Is all of evolution “reducible” to or explainable in terms of selection at the level of genes?

The second major topic area has to do applications of evolutionary theory. One area where the application of evolutionary thinking has been particularly contentious is with respect to human behavior. We will also look at arguments both defending and attacking evolutionary explanations of human behavior, as well as debates about the biological bases of purported race and sex differences.

Third and finally, we will look to the future of biology – how is it changing, and what do these changes mean for the state of the science? With advances in molecular biology, the biological sciences have changed dramatically. What are both the fortuitous prospects and problems with the molecularization of biological sciences? How and why have recent advances in genomics, and evolutionary developmental biology, changed the landscape of classical philosophical questions arising from biology?

Course Requirements

Your grade will be based on the following:

10% - Attendance and Class participation
15% - Five short essays in response to reading (1 page Discussion papers)
10% - Coordination of seminar(s)
65% - 6370 students
1 Term paper - due by 3 PM on Wed Dec. XXX (no class meeting that day)
5370 students
2 papers – 40% (final paper) and 30% (first paper), at least 6 pages each, in response to questions handed out in class.

Class participation - You are, of course, expected to come to all classes having done the readings and you are expected to participate in discussions.

Short essays: You are expected to hand in 5 critical responses to the reading over the course of the semester. The questions on the reading will be posted on WebCT. Each response should be at least one page in length; each are worth 3% of your final grade – please don’t forget to do these – it will make a big difference to your grade! They must be handed in on the day that the reading is discussed. I will not accept late papers in this class.

Coordination of seminar(s): You are expected to coordinate at least one seminar. How you coordinate your seminar is up to you, but it should minimally include an introduction of the issues raised in the readings and questions for discussion (given orally, via handout, etc.). I will expect you do research on articles cited within the assigned readings; I strongly encourage you to meet with me in advance of the day you plan to organize the seminar. I will be happy to provide you with feedback, or background reading.

Term paper(s): 5370 Students: I will post essay questions on WebCT. Please feel free to come see me to discuss your paper in advance of the due date – I am happy to provide feedback on rough drafts. Revisions are permitted on the first paper on three conditions. First, you must turn in the revision within three weeks of my handing back the paper. Second, you must meet with me to discuss your first draft; and third, you must bring a short paragraph describing how you intend to revise to our meeting, based on my comments on the first paper.
6370 Students: Your paper may analyze any of the readings discussed in class, offshoots of those readings, or (after consultation with the professor) any topic in the philosophy of biology. Submit a 1-2 pp. abstract online by October XXX. Prepare your paper (more or less) in the style of a Philosophy of Science article. Your paper should be approximately 5000 words (the length of a PSA conference paper). Rough drafts are due December XXX and final drafts December XXX.

Important note on plagiarism/cheating:
It is a violation of the Code of Academic Conduct to turn in work that is not your own. This includes: turning in the work of another student with your name on it, buying/copying a paper off the Internet, using the words or ideas of others without proper quotation and citation. A grade of "0" will be assigned to assignments on which cheating, plagiarism or any other form of academic dishonesty is admitted or determined to have occurred. If you have trouble with the class material or have personal issues that prevent you from doing your work, come talk to me.

Tentative Schedule - All dates and readings are subject to change.

Important Dates:
Sept. 1: Labor Day – no class!
Anya in Chicago: Oct. 10 – no class!
Anya in St. Louis: Dec. 3 – no class!
Fall break: Mon.-Sat, October 13-18
Thanksgiving break: Thurs.-Fri., November 27-28
Holiday recess: Sat., Dec. 20-Sun., Jan. 11
Grades Available Tuesday, December 30

Date Reading Coordinator
Mon. Aug. 25 No readings; introduction to class, syllabus, questions Instructor
Wed.
Aug. 27 Darwin, Origin, selections from Chapters 1-3; Sober, Chapter 1 of Philosophy of Biology Instructor
Mon. Sep. 1 LABOR DAY
Wed. Sep. 3 Mills and Beatty, “The Propensity Interpretation of Fitness’ & Sober, “Two Faces of Fitness” (Chapters 1-2 of Sober, Conceptual Issues; Recommended: Chapter 3 of Sober, Philosophy of Biology) Chris Jensen?
Mon. Sep. 8 Beatty, “Chance and Natural Selection” & Brandon and Carson, “The Indeterministic Character of Evolutionary Theory” (on E-Reserve)
Wed. Sep. 10 Millstein, “Is the Evolutionary Process Deterministic or Indeterministic? An argument for Agnosticism” and, “Interpretations of Probability in Evolutionary theory” (on E-Reserve)

Mon. Sep. 15 Williams, excerpts from Adaptation and Natural Selection; and Wilson, “Levels of Selection: An Alternative to Individualism in Biology and the Human Sciences” (Chapters 3-4 in Sober, Conceptual Issues)
Wed. Sep. 17 Okasha, “Units and Levels of Selection” in Sarkar and Plutynski, on Reserve at Marriott; & Stanford Encyclopedia entry, Lloyd, “Units and Levels of Selection” (Recommended: Chapter 4 of Sober, Philospohy of Biology)
Mon. Sep. 22 Gould and Lewontin, “Spandrels…” (Chapter 5 in Sober, Conceptual Issues) & Godfrey-Smith, “Adaptation” in Sarkar and Plutynski, on Reserve at Marriott
Wed. Sep. 24 Maynard Smith, “Optimization Theory in Evolution” (Chapter 6 in Sober, Conceptual Issues)
Mon. Sep. 29 Blaffer Hrdy, “Empathy, Polyandry…” (Chapter 7 in Sober, Conceptual Issues) and
Wed. Oct. 3 Lloyd, “Pre-Theoretical Assumptions…” (Chapter 8 in Sober)
Mon. Oct. 8 Stanford Encyclopedia, “Evolutionary Psychology” Steve Downes; (Recommended: Chapters 9-10 in Sober, Conceptual Issues) Steve Downes?
Wed. Oct. 10 NO CLASS – Anya in Chicago
Mon-Wed. Oct. 13-15 FALL BREAK
Mon. Oct. 20 Chapters 9-10 in Sober, Conceptual Issues, and Chapter 11-12 in Maynard Smith and Szathmary, The Origins of Live (On Animal and Human Societies)
Wed. Oct. 22 Moral Psychology, Stanford Encyclopedia (John Doris and Stephen Stich) Ron Mallon?
Mon. Oct. 27 Kitcher, “1953 and All That: A Tale of Two Sciences”; Waters, “Why the Antireductionist Consensus Won’t survive…” (Chapter 13 & 14, in Sober, Conceptual Issues)
Wed. Oct. 29 Sober, “The Multiple Realizability Argument” (Chapter 15 in Sober, Conceptual Issues)
Mon. Nov. 3 Rosenberg, “Reductionism and Antireductionism in Biology” (Chapter 7, Cambridge Companion, on Reserve at Marriott)
Wed. Nov. 5 Sterelny, “Macroevolution, minimalism…” (Chapter 10 in Cambridge Companion, on reserve at Marriott)
Mon. Nov. 10 Evo-Devo – epigenesis, genetic causation/and/or Molecular Genetics Jim Tabery?
Wed. Nov. 12 Evo-Devo Meets Macro Micro: Gehart and Kischner, 2007; Lynch, 2007 (On E-Reserve at Marriott)
Mon. Nov. 17 Sansom, “Evolvability” in Oxford Handbook to Philosophy of Biology; on Reserve at Marriott
Wed. Nov. 19 Genomics/Gene concepts? Monika Piatrowska?
Week of 24-28 THANKSGIVING BREAK: NO CLASS on this Monday or Wed. – I know everyone likes to leave town early! ; )
Mon. Dec. 1 Hull, “A Matter of Individuality” (In Sober, Chapter 18, Conceptual Issues
Baum and Donahue, “Choosing Among Alternative Phylogenetic Species Concepts,” (Chapter 19 of Sober, Conceptual Issues) Matt Haber?
Wed. Dec. 3 Anya in St. Louis: no class
Mon. Dec. 8 MacLaurin and Sterelny, “What is Biodiversity?” Selections
Mon. Dec. 15 Appiah, “Why there are no Human Races,” and Andreasen, “A New Perspective on the Race Debate,” (Chapters 22-23 in Sober)
Wed. Dec. 17 Last day of class: Wrap up

ADA Statement

Accommodations Statement

Teaching and Learning Methods

The best way to learn to read and write critically is to do so. I expect you to do a good deal of reading, writing in response to the reading, and engaging in analysis of textual material in this class. The aim is to come to a critical understanding of the material – there are three components of this critical understanding. First, one ought to be able to place the text in some social and historical context. Second, even if you are in agreement with an author’s conclusions, you should be able to analyze the manner by which they arrived at the conclusions. Third and finally, one should treat the text as an opportunity to raise questions, both with respect to the reasoning and argument of the author, and with respect to one’s own convictions. For every paper, I will provide comments; and, for the final paper, I expect you to meet with me individually to review rough drafts and discuss strategies for rewriting.

Evaluation Methods and Criteria

Grading will be based largely on writing and critical contributions to class discussion. The qualities of a good paper in philosophy are as follows:

- Clarity
- Focus
- Evidence and Argument
- Anticipation, consideration and answering of objections (i.e., alternative viewpoints)
- Depth and breadth of knowledge of the relevant literature
- Organization
- Grammar, spelling, etc.

I can provide you with sample papers that meet these criteria. Your object should be to have a sufficiently precise question directing your research in your final paper. The paper should answer this question. Evidence in support of your answer, or thesis, should be provided in the body of the paper – with appropriate footnotes and bibliographic citations. I will provide samples on WebCT.

Re: Studying Evolution

Author: mrspaulding
Forum: Evolution, Creationism, & Intelligent Design
Date: 2008-07-11

It was both exasperating and invigorating to read Andrew's post. As an undergraduate, I do not have a great understanding of the problems that the I.D/creationist movement creates at the university level. However, I did have the opportunity to hear the former superintendent of South Carolina schools, Inez Tannenbaum, speak about the harrowing process of approving the latest s.c. high school biology requirements. The "teach the controversy" approach to evolutionary theory duped both her and her colleagues. Once she realized that this approach was just disguised creationism, she fought to keep this doctrine out of public high schools. However, she could not win the fight alone. Many academics came to her aid to testify about the tenets of the scientific method and the merits of current scientific practices. The entire ordeal should serve as a reminder that we need to be vigilante in identifying and preventing such anti-scientific ideas from gaining a political foothold. I do not know if Andrew has ever had to present his rebuttal of the "teach the controversy" approach to school boards or state education panels, but his succinct argument serves as a good template for others to oppose this dangerous line of rhetoric.

Philosophy and history of cell research workshop

Author: Maureen
Forum: Announcements
Date: 2008-07-09

Life of the cell: Philosophy & history of cell research
Funded by the British Academy and Egenis, ESRC Centre for Genomics in Society

On April 23rd and 24th, 2009, at Egenis, University of Exeter, UK, a number of issues related to cells and cell biology will be investigated from historical, philosophical and scientific perspectives. Topics include:
*The cell as the epistemic and ontological unit of life
*The evolution of cells and modes of cellular organization
*Multicellular and symbiotic cell collectives in relation to cellular autonomy
*Connections between cell biology and contemporary systems biology
*Health-related cell research, particularly of cancer cells
*Plant, fungi and insect cells that do not fit standard cell theory
*Engineering cells

Invited speakers
William Bechtel (Philosophy, University of California, San Diego): Philosophical and historical issues in eukaryote cell biology
Tom Cavalier-Smith (Zoology, University of Oxford): The evolution of cells
Ohad Parnes (Zentrum für Literaturforschung, Berlin): Organic and inorganic conceptions of cell growth in cell theory
Andrew Reynolds (Philosophy and Religious Studies, Cape Breton University, Nova Scotia): Historical insights into cell concepts

Local speakers
John Bryant: Broader views of cell biology
John Dupré: Philosophy of microbial cells
Steve Hughes: Plant cells and cell theory
Pierre-Olivier Méthot: Concepts of cells
Staffan Müller-Wille: History of plant cell biology
Dan Nicholson: Cell epistemology
Maureen O’Malley: Philosophy of microbial cells

For more information about the workshop, visit the webpage:
http://www.genomicsnetwork.ac.uk/egenis/events/workshops/title,3800,en.html
or contact Staffan Müller-Wille mailto:s.e.w.mueller-wille@ex.ac.uk
or Maureen O'Malley mailto:m.a.o'malley@ex.ac.uk

To register your interest in this event,
please contact:
Saira Kidangan, Egenis Secretary
Byrne House, University of Exeter
St Germans Road, Exeter, EX4 4PJ, UK
Email: mailto:S.V.Kidangan@ex.ac.uk
Phone: +44 (0)1392 269140

Re: FDIGS

Author: haber
Forum: Announcements
Date: 2008-07-07

this is a reminder of the 2008 ISHPSSB off year workshop FDIGS, future directions in genetics studies, to be held at Washington St Louis 6-10 august. registration closes on July 15th. travel bursaries are available.
see website for further details
http://artsci.wustl.edu/~pnp/Research/FDIGS_2008/
Ellen, could you post a list of participating faculty? It's pretty impressive ...

Re: Studying Evolution

Author: haber
Forum: Evolution, Creationism, & Intelligent Design
Date: 2008-07-07

Just a quick follow up to Andrew's post to clarify the policy of the Cafe. I'm perfectly happy to have discussions about creationism and ID creationism on the Cafe boards -- as long as they are posted in the correct forums and follow the level of decorum and quality expected of posts anywhere on the Cafe. That's why I created the 'Evolution, Creationism, & Intelligent Design' forum.

Regarding Andrew's post in particular -- evolution is merely the tip of the iceberg. Physics, and possibly chemistry too, are certainly on the radar of some creationists. That's the not-so-surprising result of the politicization of creationism, and part of a more general anti-science strategy of some proponents. Of course there are lots of different brands of creationism, and not all are so broadly anti-scientific* (or so deeply politically exploitative).

*Some are just anti-evolution, insomuch as that makes any sense.

Re: FDIGS

Author: ellenclarke81
Forum: Announcements
Date: 2008-07-03

this is a reminder of the 2008 ISHPSSB off year workshop FDIGS, future directions in genetics studies, to be held at Washington St Louis 6-10 august. registration closes on July 15th. travel bursaries are available.
see website for further details
http://artsci.wustl.edu/~pnp/Research/FDIGS_2008/

Re: Studying Evolution

Author: Andrew
Forum: Evolution, Creationism, & Intelligent Design
Date: 2008-07-02

What follows is a response to a suspiciously spammy, trolly post that used to be here but is no longer. It basically said that we should teach evolution's shortcomings so students can decide something or other for themselves. I see this argument a lot, and think it's worth dealing with.

What I have always found curious (that is to say, disingenuous) about this particular argument is that no one is clamoring for truth in physics, or in chemistry, or in ecology, or ... well, you get the point. I have never seen, for instance, hue and cry over the fact that one or the other or both of our best physical theories are incorrect and that students are not generally made aware of this in introductory physics courses. Even within biology, no one cries foul when we teach our students that species are defined by interbreeding or that the Central Dogma is true.

My guess is that the people who read this board will overwhelmingly agree with makikopper that students should be taught the strengths and weaknesses of whatever science they are learning: the skeptical approach is, after all, what we do best, and teaching science this way makes clear what science is and how it works.

It would make sense to give special attention to evolution's shortcomings if they were in some way special, but they are not. Every science benefits and suffers from parameters not measured, evidence that is difficult to accommodate, equations for which there are no analytic solutions, and models that greatly oversimplify. This is a fine lesson to teach. The lesson that evolution is problematic because it has unmeasured parameters, recalcitrant evidence, unsolved equations, and simplified models is much less noble. Indeed, such a message only serves an agenda of those who are interested in discrediting a particular piece of science because of its perceived implications. Where is the skepticism, the learning, the critical engagement, the wider synthesis in that?

FDIGS

Author: ellenclarke81
Forum: Announcements
Date: 2008-06-19

The Philosophy Department and Philosophy-Neuroscience-Psychology Program at Washington University in St Louis will host an ISHPSSB off-year graduate training workshop, the Future Directions in Genetics Studies (FDIGS), 6-10 August 2008.

Registration is now open for graduate students with an interest in exploring the new interface between genetics and neuroscience.

For graduate students, there are available a limited number of low-cost dorm rooms in Oak Hall on the University of Missouri St Louis (UMSL) campus-about $25/night.There are also a limited number of travel subsidies available to help defray the cost of travel for graduate student attendees.
For further information, visit:

http://artsci.wustl.edu/~pnp/Research/FDIGS_2008/

Re: "Reductionism in Biology" (in: Stanford Encyclopedia)

Author: jrstern
Forum: Journals
Date: 2008-06-10

Hi. A little intro, and a question.

I'm the guy posted the pointer to your article on the Yahoo analytic-borders group, that you replied to on the usenet fa.analytic-philosophy echo. I'm a big fan of Ed Zalta's SEP. I'm a CS guy, been working on a sort of philosophy of computation project for some years now, hope to publish "soon". Have read some philosophy of biology, Mayr, Dennett, Nagel, Sober, et al, Millikan, Fodor, Chomsky, more philosophy of science, my own concerns are some kind of neo-analyticity and computationalism, which I think is well-informed by studying biology. Actually, I think biology may be well-informed by studying computation, too.

Anyway, here's a little question. I see in your article you say, "Although only a few reductionists demand explanation to be strictly nomological ...". Well, Fodor has addressed this many times, and I recall, but cannot find, a phrase he used (I think), "non-strict reduction", for the kind of not-exactly nomological reduction that allows for multiple-realization of intelligence as AI, for example, Fodor's major concern having been computational theories of mind. If anybody can give me the reference to where he used the term "non-strict reduction", I'd be very grateful!

Thanks.

BTW, I think it's great for you to host a discussion forum attached to the SEP article. Don't know what kind of traffic you'll get, but it seems a good feature to have.

Josh

Re: Thoughtslinger?

Author: haber
Forum: Useful Software
Date: 2008-05-27

It's the first I've heard of it. It looks really cool! Anyone out there given it a go?

"Reductionism in Biology" (in: Stanford Encyclopedia)

Author: brigandt
Forum: Journals
Date: 2008-05-27

The Stanford Encyclopedia of Philosophy entry on Reductionism in Biology, co-authored by Alan Love and myself, has been published online. We would like to use this opportunity to start a discussion thread on this topic.

Authors of SEP entries are permitted (and even encouraged) to update and revise their entries. For this reason, we are happy about any feedback -- from pointers to broken hyperlinks or relevant literature that we did not cite, queries about unclear passages / issues not discussed, to substantive comments and criticisms about some of the entry's content and structure. We will consider these suggestions and queries when we revise the entry in the future.

But apart from comments directly addressing the SEP entry, feel free to bring up and discuss any issue pertaining to reductionism in biology.

Re: Questions About Graduate Programs

Author: Ashmiller
Forum: Graduate School
Date: 2008-05-25

Does anyone have information on the HPS program at the University of Texas at Austin?
I also saw that they offer some kind of certificate in Museum studies, which I would also be interested to hear about.

Thanks!
ashley

Thoughtslinger?

Author: rmillstein
Forum: Useful Software
Date: 2008-05-16

Does anyone have any experience with Thoughtslinger?

From http://www.thoughtslinger.com/index.php :

Thoughtslinger is a collaborative word processor that connects you with the people around you.

Edit the same document at the same time. Share every keystroke. See what others are doing and track their changes.

* Create or load a document
* Invite others to co-edit
* Share every keystroke

It's fast, simple and secure. It runs on Mac OS X and XP/Vista. And it's free.

Seems too good to be true.

Roberta

Re: Choosing Graduate Schools

Author: mrspaulding
Forum: Graduate School
Date: 2008-05-06

Thanks for offering up some advice. As to the questions that were asked, I feel that the theoretical side of biology is where my interests lie right now. The class that I took this spring was focused on applying problems in philosophy of science to genetics. This was an interesting intro. to phil. of biology, however we did not get to study evolution at all. I am doing an independent study in the fall to try and understand the issues surrounding evolutionary theory, such as the levels of selection problems.