Faith and child survival: the role of religion in childhood immunization in Nigeria

This study assessed the role of mother's religious affiliation in child immunization status of surviving children 12 months of age and older in Nigeria, using data from the 2003 Nigeria Demographic and Health Survey (NDHS). Guided by two competing hypotheses--the 'characteristics hypothesis' and the 'particularized theology hypothesis'--variations in the risks of child immunization in Nigeria were examined using logistic regression analysis. The results indicate that religion plays a role in the risk of non-immunization; religion was not associated with the risk of partial immunization; however, religion was significantly associated with the reduced risk of full immunization.     

The Extended Synthesis: Something Old, Something New

The eclipse of Darwinism began to end in the 1980s and hangs in the balance today. We need an Extended Synthesis, using “extension” metaphorically. We must extend back in time to recover important aspects of Darwinism that were set aside, and then lost during neo-Darwinism, then move forward beyond neo-Darwinism to encompass new data and concepts. The most comprehensive framework for the Extended Synthesis is the Major Transitions in Evolution. The Extended Synthesis rests comfortably within a philosophical perspective in which biology does not need to be connected with other areas of science in order to justify itself. I am attracted to an older concept in which biology needs a covering law to connect it with the rest of the natural sciences. Darwin implicated a “higher law,” but did not specify it. If we can elucidate that law, the Extended Synthesis will become the Unified Theory of Biology called for by Brooks and Wiley 25 years ago.     

Guessing the future of the past

I review the book “Making Prehistory: Historical Science and the Scientific Realism Debate” by Derek Turner. Turner suggests that philsophers should take seriously the historical sciences such as geology when considering philosophy of science issues. To that end, he explores the scientific realism debate with the historical sciences in mind. His conclusion is a view allied to that of Arthur Fine: a view Turner calls the natural historical attitude. While I find Turner’s motivations good, I find his characterisation of the historical sciences unconvincing. I say why in a section at the end of the review. The result is that I am unpersuaded by his thesis.     

Changes in acceptance of evolution in a college-level general education course

Evolutionary theory is central to the biological sciences, and to critical aspects of everyday life, and yet a significant proportion of Americans reject evolution. Our study sets out to examine the role of a second year college general education course in affecting students’ acceptance of evolution. We report three years of data using the Measure of Acceptance of the Theory of Evolution (MATE) instrument, and show that students make small and sometimes statistically significant gains in acceptance over the course of a semester. We found no evidence that including evolution topics in coursework caused an overall decrease in acceptance of evolution. We suggest that increased coursework on evolution topics, especially using interactive teaching methods, may increase acceptance of evolution.     

Hierarchy Theory of Evolution and the Extended Evolutionary Synthesis: Some Epistemic Bridges,Some Conceptual Rifts

Contemporary evolutionary biology comprises a plural landscape of multiple co-existent conceptual frameworks and strenuous voices that disagree on the nature and scope of evolutionary theory. Since the mid-eighties, some of these conceptual frameworks have denounced the ontologies of the Modern Synthesis and of the updated Standard Theory of Evolution as unfinished or even flawed. In this paper, we analyze and compare two of those conceptual frameworks, namely Niles Eldredge’s Hierarchy Theory of Evolution (with its extended ontology of evolutionary entities) and the Extended Evolutionary Synthesis (with its proposal of an extended ontology of evolutionary processes), in an attempt to map some epistemic bridges (e.g. compatible views of causation; niche construction) and some conceptual rifts (e.g. extra-genetic inheritance; different perspectives on macroevolution; contrasting standpoints held in the “externalism–internalism” debate) that exist between them. This paper seeks to encourage theoretical, philosophical and historiographical discussions about pluralism or the possible unification of contemporary evolutionary biology.     

Empiricism and Modeling for Marine Fisheries: Advancing an Interdisciplinary Science

Marine fisheries science is a broad field that is fundamentally concerned with sustainability across ecological, economic, and social dimensions. Ensuring the delivery of food, security, equity, and well-being while sustaining ecosystems in the face of rapid change is, by far, the main challenge facing marine fisheries. A tighter integration of modeling and empiricism is needed to confront this challenge. In particular, improved incorporation of empirically grounded and realistic representation of human behaviors into models will greatly enhance our ability to predict likely outcomes under alternative adaptive strategies. Challenges to this integration certainly exist, but many of these can be overcome via improved professional training that reduces cultural rifts between empiricists and modelers and between natural and social sciences, ideally ending the presumption that there is a divide between empiricism and modeling.     

Civic Biology and the Origin of the School Antievolution Movement

In discussing the origins of the antievolution movement in American high schools within the framework of science and religion, much is overlooked about the influence of educational trends in shaping this phenomenon. This was especially true in the years before the 1925 Scopes trial, the beginnings of the school antievolution movement. There was no sudden realization in the 1920’s – sixty years after the Origin of Species was published – that Darwinism conflicted with the Bible, but until evolution was being taught in the high schools, there was no impetus to outlaw it. The creation of “civic biology” curricula in the late 1910’s and early 20’s, spearheaded by a close-knit community of textbook authors, brought evolution into the high school classroom as part of a complete reshaping of “biology” as a school subject. It also incorporated progressive ideologies about the purposes of compulsory public education in shaping society, and civic biology was fundamentally focused on the applications of the life sciences to human life. Antievolution legislation was part of a broader response to the ideologies of the new biology field, and was a reaction not only to the content of the new subject, but to the increasingly centralized control and regulation of education. Viewing the early school antievolution movement through the science-religion conflict is an artifact of the Scopes trial’s re-creation of its origins. What largely caused support for␣the school antievolution movement in the South and particularly Tennessee were concerns over public education, which biology came to epitomize.     

Overcoming Obstacles to Evolution Education: Why Bother Teaching Evolution in High School?

Evolution is a foundational organizing principle of the life sciences, and yet people still argue that it should be taught only in college, urging that it’s not necessary, too controversial, or too difficult to teach evolution in high school. Faced with such arguments, teachers and administrators need to have responses. Moreover, they need to teach evolution so that the coverage of evolution in the K-12 curriculum reflects its central place in biology.     

Species as a Process

Species are generally considered to be the basic units of evolution, and hence to constitute spatio-temporally bounded entities. In addition, it has been argued that species also instantiate a natural kind. Evolution is fundamentally about change. The question then is how species can remain the same through evolutionary change. Proponents of the species qua individuals thesis individuate species through their unique evolutionary origin. Individuals, or spatio-temporally located particulars in general, can be bodies, objects, events, or processes, or a combination of these. It is here argued that species are best understood as open or closed, causally integrated processual systems that also instantiate an historically conditioned homeostatic property cluster natural kind.     

Neural information and the problem of objectivity

A fascinating research program in neurophysiology attempts to quantify the amount of information transmitted by single neurons. The claims that emerge from this research raise new philosophical questions about the nature of information. What kind of information is being quantified? Do the resulting quantities describe empirical magnitudes like those found elsewhere in the natural sciences? In this article, it is argued that neural information quantities have a relativisitic character that makes them distinct from the kinds of information typically discussed in the philosophical literature. It is also argued that despite this relativistic character, there are cases in which neural information quantities can be viewed as robustly objective empirical properties.     

The EvoS Consortium: Catalyzing Evolutionary Training in Higher Education

EvoS is a consortium of evolutionary studies programs that can catalyze evolutionary training across the curriculum in higher education. This special issue of Evolution: Education and Outreach shows how the dictum “Nothing in biology makes sense except in the light of evolution” can be achieved within the biological sciences and expanded to include all human-related subjects, both for undergraduate education and faculty interactions, fulfilling the ideal of a liberal arts education and turning the university into a single intellectual community.     

The interface of natural theology and science in the ethology of W. H. Thorpe

Conclusion It should be clear by now the extent to which many features of Thorpe's interpretation of animal behavior and of the animal mind rested, at bottom, not simply on conventional scientific proofs but on interpretive inferences, which in turn rested on a willingress to make extensions of human experience to animals. This, in turn, rested on his view of evolution and his view of reality. And these were governed by his natural theology, which was the fundamental stratum of his intellectual experience.Contrary to the scientific ethos, which restricts theory choice to scientific issues alone, Thorpe's career suggests that the actual reasons for theory choice among scientists often are not limited to science, but are multiple and may sometimes be difficult to discover. It is largely because Thorpe took a public part in the natural theology enterprise that we can know something about his religious beliefs and so can see their probable influence on his scientific decisions. Similar beliefs of other scientists are sometimes harder to get at. Most may be practically beyond discovery, for the ethos of science has discouraged public professions of personal belief in relation to scientific work.¹⁰¹ Yet does it seem plausible that, for example, the restriction of self-consciousness to humans by some scientists is a purely scientific decision?¹⁰² Surely not, any more than that the strong influence of natural theology on Thorpe's thought means that he was not a good scientist. His natural theology may have led him into incautious enthusiasms regarding the animal mind — such as the potential if unrealizable linguistic ability of chimpanzees — through a bias in favor of the continuity of emergents in a progressive evolutionary system, just as it led him to advocate animal consciousness long before the recent upsurge of interest, but the scientific integrity of his work overall is unimpeachable. And yet, that work is not comprehensible historically as science alone. Personal philosophy must not be discounted in writing the history of recent science. This somewhat obvious conclusion (obvious to historians of science) needs emphasis, for we are still prone to think that the sciences of our own time provide their own internal dynamic that is in itself sufficient to account for their content and development.     

Darwin,Veblen and the problem of causality in economics

This article discusses some of the ways in which Darwinism has influenced a small minority of economists. It is argued that Darwinism involves a philosophical as well as a theoretical doctrine. Despite claims to the contrary, the uses of analogies to Darwinian natural selection theory are highly limited in economics. Exceptions include Thorstein Veblen, Richard Nelson, and Sidney Winter. At the philosophical level, one of the key features of Darwinism is its notion of detailed understanding in terms of chains of cause and effect. This issue is discussed in the context of the problem of causality in social theory. At least in Darwinian terms, the prevailing causal dualism--of intentional and mechanical causality--in the social sciences is found wanting. Once again, Veblen was the first economist to understand the implications for economics of Darwinism at this philosophical level. For Veblen, it was related to his notion of 'cumulative causation'. The article concludes with a discussion of the problems and potential of this Veblenian position.     

Misconceptions About Evolution in Brazilian Freshmen Students

Regarding such an important issue as our origin, as well as the origin of all biological diversity, it is surprising to realize that evolution still faces drawbacks in keeping its deserved notability as a unifying theory in biology. This does not happen because evolutionism lacks validity as a scientific theory, but rather because of several misconceptions regarding evolutionary biology that were and continue to be found in elementary and secondary education. Furthermore, mistaken evolutionary ideas also affect some philosophical and social issues. The aim of the present study was to evaluate knowledge about evolution among freshman students from distinct majoring areas at Universidade Estadual do Centro-Oeste do Paraná (UNICENTRO), Brazil. The research was carried out based on a ten-question questionnaire about evolution with distinct levels of difficulty, comprising the most observed misconceptions. In this study, 231 students attending classes in biological sciences (morning and evening schedule), exact sciences (agronomy, physics, chemistry, and math), and human sciences (history, geography, and pedagogy) were interviewed. The total average of right answers was 48.8%, and the highest average per course obtained was 58.7% from the students attending biological sciences (evening schedule). Although evolutionary biology and ecology are supposed to represent teaching guide issues according to the recommendations of the National Curricular Parameters for the Secondary School, the data obtained suggest that the evidence for evolution, the role of natural selection and random events, as well as the sources of variation, must be better focused at schools.     

A New School of Medicine Is Born in Quebec

The new Faculty of Medicine at the University of Sherbrooke accepted its first 32 students in September 1966. The four major objectives of the school are: (1) medical education with emphasis on learning rather than teaching; (2) research in three major fields of endeavour: basic, clinical and medico-social sciences; (3) optimum patient care; and (4) service to society. A new Health Sciences Centre houses the Medical School, 1 420-bed hospital and multidisciplinary laboratories, and eventually will contain the paramedical schools, including a School of Nursing Sciences. The three major divisions of the Faculty are basic, clinical and medico-social sciences. The curriculum of the first two years is correlated and integrated within the “block” system, with participation from all three divisions.     

Conceptualizing "religion": How language shapes and constrains knowledge in the study of religion and health

Despite recent advances in the field of religion and health, meaningful findings will increasingly depend on the capacity to conceptualize "religion" properly. To date, scientists' conception of religion has been shaped by the Enlightenment paradigm. However, recent developments in philosophy make the "objectivity" of the Enlightenment paradigm problematic, if not untenable. Contrary to common understanding, the secularism essential to the Enlightenment paradigm does not enjoy any special privilege over religious ways of seeing the world, because both religious and secular worldviews constitute self-referentially complete interpretations of the human condition. If there is no objective frame of reference from which to measure religiousness, then the study of religion and health is fundamentally contingent on the specific languages and contexts in which particular religions find expression. While applying this cultural-linguistic approach to religion would require significant changes in the existing methods for studying religion and health, such changes may generate a deeper understanding of this relationship.     

Evolution and the nature of time.

The concept of time is critical in evolutionary thought, but rarely has it been considered as an object of theoretical research by evolutionary biologists. Evolution is an organism's possibility of access to the future; in other words, evolutionary reward is paid out as increased time. Replicating entities are granted time, but for them, time only serves to allow replication and evolution, and to further expand the frontier of time. The present review discusses the possible influence of considering time not as a pure dimension (or an a priori intuitive condition of human experience) but as an object in itself. At least as a metaphor, time can be considered as a self-replicating entity rooted in physical (including biological) beings, with the result of producing dimensional time. Time self-replication forces beings to replicate, which, in turn, further sustains the replication of time. In that sense, time-replication may constitute the driving force, i.e., the basic engine, providing directional energy to the evolutionary process. The philosophical roots, caveats, and perspectives of this hypothesis are presented here. The metaphor of replicating-time plays with the possibility of viewing time not as a merely regulatory component of scientific inquiry but instead, as a real and creative constituent of nature and, for this reason, an object worthy of research in the natural sciences.