ML: Philosophical problems with Darwinism in their historical context

elementary

FI1_W08 FI1_W13 FI1_U04 FI1_U21 FI1_K02

During the course of the lectures, students will examine the most important philosophical problems of Darwinism – such as the ontological status of species, the problem of teleology, and teleonomy in the evolutionary process and methodological problems of Darwin’s theory of evolution. The aim of this course is to root those problems in their proper historical context to show how 19th-century philosophers and scientists dealt with them when those problems occurred. At the end of the course, students will not only understand the main philosophical problems of Darwin’s evolutionary theory but also they will be capable of explaining what was the historical context of those problems and what were early solutions of them.

The primary aim of this course is to show how the main philosophical problems of Darwinism developed in the first years of existence of this theory – and what were the first propositions of solving them. During the time of this course students will explore how those problems arose – and why are they still problematic for the current generation of philosophers of biology. The course will be divided into 7 sections in which one of the philosophical problems will be introduced and its historical origins and trajectory will be explained.

The first section will have introductory character, where students will be presented with a brief overview of the history of evolutionary biology in the 19th century.

The second section will focus on the problem of the ontological status of species and the characteristics of its main solutions, i.e. realism, idealism and nominalism.

The third will focus on the methodology of Darwin’s science – in this section, we will be discussing his hypothetico-deductive method, how it was received among Victorian scientists and philosophers of science and why it is still problematic.

In the fourth section problem of the direction of evolutionary problems will be discussed, and students will be introduced to such terms as: teleonomy, teleology, and the great chain of being.

In the fifth section problem of the existence of God in Darwin’s theory will be discussed. Students will be introduced to different takes of what is God’s role in the evolutionary process: from Darwin’s agnosticism to Samuel Butler’s pantheism.

The sixth section will discuss the problem of using Darwin’s theory in sociology and ethics, i.e. it will discuss the rise of eugenics and Darwinian inspired historiosophy used by 19th-century anthropologists such as James George Frazer and Emile Durkheim

The last section will focus on discussing different interpretations of historians of science of 19th-century evolutionary biology and how it was influenced by different philosophers of science. Students will be able to recognize how on meta-level philosophy of science influence research in the field of history and philosophy of biology.

Literature:

1. Bowler P. J., The eclipse of Darwinism. Anti-Darwinian evolution theories in the decades around 1900, The John Hopkins University Press, Baltimore, London 1992

2. Darwin C., On the Origin of Species by Means of Natural Selection, or the Preservation of Favoured Races in the Struggle for Life, John Murray, London 1859

3. Hull D. L., Darwin and his critics. The reception of Darwin’s Theory of Evolution by the Scientific Community, The University of Chicago Press, London, Chicago 1973

4. Mayr E., Toward a new philosophy of biology. Observations of an evolutionist, Harvard University Press, Cambridge, London 1988

5. Mayr E., The growth of biological thought. Diversity, Evolution, and Inheritance, The Belknap Press of Harvard University Press, Cambridge, London 1982

Additional Literature:

1. A Companion to the Philosophy of Biology, ed. S. Sarkar, A. Plutynski, Blackwell Publishing Ltd, Oxford, Victoria 2008

2.Browne J., Darwin o powstawaniu gatunków. Biografia, tłum. P. Jastrzębiec, Warszawskie Wydawnictwo Literackie MUZA SA, Warszawa 2008

3. Cracraft J., Species concepts and the ontology of evolution, Biology and Philosophy 2(1987)3, s. 329-346

4. Wagner M.J. Metanaukowy kontekst problemu „brakującego ogniwa”, Studia Philosophiae Christianae 56(2016)2

Educational outcomes:

Knowledge:

The student is well versed in the issues of 19th evolutionism and can connect them with modern philosophical discussions

Skills

The student is able to critically respond to the discussed issues in the field of philosophy and history of evolutionary biology, as well as take his own position on specific issues and justify them correctly

Competences:

The student is aware of the historical roots of contemporary philosophical problems related to the theory of evolution. Students has knowledge of the development of evolutionism in the 19th century and its philosophical connotations.

ECTS [1 ECTS = 30 (25) hours]:

- participation in the lecture: 30 hrs.

- preparation to pass: 60 hours

-preparation for lectures, reading texts: 60 hours.

-consultations - 0-30 hours

Total of hours (on average): 180 [180/30 (25) = 6]

Number of ECTS: 6

The main method will be problem-solving lectures and lecture-discussion.

Knowledge:

- 2 (ndst..): The student does not know the basic terms, concepts, and theories of evolution discussed in the course

- 3 (dst.): The student knows the basic terms, concepts, and theories related to the philosophy of biology, but is not able to discuss in detail those issues in their historical context

- 4 (db.): The student identifies the philosophical problems of evolutionism and discusses correctly selected issues in the field of philosophy and history of biology

- 5 (bdb.): The student is well versed in the issues of 19th evolutionism, and can connect them with modern philosophical discussions

Skills

- 2 (ndst..): The student is not able to interpret and compare main problems in the field of philosophy and history of biology

- 3 (dst.): The student is able to refer to some of the issues related to the philosophy of biology, but cannot connect them with the historical period in which they were formed, or with the thinkers who dealt with those issues

- 4 (db.): The student is able to correctly indicate and explain the historical relations between the problems of the philosophy of biology and the development of evolutionism in the 19th century

- 5 (bdb.): The student is able to critically respond to the discussed issues in the field of philosophy and history of evolutionary biology, as well as take his own position on specific issues and justify them correctly

Competences:

The student is aware of the historical roots of contemporary philosophical problems related to the theory of evolution. Students has knowledge of the development of evolutionism in the 19th century and its philosophical connotations.

The method of assessment is an oral exam.

Other details will be provided during the course.