The course aims to
- acquire the fundamental concepts of evolutionary biology, such as natural selection, variation, heredity, adaptation, plasticity, reductionism and genocentrism
- analyse the objectives and limitations of evolutionary explanations
- understand and discuss the main debates in evolutionary biology;
- apply the analytical tools of philosophical reasoning in the discussion of problems related to evolutionary sciences;
- critically evaluate and discuss the social and cultural implications of debates on evolution in a linguistically appropriate manner.
- acquire the fundamental concepts of evolutionary biology, such as natural selection, variation, heredity, adaptation, plasticity, reductionism and genocentrism
- analyse the objectives and limitations of evolutionary explanations
- understand and discuss the main debates in evolutionary biology;
- apply the analytical tools of philosophical reasoning in the discussion of problems related to evolutionary sciences;
- critically evaluate and discuss the social and cultural implications of debates on evolution in a linguistically appropriate manner.
teacher profile teaching materials
In the second part of the course, the problem of how to explain, from an evolutionary point of view, the behavioural and mental diversity of human beings will be addressed, mainly with respect to their capacity for social interaction and cultural learning.
Students not attending classes, and those who lack preliminary knowledge of the principles of evolutionary theory should also read Rosenberg, Alex, and Daniel W. McShea. Philosophy of biology: A contemporary introduction. Routledge, 2007.
1. Dupré, John. Introduction and chapter 3 How much must evolution explain? Eds. (2001) Human Nature and the Limits of Science. Oxford University Press.
2. Griffiths, Paul E. "Ethology, Sociobiology, and Evolutionary Psychology." A Companion to the Philosophy of Biology (2007): 393-414.
3. Jablonka, Eva, and Marion J. Lamb. "Soft inheritance: challenging the modern synthesis." Genetics and Molecular Biology 31 (2008): 389-395.
4. Stotz, Karola. "Human nature and cognitive–developmental niche construction." Phenomenology and the Cognitive Sciences 9 (2010): 483
5. Laland, Kevin, et al. "Does evolutionary theory need a rethink?." Nature 514.7521 (2014): 161-164.
6. Mesoudi, Alex. "Cultural evolution: Integrating psychology, evolution and culture." Current Opinion in Psychology 7 (2016): 17-22.
7. Whiten, Andrew, and Erica van de Waal. "Social learning, culture and the ‘socio-cultural brain’of human and non-human primates." Neuroscience & Biobehavioral Reviews 82 (2017): 58-75.
8. Heyes, Cecilia. "Précis of cognitive gadgets: The cultural evolution of thinking." Behavioral and Brain Sciences 42 (2019): e169.
9. Roige, Aida, and Peter Carruthers. "Cognitive instincts versus cognitive gadgets: A fallacy." Mind & Language 34.4 (2019): 540-550.
10. Tramacere, Antonella, and Fabrizio Mafessoni. "Cognitive twists: The coevolution of learning and genes in human cognition." Review of Philosophy and Psychology (2022): 1-29.
Mutuazione: 20711651 Philosophy of biology in Scienze filosofiche LM-78 TRAMACERE ANTONELLA
Programme
The course is developed in two parts. In the first part, the characteristics and limits of evolutionary explanations will be addressed, especially in the frameworks of ethology, sociobiology and evolutionary psychology, and in relation to the principles of modern and extended synthesis.In the second part of the course, the problem of how to explain, from an evolutionary point of view, the behavioural and mental diversity of human beings will be addressed, mainly with respect to their capacity for social interaction and cultural learning.
Core Documentation
The teacher will provide tests to the students.Students not attending classes, and those who lack preliminary knowledge of the principles of evolutionary theory should also read Rosenberg, Alex, and Daniel W. McShea. Philosophy of biology: A contemporary introduction. Routledge, 2007.
1. Dupré, John. Introduction and chapter 3 How much must evolution explain? Eds. (2001) Human Nature and the Limits of Science. Oxford University Press.
2. Griffiths, Paul E. "Ethology, Sociobiology, and Evolutionary Psychology." A Companion to the Philosophy of Biology (2007): 393-414.
3. Jablonka, Eva, and Marion J. Lamb. "Soft inheritance: challenging the modern synthesis." Genetics and Molecular Biology 31 (2008): 389-395.
4. Stotz, Karola. "Human nature and cognitive–developmental niche construction." Phenomenology and the Cognitive Sciences 9 (2010): 483
5. Laland, Kevin, et al. "Does evolutionary theory need a rethink?." Nature 514.7521 (2014): 161-164.
6. Mesoudi, Alex. "Cultural evolution: Integrating psychology, evolution and culture." Current Opinion in Psychology 7 (2016): 17-22.
7. Whiten, Andrew, and Erica van de Waal. "Social learning, culture and the ‘socio-cultural brain’of human and non-human primates." Neuroscience & Biobehavioral Reviews 82 (2017): 58-75.
8. Heyes, Cecilia. "Précis of cognitive gadgets: The cultural evolution of thinking." Behavioral and Brain Sciences 42 (2019): e169.
9. Roige, Aida, and Peter Carruthers. "Cognitive instincts versus cognitive gadgets: A fallacy." Mind & Language 34.4 (2019): 540-550.
10. Tramacere, Antonella, and Fabrizio Mafessoni. "Cognitive twists: The coevolution of learning and genes in human cognition." Review of Philosophy and Psychology (2022): 1-29.
Attendance
Attendance in person is strongly recommendedType of evaluation
The course will be held in English, so the assessment will also be in that language. However, if the student wishes to take the examination in Italian, he or she may request it from the lecturer.