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  1. Life and the Homeostatic Organization View of Biological Phenomena.Robert Arp - 2008 - Cosmos and History : The Journal of Natural and Social Philosophy 4 (1-2):260-285.
    p style="text-indent: 0cm; line-height: normal" class="MsoBodyTextIndent3"span style="font-size: 11pt"In this paper, I argue that starting with the organelles that constitute a cellmdash;and continuing up the hierarchy of components in processes and subsystems of an organismmdash;there exist clear instances of emergent biological phenomena that can be considered ldquo;livingrdquo; entities.spannbsp; /spanThese components and their attending processes are living emergent phenomena because of the way in which the components are organized to maintain homeostasis of the organism at the various levels in the hierarchy.spannbsp; /spanI (...)
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  • The Notion of Scientific Knowledge in Biology.Silvia Morante & Giancarlo Rossi - 2016 - Science & Education 25 (1-2):165-197.
    The purpose of this work is to reconsider and critically discuss the conceptual foundations of modern biology and bio-sciences in general, and provide an epistemological guideline to help framing the teaching of these disciplines and enhancing the quality of their presentation in High School, Master and Ph.D. courses. After discussing the methodological problems that arise in trying to construct a sensible and useful scientific approach applicable to the study of living systems, we illustrate what are the general requirements that a (...)
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  • International Handbook of Research in History, Philosophy and Science Teaching.Michael R. Matthews (ed.) - 2014 - Springer.
    This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...)
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  • Reshaping Social Theory From Complexity and Ecological Perspectives.John Smith & Chris Jenks - 2013 - Thesis Eleven 114 (1):61-75.
    This article argues that Durkheim’s founding insight – uniquely social phenomena – presents us with both a foundation for the discipline of sociology and the risk that the discipline will become isolated. This, we argue, has happened. Our contention is that the emergent social phenomena need to be understood in relation to, but not reduced to, their biological and psychological substrates. Similarly, there are a number of other characteristics, notably of self-organization, which are distinguishing properties of social phenomena but also (...)
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  • The Current Status of the Philosophy of Biology.Peter Takacs & Michael Ruse - 2013 - Science & Education 22 (1):5-48.
  • Scientific and Philosophical Perspectives on Evolution and Development.Alessandro Minelli - 2015 - Science & Education 24 (9-10):1231-1235.
  • Alex Rosenberg and Robert Arp : Philosophy of Biology: An Anthology: Wiley-Blackwell, Chichester, 2010, Ix + 464 Pp, ISBN: 978-1-4051-8316-1.Raphael Scholl - 2013 - Acta Biotheoretica 61 (2):285-288.
  • Philosophy of Education and Science Education: A Vital but Underdeveloped Relationship.Roland M. Schulz - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 1259-1316.
    This chapter examines the relationship between the two fields of science education and philosophy of education to inquire how philosophy could better contribute to improving science curriculum, teaching, and learning, especially science teacher education. An inspection of respective research journals exhibits an almost complete neglect of each field for the other (barring exceptions).While it can be admitted that philosophy has been an area of limited and scattered interest for science education researchers for some time, the subfield of philosophy of education (...)
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  • Species Are Processes: A Solution to the ‘Species Problem’ Via an Extension of Ulanowicz’s Ecological Metaphysics. [REVIEW]Jeffrey A. Lockwood - 2012 - Axiomathes 22 (2):231-260.
    Abstract The ‘species problem’ in the philosophy of biology concerns the nature of species. Various solutions have been proposed, including arguments that species are sets, classes, natural kinds, individuals, and homeostatic property clusters. These proposals parallel debates in ecology as to the ontology and metaphysics of populations, communities and ecosystems. A new solution—that species are processes—is proposed and defended, based on Robert Ulanowicz’s metaphysics of process ecology. As with ecological systems, species can be understood as emergent, autocatalytic systems with propensities (...)
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  • ¿Qué es la epistemología y para qué le sirve al científico? Autores/as.Sergio Morales Inga - 2020 - Scientia in Verba Magazine 6 (1):187-194.
    Definiciones de epistemología hay muchas, al igual que clases y estilos. Sin embargo, más allá de esta diversidad, es necesario contar con una definición básica que guíe nuestra comprensión del tema. Dos serán las preguntas que nos ayuden a ello en este artículo: a) ¿qué es la epistemología? y b) ¿para qué le sirve al científico?
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  • Minds, Brains, and Capacities: Situated Cognition and Neo-Aristotelianism.Hans-Johann Glock - 2020 - Frontiers in Psychology 11.
    This article compares situated cognition to contemporary Neo-Aristotelian approaches to the mind. The article distinguishes two components in this paradigm: an Aristotelian essentialism which is alien to situated cognition and a Wittgensteinian “capacity approach” to the mind which is not just congenial to it but provides important conceptual and argumentative resources in defending social cognition against orthodox cognitive science. It focuses on a central tenet of that orthodoxy. According to what I call “encephalocentrism,” cognition is primarily or even exclusively a (...)
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  • Revisiting Three Decades of Biology and Philosophy: A Computational Topic-Modeling Perspective.Christophe Malaterre, Davide Pulizzotto & Francis Lareau - 2020 - Biology and Philosophy 35 (1):5.
    Though only established as a discipline since the 1970s, philosophy of biology has already triggered investigations about its own history The Oxford handbook of philosophy of biology, Oxford University Press, New York, pp 11–33, 2008). When it comes to assessing the road since travelled—the research questions that have been pursued—manuals and ontologies also offer specific viewpoints, highlighting dedicated domains of inquiry and select work. In this article, we propose to approach the history of the philosophy of biology with a complementary (...)
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  • Evolutionary Aspects of Self- and World Consciousness in Vertebrates.Franco Fabbro, Salvatore M. Aglioti, Massimo Bergamasco, Andrea Clarici & Jaak Panksepp - 2015 - Frontiers in Human Neuroscience 9.
  • Environmental Ethics.Roberta L. Millstein - 2013 - In K. Kampourakis (ed.), The Philosophy of Biology: A Companion for Educators. Springer.
    A number of areas of biology raise questions about what is of value in the natural environment and how we ought to behave towards it: conservation biology, environmental science, and ecology, to name a few. Based on my experience teaching students from these and similar majors, I argue that the field of environmental ethics has much to teach these students. They come to me with pent-up questions and a feeling that more is needed to fully engage in their subjects, and (...)
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  • Contributions of Neuropsychology to the Study of Ancient Literature.Franco Fabbro, Anastasia Fabbro & Cristiano Crescentini - 2018 - Frontiers in Psychology 9.
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  • Function in Ecology: An Organizational Approach.Nei Nunes-Neto, Alvaro Moreno & Charbel N. El-Hani - 2014 - Biology and Philosophy 29 (1):123-141.
    Functional language is ubiquitous in ecology, mainly in the researches about biodiversity and ecosystem function. However, it has not been adequately investigated by ecologists or philosophers of ecology. In the contemporary philosophy of ecology we can recognize a kind of implicit consensus about this issue: while the etiological approaches cannot offer a good concept of function in ecology, Cummins’ systemic approach can. Here we propose to go beyond this implicit consensus, because we think these approaches are not adequate for ecology. (...)
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  • The Evolutionary Thought of Jean-Baptiste Lamarck.Ricardo Noguera-Solano, Juan Manuel Rodríguez-Caso & Rosaura Ruiz-Gutiérrez - forthcoming - Science & Education.
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  • Scientific Realism and Philosophical Naturalism in Šmajs’ Evolutionary Ontology.Inéz Melichová & Robert Burgan - 2013 - Human Affairs 23 (4):556-575.
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