The teaching of evolution in American high schools has long been a source of controversy. The past decade has seen an important shift in the rhetoric of anti-evolutionists, toward arguments of a strongly mathematical character. These mathematical arguments, while different in their specifics, follow the same general program and rely on the same underlying model of evolution. We shall discuss the nature and history of this program and model and describe general reasons for skepticism with regard to any anti-evolutionary arguments (...) based upon them. We shall then survey the major arguments used by anti-evolutionists, to show how our general considerations make it possible to quickly identify their weakest points. (shrink)

The explanatory filter is a proposed method to detect design in nature with the aim of refuting Darwinian evolution. The explanatory filter borrows its logical structure from the theory of statistical hypothesis testing but we argue that, when viewed within this context, the filter runs into serious trouble in any interesting biological application. Although the explanatory filter has been extensively criticized from many angles, we present the first rigorous criticism based on the theory of mathematical statistics.

William Dembski (No free lunch: why specified complexity cannot be purchased without intelligence, 2002) claimed that the NFL theorems from optimization theory render darwinian biological evolution impossible. Häggström (Biology and Philosophy 22:217–230, 2007) argued that the NFL theorems are not relevant for biological evolution at all, since the assumptions of the NFL theorems are not met. Although I agree with Häggström (Biology and Philosophy 22:217–230, 2007), in this article I argue that the NFL theorems should be interpreted as dealing with (...) an extreme case within a much broader context. This broader context is in fact relevant for scientific research of certain evolutionary processes; not in the sense that the theorems can be used to draw conclusions about any intelligent design inference, but in the sense that it helps us to interpret computer simulations of evolutionary processes. As a result of this discussion, I will argue that from simulations, we do not learn much about how complexity arises in the universe. This position is in contrast with certain claims in the literature that I will discuss. (shrink)

Due to the logical relations between theism and intelligent design (id), there are two challenges to theism that also apply to id. In the falsifiability challenge, it is charged that theism is compatible with every observation statement and thus asserts nothing. I argue that the contentious assumptions of this challenge can be avoided without loss of precision by charging theism (and thus id) directly with the lack of observational assertions. In the translatability challenge, it is charged that theism can be (...) translated into a (non-theistic) set of observation statements without loss of cognitive content. I argue that the contentious assumptions of this challenge are avoided by the related charge that the (non-theistic) evolutionary theory makes all the observational assertions of id, while the converse does not hold. Elliott Sober has argued that id meets the falsifiability challenge, but, since it makes almost no observational assertions, is not testable. I point out two problems with Sober’s argument and show that id is both deductively and probabilistically testable. Sober’s argument, I suggest, inconsistently combines the modified falsifiability challenge with the modified translatability challenge. If his claims about id’s observational assertions are true, however, id succumbs to the modified translatability challenge. (shrink)

If intelligent design (id) is to compete with evolutionary theory (et), it must meet the modified falsifiability challenge, that is, make some deductive or probabilistic observational assertions. It must also meet the modified translatability challenge, which it fails if et makes all the observational assertions of id, while id does not make all the observational assertions of et. I discuss four prominent but diverse formulations of id and show that each either fails one of the two challenges or is analytically (...) false. (shrink)

Certain enterprises at the fringes of science, such as intelligent design creationism, claim to identify phenomena that go beyond not just our present physics but any possible physical explanation. Asking what it would take for such a claim to succeed, we introduce a version of physicalism that formulates the proposition that all available data sets are best explained by combinations of “chance and necessity”—algorithmic rules and randomness. Physicalism would then be violated by the existence of oracles that produce certain kinds (...) of noncomputable functions. Examining how a candidate for such an oracle would be evaluated leads to questions that do not admit an easy resolution. Since we lack any plausible candidate for any such oracle, however, chance-and-necessity physicalism appears very likely to be correct. (shrink)

The leading Intelligent Design theorist William Dembski (Rowman & Littlefield, Lanham MD, 2002) argued that the first No Free Lunch theorem, first formulated by Wolpert and Macready (IEEE Trans Evol Comput 1: 67–82, 1997), renders Darwinian evolution impossible. In response, Dembski’s critics pointed out that the theorem is irrelevant to biological evolution. Meester (Biol Phil 24: 461–472, 2009) agrees with this conclusion, but still thinks that the theorem does apply to simulations of evolutionary processes. According to Meester, the theorem shows (...) that simulations of Darwinian evolution, as these are typically set in advance by the programmer, are teleological and therefore non-Darwinian. Therefore, Meester argues, they are useless in showing how complex adaptations arise in the universe. Meester uses the term teleological inconsistently, however, and we argue that, no matter how we interpret the term, a Darwinian algorithm does not become non-Darwinian by simulation. We show that the NFL theorem is entirely irrelevant to this argument, and conclude that it does not pose a threat to the relevance of simulations of biological evolution. (shrink)

This dissertation consists of three parts. Part I is a defense of an artificial language methodology in philosophy and a historical and systematic defense of the logical empiricists' application of an artificial language methodology to scientific theories. These defenses provide a justification for the presumptions of a host of criteria of empirical significance, which I analyze, compare, and develop in part II. On the basis of this analysis, in part III I use a variety of criteria to evaluate the scientific (...) status of intelligent design, and further discuss confirmation, reduction, and concept formation. (shrink)

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 (...) I believe some exposure to environmental ethics can help focus their interests and goals. I identify three primary areas in which environmental ethics can con- tribute to their education. The first is an examination of who (or what) should be considered to be part of our moral community (i.e., the community to whom we owe direct duties). Is it humans only? Or does it include all sentient life? Or all life? Or ecosystems considered holistically? Often, readings implicitly assume one or more of these answers; the goal is to make the student more sensitive to these implicit claims and to get them to think about the different reasons that support them. The second area, related to the first, is the application of the different answers concerning the extent of the ethical community to real environmental issues and problems. Students need to be aware of how the different answers concerning the moral community can imply conflicting answers for how we should act in certain cases and to think about ways to move toward conflict resolution. The third area in which environmental ethics can contribute is a more conceptual one, focusing on central concepts such as biodiversity, sustainability, species, and ecosystems. Exploring and evaluating various meanings of these terms will make students more reflective and thoughtful citizens and biologists, sensitive to the implications that different conceptual choices make. (shrink)