Genetic information as instructional content

Philosophy of Science 72 (3):425-443 (2005)
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Abstract

The concept of genetic information is controversial because it attributes semantic properties to what seem to be ordinary biochemical entities. I argue that nucleic acids contain information in a semantic sense, but only about a limited range of effects. In contrast to other recent proposals, however, I analyze genetic information not in terms of a naturalized account of biological functions, but instead in terms of the way in which molecules determine their products during processes known as template-directed syntheses. I argue that determining an outcome in a certain way is constitutive for being an instruction. On this account, the content of genetic information is identified with the template's properties, which determine the product in the way constitutive for instructions.

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Ulrich Stegmann
University of Aberdeen

References found in this work

What Genes Can’t Do.Lenny Moss - 2003 - Journal of the History of Biology 38 (2):383-384.
How biologists conceptualize genes: an empirical study.Karola Stotz, Paul E. Griffiths & Rob Knight - 2003 - Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 35 (4):647-673.
Molecular and Developmental Biology.Paul Griffiths - 2002 - In Peter Machamer & Michael Silberstein (eds.), The Blackwell Guide to the Philosophy of Science. Malden, MA: Blackwell Publishers. pp. 252-271.

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