Footnotes to the Synthesis? Content Type Journal Article Pages 1-4 DOI 10.1007/s11016-011-9569-6 Authors John O. Reiss, Department of Biological Sciences, Humboldt State University, 1 Harpst St., Arcata, CA 95521, USA Journal Metascience Online ISSN 1467-9981 Print ISSN 0815-0796.

In September 2008, 10 years after the untimely death of Pere Alberch (1954–1998), the 20th Altenberg Workshop in Theoretical Biology gathered a group of Pere’s students, col- laborators, and colleagues (Figure 1) to celebrate his contribu- tions to the origins of EvoDevo. Hosted by the Konrad Lorenz Institute for Evolution and Cognition Research (KLI) outside Vienna, the group met for two days of discussion. The meeting was organized in tandem with a congress held in May 2008 at the Cavanilles Institute (...) for Biodiversity and Evolutionary Biology (ICBiBE) in Valencia, Spain. The talks at the KLI were equal parts: nostalgic remembrance, excitement over new ways of thinking about old problems, and an unrepressed vitriol against the resurgence of reductionist thinking in EvoDevo. Here we highlight some of the key aspects of Pere’s life and work that informed and infused the talks. (shrink)

The Empire of Chance tells how quantitative ideas of chance transformed the natural and social sciences, as well as daily life over the last three centuries. A continuous narrative connects the earliest application of probability and statistics in gambling and insurance to the most recent forays into law, medicine, polling and baseball. Separate chapters explore the theoretical and methodological impact in biology, physics and psychology. Themes recur - determinism, inference, causality, free will, evidence, the shifting meaning of probability - but (...) in dramatically different disciplinary and historical contexts. In contrast to the literature on the mathematical development of probability and statistics, this book centres on how these technical innovations remade our conceptions of nature, mind and society. Written by an interdisciplinary team of historians and philosophers, this readable, lucid account keeps technical material to an absolute minimum. It is aimed not only at specialists in the history and philosophy of science, but also at the general reader and scholars in other disciplines. (shrink)

Beginning with Margaret Somers and Christopher Roberts’ review of the sociology of human rights and Bryan Turner and Malcolm Waters’ debate therein, the author presents some of the questions which have been so far been the focus of this sociological sub-discipline. This review raises the question of ‘rights’ as a subject of study, and the normative consequences therein. From here, the author introduces recognition theory as a potential participant in these discussions around human rights. The author traces recognition theory from (...) its Hegelian origins to the work of Axel Honneth, and the critiques of Nancy Fraser, Frantz Fanon, and Glen Sean Coulthard. Despite Fanon and Coulthard’s critical accounts, they reinforce the value of recognition within any sociology of human rights. Lastly, the author briefly engages with Alasdair MacIntyre as both a dialogical participant, and a means towards dialogue in the first place between recognition theory and human rights. Concluding, the author argues that the normative and descriptive nature of recognition theory offers a useful tool to aid in sociological theorizations of human nature and rights, while addressing some of the problems raised by early theorists of the sub-discipline and preventing siloing of the sub-discipline within a universalist or particularist vein. (shrink)

An Aims-based Curriculum spells out a ground-breaking alternative to the familiar school curriculum constructed around a number of largely academic subjects. Its starting point is not subjects, but what schools should be for. It argues that aims are not to be seen as high-sounding principles that can be easily ignored: they are the lifeblood of everything a school does. -/- The book begins with general aims to do with equipping each learner to lead a personally fulfilling life, and to help (...) others to do so too. From these, they derive more specific aims covering the personal qualities, skills and understanding needed for a life of personal, civic and vocational well-being. -/- The second half of the book, on political realities of implementation, takes this process of aims-derivation further. Some of its detailed aims, but by no means all, overlap with conventional curriculum objectives. It also looks at the role of the state in curriculum decisions, as well as the implications of the book’s central argument for student choice, school ethos, assessment, inspection and teacher education . (shrink)

Abstract John McDowell argues for minimal empiricism via using the notion of second nature of human beings. I should like to invite him to discuss Helmuth Plessner's Philosophical Anthropology in order to elaborate a more substantial conception of second nature. McDowell seems to think that it is adequate for his more epistemological aim to remind us of second nature as though it were to be taken for granted. But I think, following Plessner, that this right reminder needs a therapeutic (...) elaboration in Kant's sense of propaedeutics. What had been called our second nature found itself being questioned in order to limit the range of ways of treating the self we can authorize. (shrink)

One way to make philosophy of science more socially relevant is to attend to specific scientific practises that affect society to a great extent. One such practise is biomedical research. This paper looks at contemporary U.S. biomedical research in particular and argues that it suffers from important epistemic, moral and socioeconomic failings. It then discusses and criticises existing approaches to improve on the status quo, most prominently by Thomas Pogge (a political philosopher), Joseph Stiglitz (a Nobel-prize winning economist) and James (...) Robert Brown (a philosopher of science). Finally, it sketches an alternative proposal and argues for its superiority. The proposal has four components: changing the intellectual property regime; instituting independent clinical research; aligning innovators' and patients' interests; and enacting additional regulation. (shrink)

J. Dewey and H. Plessner both and independently of one another treated the central question of what new task philosophy must set itself if the assumption is correct that the life-form of mind, i.e., the mental life-form of humans, arose in nature and must also sustain itself in the future within nature. If nature has to reconceived so as to make the irreducible qualities of life and mind truly possible, then it can no longer be restricted to the role of (...) physical material. Conversely humans cannot no longer take on the role of God outside and independent of nature. Instead these philosophers distinguish between three “plateaus” or “stages”, between physical nature, psycho-physical nature and the nature that is mental life. This distinction is drawn such that a connection between the plateaus is truly possible. The third level, that of the mental form of life, answers mentally within conduct to the break with the first two levels. Hence it depends in the future as well on the continuously renewed difference in our experience of nature. Within this difference nature as a whole remains an open unknown, which is why we can credit Dewey with a philosophy of diversified and negative holism, Plessner with a differential philosophy of the negativity of the absolute. (shrink)

What are the relationships between philosophy and the history of philosophy, the history of science and the philosophy of science? This selection of essays by Lorenz Krüger (1932-1994) presents exemplary studies on the philosophy of John Locke and Immanuel Kant, on the history of physics and on the scope and limitations of scientific explanation, and a realistic understanding of science and truth. In his treatment of leading currents in 20th century philosophy, Krüger presents new and original arguments for a (...) deeper understanding of the continuity and dynamics of the development of scientific theory. These result in significant consequences for the claim of the sciences that they understand reality in a rational manner. The case studies are complemented by fundamental thoughts on the relationship between philosophy, science, and their common history. (shrink)

Recent efforts in a range of scientific fields have emphasised research and methods concerning individual differences and individualisation. This article brings together various scientific disciplines—ecology, evolution, and animal behaviour; medicine and psychiatry; public health and sport/exercise science; sociology; psychology; economics and management science—and presents their research on individualisation. We then clarify the concept of individualisation as it appears in the disciplinary casework by distinguishing three kinds of individualisation studied in and across these disciplines: Individualisation ONE as creating/changing individual differences (the (...) process that generates differences between individuals: intrapopulation or intraspecific variation/heterogeneity); Individualisation TWO as individualising applications (the tailoring or customising of something—information, treatment, a product or service, etc.—for an individual or specific group of individuals); and Individualisation THREE as social changes influencing autonomy, risk, and responsibilities (the process discussed under the rubric of sociological individualisation theory). Moreover, we analyse conceptual links between individualisation and individuality, and characterise different sorts of individuality that the disciplines study. This paper aims to promote interdisciplinary research concerning individualisation by establishing a common conceptual-theoretical basis, while leaving room for disciplinary differences. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Human Nature in Nineteenth-Century British Novels:Doing the MathJoseph Carroll, Jonathan Gottschall, John A. Johnson, and Daniel J. KrugerIThree broad ambitions animate this study. Building on research in evolutionary social science, we aimed (1) to construct a model of human nature—of motives, emotions, features of personality, and preferences in marital partners; (2) use that model to analyze some specific body of literary texts and the responses of readers to (...) those texts, and (3) produce data—information that could be quantified and could serve to test specific hypotheses about those texts.Evolutionary social science is still in the process of constructing a full and adequate model of human nature. Evolutionary social scientists know much already about how human reproductive behavior and human sociality fit into the larger pattern of human evolution. They still have much to learn, though, about the ways literature and the other arts enter into human nature. Our model of human nature draws on our knowledge of imaginative culture, integrates that knowledge with evolutionary theories of culture, and produces data that enable us to draw conclusions on an issue of broad significance for both literary study and evolutionary social science: the adaptive function of literature and the other arts.1In order to make advances in knowledge, it is necessary to choose some particular subject. Genetics is a basic science that applies to all organisms, but geneticists first got an empirical fix on their subject by focusing minutely, with Mendel, on peas, and, with Morgan, on fruit flies. In place of peas and flies, we have taken as our subject British novels of [End Page 50] the longer nineteenth century (Austen to Forster). As a literary topic, the subject is fairly broad, but our theoretical and methodological aims ultimately extend well beyond the specialist fields of British novels, the nineteenth century, British literature, narrative fiction, or even literary scholarship generally. This study is designed to engage the attention of literary scholars in all fields and also to engage the attention of social scientists. If it achieves its aims, this study would help persuade literary scholars that empirical methods offer rich opportunities for the advancement of knowledge about literature, and it would help persuade social scientists that the quantitative study of literature can shed important light on fundamental questions of human psychology and human social interaction. Our own research team combines these two prospective audiences. Two of us (Carroll and Gottschall) have been trained primarily as literary scholars, and two of us (Johnson and Kruger) primarily as social scientists.The focal point for this study is "agonistic" structure: the organization of characters into protagonists, antagonists, and minor characters. The central question in the study is this: does agonistic structure reflect evolved dispositions for forming cooperative social groups? Suppressing or muting competition within a social group enhances group solidarity and organizes the group psychologically for cooperative endeavor. Our chief hypothesis was that protagonists and good minor characters would form communities of cooperative endeavor and that antagonists would exemplify dominance behavior. If this hypothesis proved correct, the ethos reflected in the agonistic structure of the novels would replicate the egalitarian ethos of hunter-gatherers, who stigmatize and suppress status-seeking in potentially dominant individuals. If suppressing dominance in hunter-gatherers fulfills an adaptive social function, and if agonistic structure in the novels engages the same social dispositions that animate hunter-gatherers, our study would lend support to the hypothesis that literature fulfills an adaptive social function.2One of our chief working hypotheses is that when readers respond to characters in novels, they respond in much the same way, emotionally, as they respond to people in everyday life. They like or dislike them, admire them or despise them, fear them, feel sorry for them, or are amused by them. In writing fabricated accounts of human behavior, novelists select and organize their material for the purpose of generating such responses, and readers willingly cooperate with this purpose. They participate vicariously in the experiences depicted and form personal opinions about the qualities of the characters. Authors and readers [End Page 51] thus collaborate in producing a simulated experience of emotionally responsive evaluative judgment. If agonistic structure is a... (shrink)

Cutting below tho verbal forms of literature in search of the deep lying philosophy of the mas is a procedure destined both to deepen and interest the mind. Mr. Kruger has chosen, from the pages of John Milton, a passage provocative of thought in that it links with Molinism the name of this great artist of literature.

This chapter sketches a literary history of writing the colonial interregnum through the comparison of a canonical Dublin text and its filmic adaptation with a canonical Johannesburg text and its filmic adaptation. Njabulo Ndebele’s short story ‘Fools’ (1983) repurposes formal elements from Joyce’s ‘The Dead’ (1914), transposing strategies for representing late colonial Dublin to a Johannesburg township during the height of apartheid in a context of extreme racial domination; beginning with close comparative readings of both stories, my chapter argues that (...) the context in which ‘Fools’ emerges determines the significance of its reappropriation of Joycean formal devices and simultaneously forces a re-reading of Joyce’s flirtation with bourgeois naturalism in ‘The Dead.’ Further, the respective publishing contexts of ‘Fools’ and ‘The Dead’ go on to determine their reception and recirculation, as demonstrated by the diverse histories of the American John Huston’s adaptation of ‘The Dead’ (1984), and Ramadan Suleman’s South African adaptation of ‘Fools’ (1997). In following this circumatlantic history of influence and adaptation from Joyce to Ndebele to Huston to Suleman, across hemispheres and media, I mean to articulate a relationship between modernist form and forms of modernity, particularly as those forms that appear and reappear in the global south over the course of the long twentieth century. Particular attention is paid here to the history of underdevelopment in the global south and how it impinges upon the production and circulation of literary adaptations. (shrink)

I PSYCHOLOGY 5 The Probabilistic Revolution in Psychology--an Overview Gerd Gigerenzer 7 1 Probabilistic Thinking and the Fight against Subjectivity Gerd Gigerenzer 11 2 Statistical Method and the Historical Development of Research Practice in American Psychology Kurt Danziger 35 3 Survival of the Fittest Probabilist: Brunswik, Thurstone, and the Two Disciplines of Psychology Gerd Gigerenzer 49 4 A Perspective for Viewing the Integration of Probability Theory in Psychology David J. Murray 73 II SOCIOLOGY 101 5 The Two Empirical Roots of (...) Social Theory and the Probability Revolution Anthony Oberschall 103 III ECONOMICS 133 The Probabilistic Revolution in Economics--an Overview Mary S. Morgan 135 6 Why Was There No Probabilistic Revolution in Economic Thought? Claude Mènard 139 7 The Rise of Macroeconomic Calculations in Economic Statistics Robert A. Horváth 147 8 Statistics without Probability and Haavelmo’s Revolution in Econometrics Mary S. Morgan 171 IV PHYSIOLOGY 199 9 Experimental Physiology and Statistical Inference: The Therapeutic Trial in Nineteenth-Century Germany William Coleman 201 V EVOLUTIONARY BIOLOGY 227 The Probabilistic Revolution in Evolutionary Biology--an Overview John H. Beatty 229 10 Natural Selection as a Causal, Empirical, and Probabilistic Theory M. J. S. Hodge 233 11 Dobzhansky and Drift: Facts, Values, and Chance in Evolutionary Biology John H. Beatty 271 12 Random Genetic Drift, R. A. Fisher, and the Oxford School of Ecological Genetics John R. G. Turner 313 13 On the Prior Probability of the Existence of Life Bernd-Olaf Küppers 355 VI PHYSICS 371 The Probabilistic Revolution in Physics--an Overview Lorenz Krüger 373 14 Probabilistic Physics the Classical Way Jan von Plato 379 15 Max Born and the Reality of Quantum Probabilities Nancy Cartwright 409 16 Philosophical Problems of Quantum Theory: The Response of American Physicists Nancy Cartwright. (shrink)

Michael Polanyi criticized the neo‐Darwinian synthesis on two grounds: that accidental hereditary changes bringing adaptive advantages cannot account for the rise of discontinuous new species, and that a Ideological ordering principle is needed to explain evolutionary advance. I commend the previous articles by John Apczynski and Richard Gelwick and also argue, more strongly than they, that Polanyi's critique of evolutionary theory is flawed. It relies on an inappropriate notion of progress and untenable analogies from the human process of scientific (...) discovery and the fact that in physical systems minimal potential energy is most stable. Yet within a life of commitment to transcendent values humans can directly experience purpose and meaning, and in developing this notion Polanyi makes his greatest contribution to teleology. (shrink)

I put two questions to Professor Kruger to highlight difficulties with his concept of ontic probability and his application of it.

This book brings together the latest research in education in relation to science and religion. Leading international scholars and practitioners provide vital insights into the underlying debates and present a range of practical approaches for teaching. Key themes include the origin of the universe, the theory of evolution, the nature of the human person, the nature of science and Artificial Intelligence. These are explored in a range of international contexts. The book provides a valuable resource for teachers, students and researchers (...) in the fields of education, science, religious education and the growing specialist field of science and religion. Science and Religion in Education is a compelling read for current and future generations of academic researchers and teachers who wish to explore the fascinating intersect between science education and religious studies. The research findings and insights presented by these international scholars offer new dimensions on contemporary practice. - Vaille Dawson, Professor of Science Education, University of Western Australia Science and Religion in Education offers a fascinating and diverse collection of chapters surveying the current state of thinking about how science and religion can be understood in education. The book offers a wealth of thought-provoking material for anyone interested in the natures of science and religion, their relationship, or their representation within the curriculum. - Professor Keith Taber, University of Cambridge Science education and religious education are uncomfortable bedfellows. This book, written in part as a response to the – perhaps too clear – accounts of Ian Barbour, provides suitably nuanced pictures of how science and religion are dealt with in schools. Whatever the views of specialists, young people ‘receive’ an education in both science and religion: hearing their voices is refreshing in such a serious academic account. - Julian Stern, Professor of Education and Religion, York St John University Humans have long endeavored to make sense of the world often using science and religion. Yet, these two great traditions are frequently seen as incompatible. This useful volume features thoughtful contributions from experts whose work straddles the divide and provides educators with arguments, engaging strategies and historical perspectives to help build a bridge and allow a fruitful discussion in schools. - William F. McComas, Distinguished Professor of Science Education, University of Arkansas Equal parts critical examination of existing models for the relationship between science and religion, scholarly exposition of newer models, and insights toward practical application in classrooms, this book is an invaluable resource for science and religion educators. If you have been thinking it is time we looked beyond Barbour’s taxonomy, you will want to read this book. If you have not, I implore you to read this book. - Jason Wiles, Associate Professor of Biology and Science Education, Syracuse University. (shrink)

A question that recent research on the global pandemic raises is: how do the assumptions underlying epidemiological models and economic models differ? Epidemiological models we now know have become quite sophisticated (see Avery et al., 2020). Debate among economic methodologists regarding the nature of modeling has generated a considerable literature as well (Reiss, 2012; Hands, 2013). Yet these two literatures are largely non-communicating. Perhaps this is because economics has produced relatively little research on pandemics (though see Boianovsky and Erreygers, (...) 2021). Yet it might still be asked, what might economic models be missing that epidemiological models capture? And might there be some sort of methodological bias in mainstream economics that plays a role in this? One way, then, one might begin to answer these questions is by identifying the main phenomenon in question, namely, in the case of the pandemic, a particular type of process, and ask what the nature of this type of process is. Then we may ask whether there is something about this type of phenomenon that places it out of bounds for current economic methodology. Thus, what sort of phenomenon is a pandemic? (shrink)

Since 2007, a team of American and British ancient historians has been preparing a new translation of theCodex Justinianus. The ‘Codex Project’ was launched by chief editor Bruce W. Frier; the goal of the project is to create the first reliable English translation of theCodex Justinianuson the basis of the standard edition by Paul Krüger. Since 1932, the notoriously unreliable translation by Scott has remained the only one in English. The new translation by the Codex Project should appear soon.

In his introduction to this selection of writings Hans Reiss makes the claim that Kant is not generally regarded in English-speaking countries as a political philosopher of any special significance. He gives several reasons for this neglect and misunderstanding by historians of philosophy and even by Kantian scholars. These historians have neglected Kant’s political writings because the philosophy of his three critiques has absorbed their attention almost entirely. Then too, they have not focused on his political philosophy because he (...) did not write a masterpiece in this field. Also, Kant’s works of critical philosophy are so formidable that they have made his political writings appear to historians of philosophy as much less weighty and have helped to encourage the mistaken assumption by these historians that the latter are not central to his thought. Furthermore, the rise of nationalism has prevented Kant’s work from being the dominant force in German political thought in the nineteenth and early twentieth centuries which it might easily have been. The Romantic mode of thought instilled in German political thought an element of irrationalism which permeated almost all areas of German thinking for a century and a half between the Napoleonic wars and the end of the Second World War. (shrink)

In England and Wales we have had a National Curriculum since 1988. How can it have survived so long without aims to guide it? This IMPACT pamphlet argues that curriculum planning should begin not with a boxed set of academic subjects of a familiar sort, but with wider considerations of what schools should be for. We first work out a defensible set of wider aims backed by a well-argued rationale. From these we develop sub-aims constituting an aims-based curriculum. Further detail (...) is provided here on one of the most central educational aims, to do with equipping each child to live a flourishing personal and civic life. [A later, more detailed account of an aims-based curriculum is available in Reiss, M and White J <An Aims-based Curriculum: the significance of human flourishing for schools> Institute of Education Press 2013]. (shrink)

It is an irony perhaps worthy of John Ashbery that the critics who made his reputation as our premier contemporary poet have virtually ignored the innovations which in fact make his work distinctively of our time. The received terms show us how Ashbery revitalizes the old wisdom of Keats or the virile fantasies of Emersonian strength but they do so at the cost of almost everything about the work deeply responsive to irreducibly contemporary demands on the psyche. Such omissions (...) not only distance Ashbery from the urgencies of the present, they also make it far more difficult to appreciate just how the best contemporary art actually defines the challenges and possibilities created by that present. By banishing writers like Ashbery to literary tradition, we leave the domain of the postmodern to two dominant discourses. One is driven by post-structural theory’s idealization of the nomadic, the undecidable, and the profusion of simulacra. The other champions Marxist values which cast as the most significant contemporary art the rather slight oppositional devices of artists like Sherrie Levine, Hans Haacke, and Barbara Kruger. These critical idealizations then ignore what might be the central historical problem facing contemporary art. Can it continue to elaborate new dimensions of that late fifties postmodernism which set the values of Marcel Duchamp, John Cage, and Robert Rauschenberg against the increasingly formalist versions of modernism that then dominated the art world and the poetry workshops? Or does the age demand the emergence of a new sensibility, strands of which are being woven in post-structuralist mills? Charles Altieri is professor of English and comparative literature at the University of Washington. Author of books on contemporary poetry and literary theory, he has just completed a book on abstraction in modern poetry and painting. This essay lays some groundwork for a book, Bourgeois Utopians, attempt to keep the arts central to our discussion of postmodernism. (shrink)

« Toute activité se laisse discerner et définir dans la mesure où elle prend forme, où elle inscrit sa courbe dans l’espace et le temps. La vie agit essentiellement comme créatrice de formes. La vie est forme, et la forme est le mode de la vie » (Henri Focillon). Formes de la géométrie et du cosmos, formes de la vie et de la pensée, formes architecturales, musicales et littéraires, formes fixes ou métamorphoses : le concept de forme est omniprésent dans (...) les sciences et dans les arts. C’est à une exploration de cette notion de forme que le Collège de France a consacré en octobre 2011 son colloque multidisciplinaire de rentrée : sa définition en philosophie chez Platon et Aristote, ses applications en mathématiques et en astrophysique, en chimie et en biologie, ses conséquences en psychologie et en linguistique, en anthropologie, en droit et dans les arts. Ces débats ont été aussi l’occasion de se tourner vers des pensées où elle joue un rôle particulièrement important, comme le structuralisme de Claude Lévi-Strauss ou l’histoire de l’art d’André Chastel. Jean-Pierre Changeux est professeur honoraire au Collège de France, chaire de Communications cellulaires. Il a dirigé la publication de trois colloques précédents du Collège de France : La Vérité dans les sciences (2003), Gènes et culture (2003) et L’Homme artificiel(2007). Contributions de Antoine Compagnon, Claude Debru, Stanislas Dehaene, Mireille Delmas-Marty, Philippe Descola, Anne Fagot-Largeault, Marcel Hénaff, Michel Hochmann, Jean-Jacques Hublin, François-Bernard Mâche, Jean-François Mangin, Jean-Claude Pecker, Jacques Reisse, John Scheid, Jesper Svenbro. (shrink)

John Lockes Essay uber den menschlichen Verstand (zuerst 1690 erschienen) ist eines der einflussreichsten Bucher der Philosophiegeschichte. Es behandelt vorwiegend erkenntnis- und wissenschaftstheoretische Themen, nimmt aber auch Stellung zu Fragen aus der Philosophie des Geistes, der Religionsphilosophie und der Ethik. Locke war einer der Initiatoren und fuhrenden Kopfe der europaischen Aufklarung. Die Auseinandersetzung mit dem Essay wird auch in der Philosophie der Gegenwart vehement fortgesetzt. Die elf Beitrage dieses Bandes, die Bibliographie und ein ausfuhrliches Glossar machen das Buch zu (...) einem wichtigen Begleittext zu Lockes Werk. Mit Beitragen von: Michael Ayers, Reinhard Brandt, John Colman, Bertram Kienzle, Heiner F. Klemme, Lorenz Kruger, Michel Malherbe, Rolf W. Puster, G.A.J. Rogers, Rainer Specht, Jurgen Sprute und Udo Thiel". (shrink)

John Reiss is a practicing evolutionary biologist (herpetology) who by his own account happened to be in the right place (Harvard’s Museum of Comparative Zoology) at the right time (the 1980s) to hear echoes of the debate about sociobiology that had been raging there between E. O. Wilson and, on the other side, Stephen Jay Gould and Richard Lewontin (xiv). Reiss is not concerned with sociobiology, at least in this book, but with the adaptationism that Gould and (...) Lewontin saw in the sociobiologists’ approach to cooperative behavior. At Harvard, Reiss was guided by Pere Alberch, in whose laboratory Gould’s stress on developmental constraints was being transformed into a now influential version of the Evo-devo movement (xiv, 327). On Alberch’s view, which Reiss accepts, variation in the rate, timing, placement, and intensity of gene products during the ontogenetic process, rather than mutation in structural genes, constitutes the proximate source of the phenotypic variation on which natural election works (327-29). Reiss does not think that Evo-devo, at least as he construes it, does away with natural selection. Rather, he seeks to identify the role played by selection in retaining or eliminating the variation generated in the developmental process. Selection, he argues, enables organisms, populations, species, and other lineages to maintain the presumptively adapted conditions of existence to which their very persistence already testifies. “Adaptedness,” Reiss writes, “is not a product of evolution; it is a condition for evolution” (22). He thinks that this fact, as he takes it to be, belies the adaptationist assumption that organisms are collections of independently optimal adaptations that arise by way of concerted spurts of directional selection. “It is a mistake,” he writes, “to atomize organisms and to explain each part as the solution of a problem raised by the environment” (295). (shrink)

At his death in 2010, the Anglo-American analytic philosopher John Haugeland left an unfinished manuscript summarizing his life-long engagement with Heidegger’s Being and Time. As illuminating as it is iconoclastic, Dasein Disclosed is not just Haugeland’s Heidegger—this sweeping reevaluation is a major contribution to philosophy in its own right.

Michael Reiss and John White, An Aims-Based Curriculum: The Significance of Human Flourishing for Schools. London: Institute of Education Press, 2013. 80 pp., $24.95. ISBN: 139780854739981; 10085473998X.

Two medical essays in the hand of John Locke survive amongst the Shaftesbury Papers in the National Archives (National Archives PRO 30/24/47/2, ff. 31r–38v and ff. 49r–56r). Since the 1960s their authorship has been disputed. Some scholars have attributed them to the London physician Thomas Sydenham, others have attributed them to Locke. Detailed analyses of their contents and the context of their composition provide very strong evidence for Lockean authorship. This is reinforced by the application of the most recent (...) techniques of computational stylistics. (shrink)

This volume explores the theological thought of John Mair, a significant 16th-century Parisian scholar. It includes articles exploring his positions on humanism and scholasticism, faith and theology, the Trinity and Incarnation, ethics and casuistry, and justification and sacraments.

A scholarly edition of The Clarendon Edition of the Works of John Locke: Correspondence: Letters 2199-2664 by E. S. de Beer. The edition presents an authoritative text, together with an introduction, commentary notes, and scholarly apparatus.