•  204
    Should Intelligent Design be Taught in Public School Science Classrooms?
    Science & Education 19 (6-8): 779-795. 2010.
    A variety of different arguments have been offered for teaching ‘‘both sides’’ of the evolution/ID debate in public schools. This article reviews five of the most common types of arguments advanced by proponents of Intelligent Design and demonstrates how and why they are founded on confusion and misunderstanding. It argues on behalf of teaching evolution, and relegating discussion of ID to philosophy or history courses.
  •  393
    Explanatory unification and the early synthesis
    British Journal for the Philosophy of Science 56 (3): 595-609. 2005.
    The object of this paper is to reply to Morrison's ([2000]) claim that while ‘structural unity’ was achieved at the level of the mathematical models of population genetics in the early synthesis, there was explanatory disunity. I argue to the contrary, that the early synthesis effected by the founders of theoretical population genetics was unifying and explanatory both. Defending this requires a reconsideration of Morrison's notion of explanation. In Morrison's view, all and only answers to ‘why…Read more
  •  3239
    Speciation and Macroevolution
    In Sahorta Sarkar & Anya Plutynski (eds.), Companion to the Philosophy of Biology, Blackwell. 2008.
    Speciation is the process by which one or more species arises from a common ancestor, and “macroevolution” refers to patterns and processes at and above the species level – or, transitions in higher taxa, such as new families, phyla or genera. “Macroevolution” is contrasted with “microevolution,” evolutionary change within populations, due to migration, assortative mating, selection, mutation and drift. In the evolutionary synthesis of the 1930’s and 40’s, Haldane , Dobzhansky , Mayr , and Simps…Read more
  •  90
    William Provine
    Philosophy, Theory, and Practice in Biology 7 (20150929). 2015.
    When I think of Will Provine, I think of his Cowboy tie. This, to me, sums him up: only someone with his sense of humor, courage, and lack of self-consciousness could wear that tie. There was no irony in the tie. Will was not being “camp” with his bolo tie with the picture of a cowboy on the front: he did not use the tie as a way to raise eyebrows or convey a knowing look. He simply liked the tie. There was no ironic bone in Will’s body; he was earnestness embodied
  •  131
    Philosophy of epidemiology
    Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 46 (1): 107-111. 2014.