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The article has the objective of understanding, through monads, the interests, difficulties and motivations of research professors when carrying out investigations in the history and epistemology of biology, after studies and discussions carried out in the context of postgraduate studies. The data were constituted through the methodology of narrative research, using the questionnaire and narrative interviews as instruments. The results were presented through monads, constructed based on Walter Benjamin and their analysis made it possible to identify senses, meanings and emotions about the motivations, interests and difficulties in historical and epistemological research. Also were identified the implicit conceptions about science and their epistemology in the narratives of researcher professors. Between the conclusions, we contrast which reading the monads revealed that the affinity for the history and epistemology of biology emerged, for most narrators, during preparatory studies and postgraduate studies, despite considering it a challenging and often lonely work.

Taxonomy is a science whose roots go back to the dawn of human curiosity. Its evergrowing body of knowledge, laid down in the biological classification, provides the framework within which every biologist operates. Taxonomists have always used the oldest scientific tools for their research — their natural capabilities of observation, gestalt perception, categorization, and classification — as well as the most advanced technologies of the day. Today, taxonomy is firmly anchored in evolutionary theory, spearheading on topics such as the species problem and biodiversity and its development. [ABSTRACT FROM AUTHOR]

In this paper, I ask about the broader context of the history and philosophy of biology in the German-speaking world as the place in which Hans-Jörg Rheinberger began his work. Three German philosophical traditions--neo-Kantianism, phenomenology, and Lebensphilosophie--were interested in the developments and conceptual challenges of the life sciences in the late nineteenth and early twentieth centuries. Their reflections were taken up by life scientists under the terms theoretische Biologie (theoretical biology) and allgemeine Biologie (general biology), i. e., for theoretical and methodological reflections. They used historical and philosophical perspectives to develop vitalistic, organicist, or holistic approaches to life. In my paper, I argue that the resulting discourse did not come to an end in 1945. Increasingly detached from biological research, it formed an important context for the formation of the field of history and philosophy of biology. In Rheinberger's work, we can see the "Spalten" and "Fugen"--the continuities and discontinuities--that this tradition left there. [ABSTRACT FROM AUTHOR]

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During the last decades the question of defining life has gained increased interest but, at the same time, the difficulty in reaching consensus on a possible answer has led many to skeptical positions. This, in turn, has raised a wider debate about why defining life is so hard and controversial. Such a debate (or 'meta-debate') introduces additional aspects to be considered, like the role and nature of a definition of life itself. In this paper, we will focus on those aspects, arguing that progress can be made (and has, indeed, been made) if we conceive definitions of life as open heuristic tools that contribute(d) to develop specific research strategies in the biological sciences and, more generally, to increase our understanding of life's complexity. In contrast with pragmatic or operationalist approaches, we will defend that definitions of life comprise a set of ontological assumptions, together with an inherent unifying vocation, so they should be subject to comparison and critical assessment, closely related to the success or failure of the corresponding research programs, but also to the success or failure in establishing well-grounded interconnections among the latter. We consider that the search for a more coherent, integrated and generalized theory of biology cannot be pursued without keeping an empirical standpoint, and the exercise of defining life should not be taken as an obstacle but as a valuable (and, of course, evaluable) instrument to achieve that goal. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Modern Evolutionary Synthesis relegated the ontogenetic development to a “black box”. In this article, we argue that the absence of ontogenetic development in the Evolutionary Synthesis was due its strong foundation in transmission genetics. We discuss three research strategies of transmission genetics that created an incompatibility with the ontogenetic development: (i) particulate inheritance model; (ii) population as locus for genetics research; (iii) and experimental tools that have been applied to remove “non-heritable fluctuations” from ontogenetic and environmental effects. These practices have contributed to the strength of the genetic inheritance, but also excluded the ontogenetic development from the explanation of heredity and evolution. This distinction has been perpetuated in the Evolutionary Synthesis.

We analyzed the National Curriculum for Secondary Schools with respect to the ontological, epistemological, historical, social and conceptual biology. This study aims to bring information and thinking about the inclusion of history and philosophy of biology for secondary education and for teacher training. We performed an analysis of PCNEM, PCNEM+ and Curriculum Guidelines as a whole from established categories. The results indicate a predominance of the ontological view of mechanistic biology. Epistemologically, although acknowledged, the question of scientific method is rarely discussed. The historical approach and social scientific activity and scientific knowledge are recognized by the documents, but an instrumental view prevails. The conceptual aspects are comprehensive and take into account the theories of structural biology. A philosophical discussion on the biology is missing in the parameters, indicating the need for the inclusion of issues related to ideas of determinism, chance and teleology.

Microbial model systems have made major contributions across the life sciences. Their influence extends beyond strictly microbiological research to inform and enhance general biological understanding. To cast light on how microbial populations and communities function as model systems, we examine their use in historical and contemporary research on evolutionary and ecological dynamics. We assess the pros and cons of microbial model systems, and identify specific ways in which they benefit research. Analyzing microbial model systems is of particular value as biologists become increasingly aware of the microbial world and its interactions with the rest of life. [ABSTRACT FROM AUTHOR]

Copyright of Philosophy & History of Biology / Filosofia e História da Biologia is the property of Associacao Brasileira de Filosofia e Historia da Biologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A number of current reports are challenging educators of undergraduate biology students to increase the role, interactions and approaches of other disciplines. The goal stated in these reports is to produce a college graduate with the skills and competencies to solve pressing global problems such as producing ample food, fuels, and making health care available, while also preventing the degradation of the Earth's renewable resources. This perspectives essay presents the inspiration and motivation that resulted from the interactions and collaborations with faculty in philosophy. My goal is to describe how these interactions occurred and how it has helped to inform and guide me in the development and implementation of new biological questions that can be addressed by undergraduate researchers. It has also allowed reflection on how scholarly endeavors in biology and philosophy can complement each other. [ABSTRACT FROM AUTHOR]

In this paper, I speculate on imitation's role in language development and, more significantly, on its connection to sexual selection. My analysis is grounded in an interpretation of Darwin's Descent of Man. In addition to observing imitation's role in language development according to the argument of the Descent, I explore the ability of human beings that allows for the imitation of both the beautiful and the terrible or repulsive. I suggest that humans, in their appreciation of the beautiful and formidable characters produced by a process of sexual selection, can appropriate these things in order to adorn themselves, thus imitating other non-human animals. This capacity points to a form of polymorphism manifest in human beings that is grounded in a psychological fluidity. Human beings, like birds, also have the power to use song in order to charm and challenge. Song and music provide the means by which imitation as seen in language development and sexual selection are intertwined, thus providing the important connection between the two main foci of my paper. [ABSTRACT FROM AUTHOR]