Serrelli E (2012). Structures and functions in the evolution of morality. The Evolution of Morality: The Biology and Philosophy of Human Conscience, Erice, Sicily, IT, 17-22 June 2012.
http://www.evolutionofmorality.it/
http://www.epistemologia.eu
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
90 minute session delivered to Administrative Team. Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
This document summarizes a presentation on cross-cultural communication given by Rosetta Eun Ryong Lee. The presentation covered key theories of cross-cultural communication, differences in cultural values and communication styles, and exercises to experience how non-verbal behaviors can vary across cultures. It emphasized developing cultural awareness and effectiveness through understanding one's own cultural filters, checking assumptions, and applying concepts like cultural humility in educational settings.
All day session delivered to the faculty of Evergreen School in Shoreline, WA. In the ever-changing landscape of student demographics and diversity initiatives, schools face the challenge of creating an environment that goes beyond celebrations of heroes and holidays. How does our sense of identity and how we communicate bring us closer or pull us apart? Participate in this interactive workshop to grow our intercultural skills individually, interpersonally, and institutionally.
5 hour session delivered to members of the Pacific Northwest Association of Independent Schools. In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some strategies and best practices to become the educator with whom all children thrive?
All Day Workshop delivered to Brightwater School faculty and staff. In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some strategies and best practices to become the educator with whom all children thrive?
This document summarizes a presentation on cross-cultural communication. The presentation covered cultural values, norms of behavior, communication theories, and dimensions of cultural variability. It included an activity where partners enacted subtle nonverbal violations to experience cultural differences. The presentation discussed how cultural identifiers, power, and communication influence conflicts and relationships. It provided steps for analyzing assumptions and interpretations across cultures. The presentation aimed to help participants apply cross-cultural skills in their own lives.
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
90 minute session delivered to Administrative Team. Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
This document summarizes a presentation on cross-cultural communication given by Rosetta Eun Ryong Lee. The presentation covered key theories of cross-cultural communication, differences in cultural values and communication styles, and exercises to experience how non-verbal behaviors can vary across cultures. It emphasized developing cultural awareness and effectiveness through understanding one's own cultural filters, checking assumptions, and applying concepts like cultural humility in educational settings.
All day session delivered to the faculty of Evergreen School in Shoreline, WA. In the ever-changing landscape of student demographics and diversity initiatives, schools face the challenge of creating an environment that goes beyond celebrations of heroes and holidays. How does our sense of identity and how we communicate bring us closer or pull us apart? Participate in this interactive workshop to grow our intercultural skills individually, interpersonally, and institutionally.
5 hour session delivered to members of the Pacific Northwest Association of Independent Schools. In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some strategies and best practices to become the educator with whom all children thrive?
All Day Workshop delivered to Brightwater School faculty and staff. In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some strategies and best practices to become the educator with whom all children thrive?
This document summarizes a presentation on cross-cultural communication. The presentation covered cultural values, norms of behavior, communication theories, and dimensions of cultural variability. It included an activity where partners enacted subtle nonverbal violations to experience cultural differences. The presentation discussed how cultural identifiers, power, and communication influence conflicts and relationships. It provided steps for analyzing assumptions and interpretations across cultures. The presentation aimed to help participants apply cross-cultural skills in their own lives.
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
2 hour session delivered at the Multicultural Educators' Forum hosted by Fenn School. Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
In the ever-changing landscape of student demographics and diversity initiatives, the community faces the challenge of creating an environment that goes beyond celebrations of heroes and holidays. Whether we are beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some strategies and best practices to help us create an environment where all faculty and staff feel effective and included, where all families feel welcome, and where all children thrive?
3 Hour Session delivered to faculty at Hamlin Robinson School. In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some strategies and best practices to become the educator with whom all children thrive?
3 hour session delivered to the leadership team at The Bay School of San Francisco. We examined cross cultural communication theories, power and privilege, and gender bias to inform how to become effective leaders working across all lines of difference, particularly gender.
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
Understanding Stereotypes for Cognitive Designallisonvleach
As part of my Cognitive Science class this last Spring, I presented an overview of how stereotypes influence human behavior. This topic is especially useful to cognitive designers - a category of designers who regularly incorporate findings from cognitive science to enrich the development of new products and experiences.
This document defines personality and discusses various theories and determinants of personality. It defines personality as stable characteristics and tendencies that influence people's psychological behavior over time. The main determinants of personality are listed as biological factors, family/group factors, culture, and situational factors. Several theories of personality are outlined, including psychoanalytic theory, socio-psychological theory, trait theory, and self theory. The Big Five model of personality traits and their influence on behavior is also discussed. Finally, the document notes some organizational applications of understanding personality, such as job matching and designing motivation/control systems.
In this lesson we will learn about moral self identity.
The overview of this lesson is the ethical theory. Developmental sychology,
Social cognitive accounts of moral personality, chronic accessibility of moral shemas, centrality of morality and the developmental pathways.
Slide set 6 contrasting worldviews in businessSharon Johnson
The document contrasts different worldviews in business through a framework of locus of reality and value sets. It discusses several worldviews including cultural relativism, ethical egoism, Kantian ethics, natural law ethics, utilitarianism, and virtue ethics. For each view, it outlines key propositions, potential positives, and problems or challenges. The overall document provides a philosophic structure to analyze and compare different approaches to ethics and decision making in business.
This document discusses different perspectives on education from philosophers such as Kant, Pestalozzi, Locke, and Lessing. It emphasizes that education should aim to develop moral character and enable spiritual evolution. Allan Kardec is cited stating education will transform humanity more than instruction. True education involves cultivating virtues through family upbringing and self-education with discernment, understanding of life's facts, and reasoning within ethical guidelines of love and respect. Vigilance, prayer, forgiveness and other qualities accelerate spiritual evolution, while laziness, lack of faith, and not educating oneself slow progress.
Gordon Allport was an influential American psychologist who developed the trait theory of personality. Some of his key contributions included defining personality traits as neuropsychological structures that influence behavior across situations. Allport emphasized that while common traits exist, each individual has a unique personality composed of cardinal traits. He also described the development of personality from secondary to central traits and the importance of functional autonomy in mature personalities. Allport's trait theory provided an important framework for understanding individual differences in personality.
This document outlines several influential psychological and career development theories:
1. It introduces psychoanalytic theories from Freud, Adler, Erikson, and Jung focused on symbolic thinking and psychosocial development.
2. It then discusses psychosocial theories of adult development from Levison, Neugarten, and Van Gennep centered around life structures, transitions, and social contexts.
3. Several theories of moral development are presented, including Kohlberg on moral reasoning, Kegan on levels of development, and Gilligan on gender differences in autonomy and intimacy.
4. Theories on social context and career development are also summarized, such as Lewin on cognitive change, Egan/Cowan
Rollo May was an American existential psychologist who developed an existential-analytic approach. He was influenced by Kierkegaard, Heidegger, and Freud. May's existential-analytic position combines existential philosophy with psychoanalytic concepts. It focuses on a person's attempts to make sense of their existence and take responsibility for their actions as they live according to their values. May believed that anxiety stems from feelings of loneliness and emptiness when people's values become disintegrated in modern society. The expansion of consciousness allows people to be more creative and in control of their lives as they progress through stages of personality development from innocence to an ordinary to creative consciousness of self. May's techniques focused more on a
This document provides an overview of personality from several perspectives:
1. It defines personality and discusses major theories including Freud's psychosexual stages, trait approaches, and Bandura's social cognitive theory.
2. Trait theories such as Cattell's 16 factors and Eysenck's three factors are evaluated, with evidence supporting a five factor model of openness, conscientiousness, extraversion, agreeableness, and neuroticism.
3. Cross-cultural research finds common personality dimensions across cultures, though some perspectives on traits differ between individualistic and collectivistic cultures.
4. Social cognitive theory emphasizes reciprocal determinism between personal factors, environment, and behavior, highlighting concepts
The document discusses the relationship between culture and moral behavior. It states that cultures vary substantially in both moral judgments and behaviors. Cultural factors like religion, social institutions, and environment contribute to this variation between and within societies. While there are differences, there are also commonalities as moral thinking and conduct are influenced by cultural learning and social norms. Overall, the document examines how culture shapes ethics and what is considered right or wrong within a society.
Belcher iccte presentation 2012 may 19Scot Headley
This document summarizes a research presentation on exploring worldview within a Christian institution of higher education. It discusses how worldview has been understood over time, presents perspectives on worldview from different time periods within the institution, and analyzes how worldview is sustained through narrative, disequilibrium, and embodied practices within and beyond the institutional system. The research finds that worldview must be engaged to endure, provoke wonder and justice, and adapt to cultural changes over time.
"Living in Hell in the City of Angels: Identity Construction and Condition Management among Black Homeless Men of Los Angeles' Skid Row"
A Senior Thesis by Michael Habashi of Duke University
The document discusses the concept of worldview, including its definition, components, and types. It defines worldview as a foundational set of assumptions that serves as a framework for understanding reality. The key components of a worldview discussed are the nature of ultimate reality, the universe, humans, knowledge, ethics, and the purpose of life. It explores different perspectives on these components, such as whether ultimate reality is an impersonal force or a personal God, and whether the universe is a closed or open system.
This document discusses the history and role of critical social science. It makes several key points:
1. Early social science in the 18th/19th centuries mixed description/explanation with normative evaluation. Over the last 200 years there has been a long decline of critical social science and the expulsion of critique, evaluation and values from science.
2. Critical social science grew in the 1970s but has since become more timid. Critique has retreated into academia without threatening existing power structures.
3. Positivists argue social science should exclude values to be objective, while radicals say it is unavoidably value-laden. Both confuse different meanings of objectivity. Values can be open to challenge
This document discusses socialization and becoming a member of society. It defines socialization as the process of learning societal norms, expectations, and values. A society consists of people who generally share expectations and experiences, though there may be different cultures within a society. The goal of socialization is to control society by formally teaching people their rights and responsibilities as members through education, laws, and norms. This shapes individuals' personalities and identities as they learn their distinct roles in society.
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
2 hour session delivered at the Multicultural Educators' Forum hosted by Fenn School. Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
In the ever-changing landscape of student demographics and diversity initiatives, the community faces the challenge of creating an environment that goes beyond celebrations of heroes and holidays. Whether we are beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some strategies and best practices to help us create an environment where all faculty and staff feel effective and included, where all families feel welcome, and where all children thrive?
3 Hour Session delivered to faculty at Hamlin Robinson School. In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some strategies and best practices to become the educator with whom all children thrive?
3 hour session delivered to the leadership team at The Bay School of San Francisco. We examined cross cultural communication theories, power and privilege, and gender bias to inform how to become effective leaders working across all lines of difference, particularly gender.
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
Understanding Stereotypes for Cognitive Designallisonvleach
As part of my Cognitive Science class this last Spring, I presented an overview of how stereotypes influence human behavior. This topic is especially useful to cognitive designers - a category of designers who regularly incorporate findings from cognitive science to enrich the development of new products and experiences.
This document defines personality and discusses various theories and determinants of personality. It defines personality as stable characteristics and tendencies that influence people's psychological behavior over time. The main determinants of personality are listed as biological factors, family/group factors, culture, and situational factors. Several theories of personality are outlined, including psychoanalytic theory, socio-psychological theory, trait theory, and self theory. The Big Five model of personality traits and their influence on behavior is also discussed. Finally, the document notes some organizational applications of understanding personality, such as job matching and designing motivation/control systems.
In this lesson we will learn about moral self identity.
The overview of this lesson is the ethical theory. Developmental sychology,
Social cognitive accounts of moral personality, chronic accessibility of moral shemas, centrality of morality and the developmental pathways.
Slide set 6 contrasting worldviews in businessSharon Johnson
The document contrasts different worldviews in business through a framework of locus of reality and value sets. It discusses several worldviews including cultural relativism, ethical egoism, Kantian ethics, natural law ethics, utilitarianism, and virtue ethics. For each view, it outlines key propositions, potential positives, and problems or challenges. The overall document provides a philosophic structure to analyze and compare different approaches to ethics and decision making in business.
This document discusses different perspectives on education from philosophers such as Kant, Pestalozzi, Locke, and Lessing. It emphasizes that education should aim to develop moral character and enable spiritual evolution. Allan Kardec is cited stating education will transform humanity more than instruction. True education involves cultivating virtues through family upbringing and self-education with discernment, understanding of life's facts, and reasoning within ethical guidelines of love and respect. Vigilance, prayer, forgiveness and other qualities accelerate spiritual evolution, while laziness, lack of faith, and not educating oneself slow progress.
Gordon Allport was an influential American psychologist who developed the trait theory of personality. Some of his key contributions included defining personality traits as neuropsychological structures that influence behavior across situations. Allport emphasized that while common traits exist, each individual has a unique personality composed of cardinal traits. He also described the development of personality from secondary to central traits and the importance of functional autonomy in mature personalities. Allport's trait theory provided an important framework for understanding individual differences in personality.
This document outlines several influential psychological and career development theories:
1. It introduces psychoanalytic theories from Freud, Adler, Erikson, and Jung focused on symbolic thinking and psychosocial development.
2. It then discusses psychosocial theories of adult development from Levison, Neugarten, and Van Gennep centered around life structures, transitions, and social contexts.
3. Several theories of moral development are presented, including Kohlberg on moral reasoning, Kegan on levels of development, and Gilligan on gender differences in autonomy and intimacy.
4. Theories on social context and career development are also summarized, such as Lewin on cognitive change, Egan/Cowan
Rollo May was an American existential psychologist who developed an existential-analytic approach. He was influenced by Kierkegaard, Heidegger, and Freud. May's existential-analytic position combines existential philosophy with psychoanalytic concepts. It focuses on a person's attempts to make sense of their existence and take responsibility for their actions as they live according to their values. May believed that anxiety stems from feelings of loneliness and emptiness when people's values become disintegrated in modern society. The expansion of consciousness allows people to be more creative and in control of their lives as they progress through stages of personality development from innocence to an ordinary to creative consciousness of self. May's techniques focused more on a
This document provides an overview of personality from several perspectives:
1. It defines personality and discusses major theories including Freud's psychosexual stages, trait approaches, and Bandura's social cognitive theory.
2. Trait theories such as Cattell's 16 factors and Eysenck's three factors are evaluated, with evidence supporting a five factor model of openness, conscientiousness, extraversion, agreeableness, and neuroticism.
3. Cross-cultural research finds common personality dimensions across cultures, though some perspectives on traits differ between individualistic and collectivistic cultures.
4. Social cognitive theory emphasizes reciprocal determinism between personal factors, environment, and behavior, highlighting concepts
The document discusses the relationship between culture and moral behavior. It states that cultures vary substantially in both moral judgments and behaviors. Cultural factors like religion, social institutions, and environment contribute to this variation between and within societies. While there are differences, there are also commonalities as moral thinking and conduct are influenced by cultural learning and social norms. Overall, the document examines how culture shapes ethics and what is considered right or wrong within a society.
Belcher iccte presentation 2012 may 19Scot Headley
This document summarizes a research presentation on exploring worldview within a Christian institution of higher education. It discusses how worldview has been understood over time, presents perspectives on worldview from different time periods within the institution, and analyzes how worldview is sustained through narrative, disequilibrium, and embodied practices within and beyond the institutional system. The research finds that worldview must be engaged to endure, provoke wonder and justice, and adapt to cultural changes over time.
"Living in Hell in the City of Angels: Identity Construction and Condition Management among Black Homeless Men of Los Angeles' Skid Row"
A Senior Thesis by Michael Habashi of Duke University
The document discusses the concept of worldview, including its definition, components, and types. It defines worldview as a foundational set of assumptions that serves as a framework for understanding reality. The key components of a worldview discussed are the nature of ultimate reality, the universe, humans, knowledge, ethics, and the purpose of life. It explores different perspectives on these components, such as whether ultimate reality is an impersonal force or a personal God, and whether the universe is a closed or open system.
This document discusses the history and role of critical social science. It makes several key points:
1. Early social science in the 18th/19th centuries mixed description/explanation with normative evaluation. Over the last 200 years there has been a long decline of critical social science and the expulsion of critique, evaluation and values from science.
2. Critical social science grew in the 1970s but has since become more timid. Critique has retreated into academia without threatening existing power structures.
3. Positivists argue social science should exclude values to be objective, while radicals say it is unavoidably value-laden. Both confuse different meanings of objectivity. Values can be open to challenge
This document discusses socialization and becoming a member of society. It defines socialization as the process of learning societal norms, expectations, and values. A society consists of people who generally share expectations and experiences, though there may be different cultures within a society. The goal of socialization is to control society by formally teaching people their rights and responsibilities as members through education, laws, and norms. This shapes individuals' personalities and identities as they learn their distinct roles in society.
Personality means how a person affects others and how he understands and views himself as well as the pattern of inner and outer measurable traits and the person-situation interaction.
This document provides an overview of virtue ethics from Aristotle to modern philosophers. It discusses Aristotle's concept of eudaimonia or human flourishing as the goal of ethics achieved through developing moral virtues like courage, justice, and temperance. Aristotle defined virtues as means between vices of excess and deficiency. Later virtue ethicists expanded on Aristotle's work, with some emphasizing narrative traditions or ethics of care. Strengths of virtue ethics include its focus on character, community, and long-term moral development, though weaknesses include vagueness and dependence on strong communities.
This presentation examines the moral argument for God and presents evidence that shows if God does not exist, then neither do objective moral values and duties.
This document provides an overview of ethics from a philosophical perspective. It begins with definitions of ethics and morality, distinguishing that ethics involves philosophical reflection on moral beliefs and practices. It then outlines several major ethical theories throughout history, including virtue ethics from Plato and Aristotle, natural law from Aquinas, Kant's categorical imperative, utilitarianism from Bentham, and existentialism from Sartre. The document concludes by discussing ethics as both a personal and philosophical task, and how human rights represent a universal, minimal ethical agreement.
Similar to Emanuele Serrelli - Structures and functions in the evolution of morality (20)
Proposal for an “Anthropocene” Research Program, and its relationship with the “Cultural Evolution” program
Emanuele Serrelli University of Milano-Bicocca CISEPS assembly, October 26, 2016
Anthropocene as a good candidate to REPROPOSE the successful template of the project “The Diffusion of Cultural Traits” (2011-2016)
The Anthropocene defines Earth's most recent geologic time period as being human-influenced, or anthropogenic, based on overwhelming global evidence that atmospheric, geologic, hydrologic, biospheric and other earth system processes are now altered by humans.
* The word combines the root "anthropo", meaning "human" with the root "- cene", the standard suffix for "epoch" in geologic time.
* The Anthropocene is distinguished as a new period either after or within the Holocene, the current epoch, which began approximately 10,000 years ago (about 8000 BC) with the end of the last glacial period.
* Source: The Encyclopedia of Earth, cit. in www.anthropocene.info
This document discusses the evolution of evolutionary theory over time. It lists several famous scientists such as Charles Darwin, Richard Dawkins, Daniel Dennett, Donald Campbell, Ronald Fisher, Sewall Wright, J.B.S. Haldane, and Stephen Jay Gould who contributed to the field of evolutionary biology and helped advance understanding of evolution through their research. The document emphasizes that evolution is an ongoing process of discovery.
2013, Oct 22 (h.10) - Ciclo "Scienza FalsaScienza", Centro Filippo Buonarroti, Museo di Storia Naturale & Pikaia il Portale dell'Evoluzione, Milano, IT: Il collo delle giraffe e il naso di pinocchio. With Marcello Sala, Marco Ferraguti. Conference for schools.
In un’epoca in cui la società è sempre più permeata dalla trasmissione dell’informazione sulle scoperte della scienza, sui progressi della medicina e della tecnologia, cresce paradossalmente in molti ambiti un atteggiamento antiscientifico. Convinzioni e credenze diverse alimentano la ricerca di soluzioni illusorie, irrazionali, o una visione della scienza minacciosa e apocalittica. L'antidoto è fornire un'informazione corretta lungo la strada dell’educazione alla conoscenza del sapere.
Martedì 22 ottobre 2013, ore 10.00 (solo per le classi prenotate)
IL COLLO DELLE GIRAFFE E IL NASO DI PINOCCHIO: Errori e facilonerie in cui spesso si incappa quando si parla di evoluzione...
Marcello Sala - Marco Ferraguti - Emanuele Serrelli
Presenta Anna Alessandrello
The Extended Evolutionary Synthesis: new theory, new practices, new marketing...Emanuele Serrelli
Serrelli E (2013). The Extended Evolutionary Synthesis: new theory, new practices, new marketing, or new narratives?. Talk at The Evolution Conference [joint annual meeting of the Society for the Study of Evolution (SSE), the Society of Systematic Biologists (SSB), and the American Society of Naturalists (ASN)], Snowbird, Utah, USA, June 21-25th.
This document proposes a mathematical framework called "eco-phenotypic physiologies" to model the relationships between evolution, ecology, and cultural transmission. The framework models populations of agents that have physiologies determining how they extract and use resources from their environment. It accounts for resource availability, agent interactions, niche construction, and intergenerational transmission of traits through reaction norms that dictate how offspring develop their physiologies based on parents and environment. The goal is to use this unified framework to study how different elements impact population dynamics over time and compare patterns from various reaction norms.
The document discusses the integration of ecological and genealogical patterns in evolution. It notes that ecological patterns can be understood by following physical/chemical flows and cycles, while genealogical patterns are understood through lineages and ancestry. The document reviews the history of ecology and evolutionary thought since Darwin. It argues that a complete understanding of biology requires an integrated approach that considers physiological, adaptive, and evolutionary aspects, and emphasizes that evolution is the fundamental theory of ecology.
Il mistero dell’universo e dell’uomo attraverso tre personaggi chiaveEmanuele Serrelli
The document provides biographical information about Pierre Teilhard de Chardin, a French philosopher and Jesuit priest. It details his education and career, including his studies in paleontology under Marcellin Boule at the Museum of Natural History in Paris from 1912. It discusses his scientific research and teaching career in China from 1920-1946, including expeditions he participated in. It also mentions his major works such as The Phenomenon of Man and Le Milieu Divin.
Lectures at the University of Padua, Department of Biology, "Evolution and phylogenetics" class, prof. Telmo Pievani
http://www.epistemologia.eu
"Tree-making should be part of our evolutionary toolkit (see below), but not the backbone of the evolutionary metanarrative that we seem to feel obliged to defend from anti-scientific attack" W. Ford Doolittle
Chimeras and Consciousness, una vertigine cosmica di devozione alle connessioni: continuità nel tempo, reticolazione nel tempo, connessione nello spazio, dal micro al macro. L’aspetto che più interessa in questo corso è la reticolazione nel tempo, cioè la forte tendenza della vita ad evolvere non con separazioni nette, bensì con connessioni continue e pervasive, anzi, nel suo insieme, come un tutto organico.
Non ci sono soltanto gli "ultras" della reticolazione, o i "lateralisti" fondamentalisti, ma l’attenzione è presente in parallelo in diversi campi, e noi infatti cercheremo di immaginarne le implicazioni per l’albero della vita e la filogenesi. Quattro storie parallele: filogenesi dei batteri, simbiogenesi theory, parabola di Ernst Mayr, studi ibridazione negli animali.
AAAS meeting, 2013
http://aaas.confex.com/aaas/2013/webprogram/Session5780.html
Saturday, February 16, 2013
Room 308 (Hynes Convention Center)
Emanuele Serrelli , University of Milan-Bicocca, Milan, Italy
The talk addresses the Gaia hypothesis with a HPS (history and philosophy of science) approach, with particular attention to its relationships with symbiosis-oriented views of life and evolution. It looks at recent scientific literature which, although rarely explicitly, could be relevant to probe it empirically. However, if we accept the challenge of according Gaia with the strictest models of what is to be considered a scientific hypothesis, we find a family of different hypotheses, more or less demanding. Alternatively, Gaia can be considered an inspirational, pedagogical metaphor. With the complexity between these two extremes, the answer to the question - is the Gaia hypothesis science? - does not have a straightforward answer.
http://www.epistemologia.eu
Pievani T, Serrelli E (2012). From molecules to ecology and back: the hierarchy theory view of speciation. Paper at I Congreso de la Asociación Iberoamericana de Filosofía de la Biología, Valencia, Spain, November 28th-30th.
http://www.epistemologia.eu/index.php?option=com_content&view=article&id=147:the-hierarchy-theory-view-of-speciation&catid=24&Itemid=143
The challenge of tree-thinking and network-thinkingEmanuele Serrelli
Serrelli E (2012). The challenge of tree-thinking and network-thinking: conceptual issues across biological and cultural domains. Paper at 2012 Annual Meeting of the American Anthropological Association, November 14-18, 2012, San Francisco, CA.
see http://www.epistemologia.eu
This talk gives a reflexive outlook on the employment of tree and network thinking to conceptualize and model vertical descent and horizontal transmission of cultural traits. In biology, evolutionary trees are more than tools for researchers across disciplines: they are the main framework within which evidence for evolution is evaluated (Baum et al. 2005). However, several biologists have recognized "tree thinking" as a challenge for students (Gregory 2008, Meisel 2010), lay people (Baum, cit.), and scientists alike (O'Hara 1992), going against our spontaneous cognitive tendencies, e.g., reading along the tips, locating evolution only at nodes, projecting living species backwards to internal nodes. Moreover, common descent, represented by trees, is not the only way in which biological traits are shared: the ubiquity of phenomena like lateral gene transfer is increasing the need for network-based analyses, introducing the conceptual challenge of "network thinking" (Proulx et al. 2005), and the further complexity of conceiving trees and networks together. I focus on which strategies, used and developed in biology, can be implemented in anthropology to address cultural relatedness and common ancestry relationships.
Baum DA et al. (2005). The tree-thinking challenge. Science 310(5750):979-980.
Gregory TR (2008). Understanding evolutionary trees. Evolution: Education and Outreach 1(2):121-137.
Meisel RP (2010). Teaching tree-thinking to undergraduate biology students. Evolution: Education and Outreach 3(4):621-628.
O'Hara RJ (1992). Telling the tree: Narrative representation and the study of evolutionary history. Biology and Philosophy 7(2):p.135–160.
Proulx SR et al. (2005). Network thinking in ecology and evolution. Trends in Ecology and Evolution 20(6):345-53.
Mendelian population as a model, intended as a "stable target of explanation"Emanuele Serrelli
This document outlines ideas about mathematical models in population genetics. It provides examples of simple population genetics models involving alleles and their frequencies in a population. It discusses how models can describe mutation and selection over time. The document also discusses general ideas about mathematical models from a 1989 book. Models represent aspects of the real world in an abbreviated form by translating natural systems into mathematical systems. Successful models allow inferences in the mathematical system to predict behavior in the natural system.
Criticizing adaptive landscapes and the conflation between ecology and genealogyEmanuele Serrelli
Presentation by Emanuele Serrelli
ISHPSSB July 2011, Salt Lake City, Utah
http://www.conferences.utah.edu/ishpssb/index.html
Session: Hierarchy Theory of Evolution
Disentangling ecological vs. genealogical dimensions is a core task of hierarchy theory in evolutionary biology. As Eldredge repeatedly epitomized, organisms carry out (only) two distinct kinds of activities: they survive, and they reproduce. ! At the organismal level, the organism stays the same whether we consider it ecologically or genealogically - yet, differences can occur in what features we consider relevant, and what fitness measurement we use.
! At higher levels, the two dimensions diverge, realizing different systems. Reproductive (deme) may not coincide with ecological (avatar) population. Further upwards, along the ecological dimension, higher-level systems are grouped by energy- matter interconnection, whereas, along the genealogical dimension, higher taxa are assembled by relatedness.
! In Dobzhansky's (1937) use of the adaptive landscape visualization (Wright 1932), all living species are imagined as distributed on adaptive peaks which correspond to ecological niches in existing environments. Peaks are grouped forming genera and higher taxa (e.g., "feline", "carnivore" ranges), and geographic speciation is figured out - like adaptation - as movement on the landscape.
! In criticizing Dobzhansky's landscape, Eldredge wrote that species actually do not occupy ecological niches; demes don't, either; avatars do.
! I point out that neighborhood and movement need to be conceived separately in genealogical and ecological spaces. Indeed, ecology should be further split in at least two spaces: geographic and phenotypic/adaptive. Movement in one space may in fact result in stability in the other(s).
! I also comment on the adaptive landscape: technical limitations prevent it from being coherently used above the population level, even though as a metaphor. Finally, I emphasize the partiality of any landscape - based on the choice of relevant features and fitness components - and interpret partiality as the way of approaching complex multi- hierarchical structure in evolution.
Fabrizio Panebianco and Emanuele Serrelli: A Niche Construction Model with Re...Emanuele Serrelli
Short communication at
CISEPS Annual Lecture
May 6, 9:30am, University of Milano Bicocca, Milano (Italy), building U12,
Also with:
- Luca Cavalli Sforza "Critical periods of human evolution: interdisciplinarity helps for understanding"
- Marcus Feldman, "On Models of Social Transmission: Rates of Evolution and Patterns of Diversity".
Giovedì 12 Maggio, dalle 14.30 alle 16.30
Aula Cappellina, Liceo Scientifico Statale “Paolo Giovio”, Via Pasquale Paoli 28, Como
“Evoluzione: livelli di tempo, nello spazio”
Relazione all’interno della giornata conclusiva della rassegna “Il tempo nelle scienze e nella storia”, organizzata da Centro Filippo Buonarroti, Via Treviso 6, Milano
Emanuele Serrelli - Lectures - Evolutionary Biology Class, University of MilanEmanuele Serrelli
Invited lectures on adaptive landscapes in evolutionary biology. Evolutionary Biology Class, prof. Marco Ferraguti, Master Degree in Biology and Natural Sciences, University of Milano, March 28 & 30, 2011.
Landscape pictures with peaks and valleys have been present and influential in evolutionary biology for many decades. Let us try to orient ourselves in the “jungle” of landscape metaphors and models.
Emanuele Serrelli - Pitfalls and Strengths of Adaptation in Biology EducationEmanuele Serrelli
This document discusses how philosophy of science can help biology education by addressing conceptual issues and developing skills. It analyzes the concept of adaptation, showing how its meaning has changed over time and split into multiple concepts. While history of science can help dispel myths about science, philosophy can further improve scientific definitions and the "defining activity" skill. Developing skills like evaluation and criticism of definitions through explicit philosophy of science discussions may increase students' understanding and appreciation of science.
Adaptive landscapes: A case study of metaphors, models, and synthesis in evol...Emanuele Serrelli
TALK
Emanuele Serrelli Final discussion, XXIII cycle, January 17th 2011 PhD School in Human Sciences University of Milano Bicocca Coordinator: prof. Ottavia Albanese Advisor: prof. Dietelmo Pievani
Adaptive landscapes: A case study of metaphors, models, and synthesis in evol...Emanuele Serrelli
Emanuele Serrelli
Final discussion, XXIII cycle, January 17th 2011
PhD School in Human Sciences
University of Milano Bicocca
Coordinator: prof. Ottavia Albanese
Advisor: prof. Dietelmo Pievani
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
3. Evolutionary explanations
“Panglossian”
or
“just-so story”
explanation
(Stephen Jay Gould &
Richard C. Lewontin,
“spandrels” paper, 1979)
4. Evolutionary explanations
“Panglossian”
or
“just-so story”
explanation
(Stephen Jay Gould & A trait T
Richard C. Lewontin,
“spandrels” paper, 1979)
5. Evolutionary explanations
“Panglossian”
or
“just-so story”
explanation
(Stephen Jay Gould & A trait T A function
Richard C. Lewontin,
“spandrels” paper, 1979)
6. Evolutionary explanations
“Panglossian”
or
“just-so story”
explanation
(Stephen Jay Gould & A trait T A function
Richard C. Lewontin,
“spandrels” paper, 1979)
7. Evolutionary explanations
“Panglossian”
or
“just-so story”
explanation
(Stephen Jay Gould & A trait T A function
Richard C. Lewontin,
“spandrels” paper, 1979)
Morality?
8. Evolutionary explanations
“Panglossian”
or
“just-so story”
explanation
(Stephen Jay Gould & A trait T A function
Richard C. Lewontin,
“spandrels” paper, 1979)
Morality?
“Why do you evolutionists always try to
assess the value of anything even before
knowing what it is?”
(Francis Crick, in Gould 1991)
10. Moral traits - what is morality?
• Joyce: PRECISIFICATION OF MORAL SENSE
11. Moral traits - what is morality?
• Joyce: PRECISIFICATION OF MORAL SENSE
• Kitcher: “ETHICS” OR “MORALITY”? “JUST A TECHNICAL
PHILOSOPHICAL PROBLEM”?
12. Moral traits - what is morality?
• Joyce: PRECISIFICATION OF MORAL SENSE
• Kitcher: “ETHICS” OR “MORALITY”? “JUST A TECHNICAL
PHILOSOPHICAL PROBLEM”?
lack of precisifications in the “evolution of morality” field?
13. Moral traits - what is morality?
• Joyce: PRECISIFICATION OF MORAL SENSE
• Kitcher: “ETHICS” OR “MORALITY”? “JUST A TECHNICAL
PHILOSOPHICAL PROBLEM”?
lack of precisifications in the “evolution of morality” field?
still trying to get a grip?
14. Moral traits - what is morality?
• Joyce: PRECISIFICATION OF MORAL SENSE
• Kitcher: “ETHICS” OR “MORALITY”? “JUST A TECHNICAL
PHILOSOPHICAL PROBLEM”?
lack of precisifications in the “evolution of morality” field?
still trying to get a grip?
an explanatory strategy?
15. Moral traits - what is morality?
• Joyce: PRECISIFICATION OF MORAL SENSE
• Kitcher: “ETHICS” OR “MORALITY”? “JUST A TECHNICAL
PHILOSOPHICAL PROBLEM”?
lack of precisifications in the “evolution of morality” field?
still trying to get a grip?
an explanatory strategy?
• Joyce: INDETERMINATE CONCEPTS
16. Moral traits - what is morality?
• Joyce: PRECISIFICATION OF MORAL SENSE
• Kitcher: “ETHICS” OR “MORALITY”? “JUST A TECHNICAL
PHILOSOPHICAL PROBLEM”?
lack of precisifications in the “evolution of morality” field?
still trying to get a grip?
an explanatory strategy?
• Joyce: INDETERMINATE CONCEPTS
• Churchland: RADIAL STRUCTURE AND FUZZY BOUNDARIES OF
CONCEPTS
17. Moral traits - what is morality?
• Joyce: PRECISIFICATION OF MORAL SENSE
• Kitcher: “ETHICS” OR “MORALITY”? “JUST A TECHNICAL
PHILOSOPHICAL PROBLEM”?
lack of precisifications in the “evolution of morality” field?
still trying to get a grip?
an explanatory strategy?
• Joyce: INDETERMINATE CONCEPTS
• Churchland: RADIAL STRUCTURE AND FUZZY BOUNDARIES OF
CONCEPTS
BUT scientific need for concepts
18. Moral traits - what is morality?
• Joyce: PRECISIFICATION OF MORAL SENSE
• Kitcher: “ETHICS” OR “MORALITY”? “JUST A TECHNICAL
PHILOSOPHICAL PROBLEM”?
lack of precisifications in the “evolution of morality” field?
still trying to get a grip?
an explanatory strategy?
• Joyce: INDETERMINATE CONCEPTS
• Churchland: RADIAL STRUCTURE AND FUZZY BOUNDARIES OF
CONCEPTS
BUT scientific need for concepts
at least, pragmatically, contextualizing results in certain premises
19. Moral traits - what is morality?
EVOLUTIONARY
CRITERIA
for trait recognition:
• HERITABILITY
• INTER-INDIVIDUAL
VARIATION
• FITNESS FUNCTION
20. Moral traits - what is morality?
The evolutionary relevance
EVOLUTIONARY
CRITERIA of a trait depends
for trait recognition: on its inheritance pattern
• HERITABILITY
• INTER-INDIVIDUAL
VARIATION
• FITNESS FUNCTION
21. Moral traits - what is morality?
The evolutionary relevance
EVOLUTIONARY
CRITERIA of a trait depends
for trait recognition: on its inheritance pattern
• HERITABILITY
• INTER-INDIVIDUAL
VARIATION
• FITNESS FUNCTION
Picture credits: "Autosomal recessive disorders" http://www.brusselsgenetics.be/p_453.htm // Wright (1931)
22. Moral traits - what is morality?
The evolutionary relevance
EVOLUTIONARY
CRITERIA of a trait depends
for trait recognition: on its inheritance pattern
• HERITABILITY
• INTER-INDIVIDUAL
VARIATION
• FITNESS FUNCTION
Picture credits: "Autosomal recessive disorders" http://www.brusselsgenetics.be/p_453.htm // Wright (1931)
23. Moral traits - what is morality?
The evolutionary relevance
EVOLUTIONARY
CRITERIA of a trait depends
for trait recognition: on its inheritance pattern
• HERITABILITY
• INTER-INDIVIDUAL
VARIATION
• FITNESS FUNCTION
Genes are all which is inheritable...
(The Modern Synthesis, 1920s-40s)
Picture credits: "Autosomal recessive disorders" http://www.brusselsgenetics.be/p_453.htm // Wright (1931)
24. Moral traits - what is morality?
EVOLUTIONARY
CRITERIA
for trait recognition:
• HERITABILITY
• INTER-INDIVIDUAL
VARIATION
• FITNESS FUNCTION
http://blogs.scientificamerican.com/science-sushi/2011/10/05/a-moral-gene/
25. Moral traits - what is morality?
Genes do not necessarily
EVOLUTIONARY
CRITERIA lose their importance
for trait recognition:
(e.g., Churchland 2011)
• HERITABILITY
(e.g. kin selection
models of altruism evolution)
• INTER-INDIVIDUAL
VARIATION
• FITNESS FUNCTION
26. Moral traits - what is morality?
Genes do not necessarily
EVOLUTIONARY
CRITERIA lose their importance
for trait recognition:
(e.g., Churchland 2011)
• HERITABILITY
(e.g. kin selection
models of altruism evolution)
• INTER-INDIVIDUAL
VARIATION
• FITNESS FUNCTION but heritability has a
larger scope today:
the heritability pattern of a
dynamic phenotype
Picture credit: Fusco (2011), in Evoluzione Modelli e Processi, ed. by Ferraguti
& Castellacci, Pearson, Italy.
27. Moral traits - what is morality?
EVOLUTIONARY
CRITERIA
for trait recognition:
• HERITABILITY
• INTER-INDIVIDUAL
VARIATION
• FITNESS FUNCTION
Picture credits: Flack & de Waal (2000), Journal of Consciousness Studies, p. 6.
28. Moral traits - what is morality?
EVOLUTIONARY
CRITERIA
for trait recognition:
• HERITABILITY
• INTER-INDIVIDUAL
VARIATION
“Twin and family studies
• FITNESS FUNCTION of
suggest a heritability
psychopathy in the range of about
70%; childhood conditions such as
abuse and neglect may contribute to
those who are genetically disposed”
Churchland 2011, p. 41)
Picture credits: Flack & de Waal (2000), Journal of Consciousness Studies, p. 6.
29. Moral traits - what is morality?
We are studying evolutionarily
EVOLUTIONARY
CRITERIA relevant traits only if we can
for trait recognition:
assess their reliable
• HERITABILITY reappearance
• INTER-INDIVIDUAL
VARIATION
• FITNESS FUNCTION
30. Moral traits - what is morality?
We are studying evolutionarily
EVOLUTIONARY
CRITERIA relevant traits only if we can
for trait recognition:
assess their reliable
• HERITABILITY reappearance
• INTER-INDIVIDUAL
VARIATION “Biometrical population genetics”
(cf. Serrelli 2010, Lewontin 1980)
• FITNESS FUNCTION
31. Moral traits - what is morality?
We are studying evolutionarily
EVOLUTIONARY
CRITERIA relevant traits only if we can
for trait recognition:
assess their reliable
• HERITABILITY reappearance
• INTER-INDIVIDUAL
VARIATION “Biometrical population genetics”
(cf. Serrelli 2010, Lewontin 1980)
• FITNESS FUNCTION
QTL - Quantitative Traits Locis
(cf. Hartl & Clark 2007, chp. 8)
32. Moral traits - what is morality?
We are studying evolutionarily
EVOLUTIONARY
CRITERIA relevant traits only if we can
for trait recognition:
assess their reliable
• HERITABILITY reappearance
• INTER-INDIVIDUAL
VARIATION “Biometrical population genetics”
(cf. Serrelli 2010, Lewontin 1980)
• FITNESS FUNCTION
QTL - Quantitative Traits Locis
(cf. Hartl & Clark 2007, chp. 8)
Trait = inheritable pattern
33. Moral traits - what is morality?
Trait = inheritable pattern
EVOLUTIONARY
CRITERIA
for trait recognition:
• HERITABILITY
• INTER-INDIVIDUAL
VARIATION
• FITNESS FUNCTION
Picture credits:
chimps: http://angelorganic.org/darwin-mis-
interpreted/
birds: http://news.sciencemag.org/sciencenow/
2010/08/cheatin-hearts-get-stuck-with-th.html
ants: http://www.ridelust.com/traffic-congestion-and-
social-insects-we-can-learn-how-to-drive-from-ants/
V. Bulatov (2011), http://bulatov.org/math/1101/
webtalk.html
34. Moral traits - what is morality?
Trait = inheritable pattern
EVOLUTIONARY
CRITERIA
for trait recognition: Need for models
• HERITABILITY
• INTER-INDIVIDUAL
VARIATION
• FITNESS FUNCTION
Picture credits:
chimps: http://angelorganic.org/darwin-mis-
interpreted/
birds: http://news.sciencemag.org/sciencenow/
2010/08/cheatin-hearts-get-stuck-with-th.html
ants: http://www.ridelust.com/traffic-congestion-and-
social-insects-we-can-learn-how-to-drive-from-ants/
V. Bulatov (2011), http://bulatov.org/math/1101/
webtalk.html
35. Moral traits - what is morality?
Trait = inheritable pattern
EVOLUTIONARY
CRITERIA
for trait recognition: Need for models
• HERITABILITY
• INTER-INDIVIDUAL Homology:
VARIATION
pattern shows up
• FITNESS FUNCTION in different taxa
Picture credits:
chimps: http://angelorganic.org/darwin-mis-
interpreted/
birds: http://news.sciencemag.org/sciencenow/
2010/08/cheatin-hearts-get-stuck-with-th.html
ants: http://www.ridelust.com/traffic-congestion-and-
social-insects-we-can-learn-how-to-drive-from-ants/
V. Bulatov (2011), http://bulatov.org/math/1101/
webtalk.html
36. Moral traits - what is morality?
Trait = inheritable pattern
EVOLUTIONARY
CRITERIA
for trait recognition: Need for models
• HERITABILITY
• INTER-INDIVIDUAL Homology:
VARIATION
pattern shows up
• FITNESS FUNCTION in different taxa
Picture credits:
chimps: http://angelorganic.org/darwin-mis-
Trait of...
interpreted/
birds: http://news.sciencemag.org/sciencenow/
2010/08/cheatin-hearts-get-stuck-with-th.html
ants: http://www.ridelust.com/traffic-congestion-and-
social-insects-we-can-learn-how-to-drive-from-ants/
V. Bulatov (2011), http://bulatov.org/math/1101/
webtalk.html
a relevant unit
37. The function of morality
In Neodarwinism not
all effects are
functions. Function is
bound to Natural
Selection A trait T function?
flight?
(cf. Williams 1966)
effect
... effect e.g. thermoregulation?
e.g. mating?
38. The function of morality
(1) ΔqT = [sqT(1−qT)]/
[1−s(1−qT)]
(cf. Wright 1931)
In Neodarwinism not
all effects are
functions. Function is
bound to Natural
Selection
(cf. Williams 1966)
39. The function of morality
(1) ΔqT = [sqT(1−qT)]/
[1−s(1−qT)]
(cf. Wright 1931)
In Neodarwinism not
all effects are Need to specify a “problem
functions. Function is
bound to Natural background” (cf. Kitcher 2011)
Selection
(cf. Williams 1966)
40. The function of morality
(1) ΔqT = [sqT(1−qT)]/
[1−s(1−qT)]
(cf. Wright 1931)
In Neodarwinism not
all effects are Need to specify a “problem
functions. Function is
bound to Natural background” (cf. Kitcher 2011)
Selection
(cf. Williams 1966) (2) w = f (A, B, … T)
41. The function of morality
(1) ΔqT = [sqT(1−qT)]/
[1−s(1−qT)]
(cf. Wright 1931)
In Neodarwinism not
all effects are Need to specify a “problem
functions. Function is
bound to Natural background” (cf. Kitcher 2011)
Selection
(cf. Williams 1966) (2) w = f (A, B, … T)
42. The function of morality
(1) ΔqT = [sqT(1−qT)]/
[1−s(1−qT)]
(cf. Wright 1931)
In Neodarwinism not
all effects are Need to specify a “problem
functions. Function is
bound to Natural background” (cf. Kitcher 2011)
Selection
(cf. Williams 1966) (2) w = f (A, B, … T)
43. The function of morality
(1) ΔqT = [sqT(1−qT)]/
[1−s(1−qT)]
(cf. Wright 1931)
In Neodarwinism not
all effects are Need to specify a “problem
functions. Function is
bound to Natural background” (cf. Kitcher 2011)
Selection
(cf. Williams 1966) (3) T = f (F, r)
44. The function of morality
(1) ΔqT = [sqT(1−qT)]/
[1−s(1−qT)]
(cf. Wright 1931)
In Neodarwinism not
all effects are Need to specify a “problem
functions. Function is
bound to Natural background” (cf. Kitcher 2011)
Selection
(cf. Williams 1966) (3) T = f (F, r)
45. The function of morality
(1) ΔqT = [sqT(1−qT)]/
[1−s(1−qT)]
(cf. Wright 1931)
In Neodarwinism not
all effects are Need to specify a “problem
functions. Function is
bound to Natural background” (cf. Kitcher 2011)
Selection
(3) T = f (F, r) Functioning
(cf. Williams 1966)
and roles are
not causal
upon traits
and structures
46. The function of morality
(3) T = f (F, r)
“...the palette of
neurochemicals... affecting
neurons and muscles is
substantially the same
across vertebrates and
invertebrates...”
(Churchland 2011, p. 45)
Picture credit: McPartland et al. (2006), Gene 370:64-74. http://
www.sciencedirect.com/science/article/pii/S0378111905007067
47. The function of morality
(3) T = f (F, r)
oxytocin is found in all
vertebrates
(Churchland 2011, p. 45)
Picture credit: McPartland et al. (2006), Gene 370:64-74. http://
www.sciencedirect.com/science/article/pii/S0378111905007067
48. The function of morality
(3) T = f (F, r)
“Oxytocin ... is at the hub of
the intricate network of
mammalian adaptations for
caring for others”
(Churchland 2011, p. 14)
Picture credit: McPartland et al. (2006), Gene 370:64-74. http://
www.sciencedirect.com/science/article/pii/S0378111905007067
49. The function of morality
(3) T = f (F, r)
“...modest modifications in
exiting neural structures ...
can lead to new outcomes”
(Churchland 2011, p. 14)
Picture credit: McPartland et al. (2006), Gene 370:64-74. http://
www.sciencedirect.com/science/article/pii/S0378111905007067
50. The function of morality
(3) T = f (F, r)
“a large... range of social
patterns found among
mammals..., but underlying
them are probably different
arrangements of receptors
for oxytocin and other
hormones and
neurochemicals”
(Churchland 2011, p. 14) Picture credit: McPartland et al. (2006), Gene 370:64-74. http://
www.sciencedirect.com/science/article/pii/S0378111905007067
51. The function of morality
(3) ∆T = f (∆F, ∆r)
“Biological evolution does not achieve adaptations by
designing a whole new mechanism from scratch, but modifies
what is already in place, little bit by little bit. Social emotions,
values, and behavior are not the result of a wholly new
engineering plan, but rather an adaptation of existing
arrangements and mechanisms that are intimately linked with
the self-preserving circuitry for fighting, freezing, and flight, on
the one hand, and for rest and digest, on the other”
(Churchland 2011, p. 46)
53. Evolutionary explanations of morality
• Explanatory diversity and integration
• Traits/structures and functions are needed,
but don’t come for free
54. Evolutionary explanations of morality
• Explanatory diversity and integration
• Traits/structures and functions are needed,
but don’t come for free
• Traits as inheritable patterns
55. Evolutionary explanations of morality
• Explanatory diversity and integration
• Traits/structures and functions are needed,
but don’t come for free
• Traits as inheritable patterns
models
56. Evolutionary explanations of morality
• Explanatory diversity and integration
• Traits/structures and functions are needed,
but don’t come for free
• Traits as inheritable patterns
models
homologies avoiding circularity
57. Evolutionary explanations of morality
• Explanatory diversity and integration
• Traits/structures and functions are needed,
but don’t come for free
• Traits as inheritable patterns
models
homologies avoiding circularity
units of evolution
58. Evolutionary explanations of morality
• Explanatory diversity and integration
• Traits/structures and functions are needed,
but don’t come for free
• Traits as inheritable patterns
models
homologies avoiding circularity
units of evolution
59. Evolutionary explanations of morality
• Explanatory diversity and integration
• Traits/structures and functions are needed,
but don’t come for free
• Traits as inheritable patterns
models
homologies avoiding circularity
units of evolution
• Functions
conceptual problems (e.g. Cummins 1975, Wright 1973, Millikan
1984, 1989, Griffiths 1993, Godfrey-Smith 1994, cf. Casebeer
2003)
Picture credit: http://www.azoft.com/spotlight/2011/05/05/15-bizarre-dead-tech-products.html
60. Evolutionary explanations of morality
• Explanatory diversity and integration
• Traits/structures and functions are needed,
but don’t come for free
• Traits as inheritable patterns
models
homologies avoiding circularity
units of evolution
• Functions
conceptual problems (e.g. Cummins 1975, Wright 1973, Millikan
1984, 1989, Griffiths 1993, Godfrey-Smith 1994, cf. Casebeer
2003)
sights for identifying traits
Picture credit: http://www.azoft.com/spotlight/2011/05/05/15-bizarre-dead-tech-products.html
61. Evolutionary explanations of morality
• Explanatory diversity and integration
• Traits/structures and functions are needed,
but don’t come for free
• Traits as inheritable patterns
models
homologies avoiding circularity
units of evolution
• Functions
conceptual problems (e.g. Cummins 1975, Wright 1973, Millikan
1984, 1989, Griffiths 1993, Godfrey-Smith 1994, cf. Casebeer
2003)
sights for identifying traits
crucial for Darwinian explanations
Picture credit: http://www.azoft.com/spotlight/2011/05/05/15-bizarre-dead-tech-products.html
62. Evolutionary explanations of morality
• Explanatory diversity and integration
• Traits/structures and functions are needed,
but don’t come for free
• Traits as inheritable patterns
models
homologies avoiding circularity
units of evolution
• Functions
conceptual problems (e.g. Cummins 1975, Wright 1973, Millikan
1984, 1989, Griffiths 1993, Godfrey-Smith 1994, cf. Casebeer
2003)
sights for identifying traits
crucial for Darwinian explanations
functions / effects
Picture credit: http://www.azoft.com/spotlight/2011/05/05/15-bizarre-dead-tech-products.html
64. REFERENCES:
• Boehm C (2000), Conflict and the evolution of social control. Journal of Consciousness Studies 7(1-2), “Evolutionary Origins of Morality. Cross-Disciplinary
Perspectives”, pp. 79-101.
• Churchland PS (2011). Braintrust: What Neuroscience Tells Us About Morality. Princeton: Princeton University Press.
• Cummins R (1975). Functional analysis. Journal of Philosophy 72:741-765.
• Downes SM (2010). Heritability. The Stanford Encyclopedia of Philosophy (Fall 2010 Edition), Edward N. Zalta (ed.), URL = http://plato.stanford.edu/archives/fall2010/
entries/heredity/.
• Eisenberg N, Strayer J (1987) Empathy and its development. Cambridge UP, Cambridge.
• Ferraguti M, Castellacci C, eds. (2011), Evoluzione: modelli e processi. Pearson, Milano-Torino.
• Flack JC, de Waal FBM (2000), ‘Any animal whatever’: Darwinian building blocks of morality in monkeys and apes. Journal of Consciousness Studies 7(1-2),
“Evolutionary Origins of Morality. Cross-Disciplinary Perspectives”, pp. 1-29.
• Godfrey-Smith P (1994). A modern history theory of functions. Reprinted in: Allen C, Bekoff M, Lauder G, eds. Nature’s Purposes - Analyses of Function and Design in
Biology. Cambridge, MA: MIT Press, 1998, pp. 453-477.
• Gould SJ (1991), “Capezzoli maschili e glande clitorideo”, in trad. it. Bravo Brontosauro, Milano, Feltrinelli Universale Economica, 2002, pp. 125‐139.
• Gould SJ, Lewontin RC (1979), The spandrels of San Marco and the Panglossian paradigm: a critique of the adaptationist programme, Proc. R. Soc. Lond. B, 205,
581-598. Trad. it. di M. Ferraguti, I pennacchi di San Marco e il paradigma di Pangloss: critica al programma adattazionista. Piccola biblioteca on line, Einaudi, Torino,
2001. http://www.einaudi.it/einaudi/ita/pdf/gould-lewontin.pdf
• Griffiths PE (1993). Functional analysis and proper functions. British Journal of the Philosophy of Science 44:409-422.
• Griffiths PE, Brigandt I, eds. (2007). “The Importance of Homology for Biology and Philosophy”, Biology and Philosophy 22.
• Hartl DL, Clark AG (2007). Principles of Population Genetics, Fourth ed. Sunderland, Mass.: Sinauer Associates.
• Kitcher P (2011). The Ethical Project, Harvard University Press, Cambridge, Mass. & London, UK.
• Jablonka E, Lamb MJ (2005). Evolution in Four Dimensions. Cambridge (MA): The MIT Press, revised in 2010.
• Millikan R (1984). Language, Thought and Other Biological Categories. Cambridge, Mass: MIT Press.
• Millikan R (1989). In defence of proper functions. Philosophy of Science 56:288-302.
• Müller G.B., 2010. Epigenetic innovation. In Pigliucci M, Müller GB, eds. Evolution The Extended Synthesis. Cambridge-London: MIT Press, pp. 307-332.
• Odling-Smee J, Laland K, Feldman MW (2003). Niche Construction. Princeton: Princeton University Press.
• McPartland JM, Matias I, Di Marzo V, GlassM (2006). Evolutionary origins of the endocannabinoid system, Gene 370:64-74, 10.1016/j.gene.2005.11.004.
• Pievani T, Serrelli E (2011). Exaptation in human evolution: how to test adaptive vs exaptive evolutionary hypotheses. Journal of Anthropological Sciences 89, pp. 9-23.
[DOI 10.4436/jass.89015]
• Serrelli E (2011). The structure of population genetics. Poster at the meeting of the International Society for History, Philosophy, and Social Studies of Biology (ISHPSSB),
Salt Lake City (Utah, USA) July 10th-16th 2011. [http://hdl.handle.net/10281/28245]
• Sober E (1984). The Nature of Selection. Evolutionary Theory in Philosophical Focus. University of Chicago Press, Chicago.
• Sober E, Wilson DS (1998). Unto Others: the Evolution and Psychology of Unselfish Behavior. Harvard University Press, Cambridge (MA).
• Williams GC (1966). Adaptation and Natural Selection. Princeton: Princeton University Press.
• Wright L (1973). Functions. Philosophical Review 82:139-168.
• Wright S (1931). Evolution in mendelian populations. Genetics, 16 (97): 97–159.