History and Philosophy of Biology
A.Y. 2026/2027
Learning objectives
The course aims to provide students with the basics of epistemology and general philosophy of science as well as with the essential traits of the most significant debates that have shaped it. An interdisciplinary approach will be applied and examples from various scientific disciplines and their history will be examined during classes.
Expected learning outcomes
Knowledge and understanding
At the end of the study path, the graduate
1. masters the basic concepts and fundamental themes characterising philosophy of science
2. knows the fundamental elements of science methodology and can connect them with appropriate historical cases.
3. can discern the various kinds of scientific reasoning and understand the validity of arguments brought by her/his own and others.
Ability to apply knowledge and understanding
At the end of the study path, the graduate
1. can critically analyze a text concerning past scientific problems as well as in epistemology and philosophy of science
2. can analyze debates within the philosophy of science with appropriate historical connections
3. can outline the state of the art in relation to a problem in this discipline
4. can apply the methodological tools acquired to solve theoretical and practical problems
At the end of the study path, the graduate
1. masters the basic concepts and fundamental themes characterising philosophy of science
2. knows the fundamental elements of science methodology and can connect them with appropriate historical cases.
3. can discern the various kinds of scientific reasoning and understand the validity of arguments brought by her/his own and others.
Ability to apply knowledge and understanding
At the end of the study path, the graduate
1. can critically analyze a text concerning past scientific problems as well as in epistemology and philosophy of science
2. can analyze debates within the philosophy of science with appropriate historical connections
3. can outline the state of the art in relation to a problem in this discipline
4. can apply the methodological tools acquired to solve theoretical and practical problems
Lesson period: Second semester
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course can be attended as a single course.
Course syllabus and organization
Single session
Responsible
Course syllabus
The course provides an introduction to the fundamental concepts of the philosophy of science through case studies drawn from the history of the natural sciences. It is organized into four parts.
The first part introduces the major topics and key concepts in the history and philosophy of science. The second part examines the foundations of the history and philosophy of biology, with particular emphasis on evolutionary theory. The third part focuses on evolutionary psychology and the anthropologically significant issue of the evolution of social cognition, while also introducing the possibility of developing a rigorous philosophical methodology for investigating consciousness. The fourth part explores biological and evolutionary approaches to consciousness.
The final portion of the course presents additional case studies in evolutionary biology, including the theory of punctuated equilibrium and the neutral theory of molecular evolution.
The first part introduces the major topics and key concepts in the history and philosophy of science. The second part examines the foundations of the history and philosophy of biology, with particular emphasis on evolutionary theory. The third part focuses on evolutionary psychology and the anthropologically significant issue of the evolution of social cognition, while also introducing the possibility of developing a rigorous philosophical methodology for investigating consciousness. The fourth part explores biological and evolutionary approaches to consciousness.
The final portion of the course presents additional case studies in evolutionary biology, including the theory of punctuated equilibrium and the neutral theory of molecular evolution.
Prerequisites for admission
Specific preliminary notions are not required.
Teaching methods
Frontal lectures, group activities, and discussions. When appropriate, multimedia supports are utilized. Compulsory as well as optional didactic materials (e.g. slides discussed during classes) are uploaded on platform MyAriel.
Teaching Resources
TESTI ESAME OBBLIGATORI per frequentanti e non frequentanti
1. Slides del corso caricate su MyAriel
2. Godfrey-Smith, P. (2022). Teoria e realtà. Introduzione alla filosofia della scienza. Raffaello Cortina Editore (Collana Saggi); esclusivamente la sezione 3.2 "Induzione, deduzione, conferma e inferenza esplicativa" (pp. 71-77), 4.6 "Altri commenti sul problema della demarcazione" (pp. 114-119), le sezioni 5.6 "Incommensurabilità, relativismo e progresso" (pp. 140-145) e 5.8 "Considerazioni conclusive su Kuhn" (pp. 149-152), le sezioni 6.4 "Tutto va bene" e 6.5 "Un argomento storico che perseguita la filosofia" (pp. 163-169).
3. Weber, A., Varela, F.J. Life after Kant: Natural purposes and the autopoietic foundations of biological individuality. Phenomenology and the Cognitive Sciences 1, 97-125 (2002). https://doi.org/10.1023/A:1020368120174
4. Laland, K., Uller, T., Feldman, M. et al. Does evolutionary theory need a rethink? Nature 514, 161-164 (2014). https://doi.org/10.1038/514161a
5. Husserl, E. "Fenomenologia", voce dell'Enciclopedia Britannica, quarta versione (versione D), esclusivamente la parte prima "La psicologia pura: campo d'esperienza, metodo, funzione".
6. Godfrey-Smith, P. 2005. "Folk psychology as a model." Philosophers' Imprint 5(6): 1-16.
7. Fagard J, Esseily R, Jacquey L, O'Regan K and Somogyi E (2018) Fetal Origin of Sensorimotor Behavior. Front. Neurorobot. 12:23. doi: 10.3389/fnbot.2018.00023
8. Vincini, S. & Fantasia, V. (2022). Rich or Lean? A Phenomenological Alternative for Explaining Early Social Cognition. Rivista Internazionale di Filosofia e Psicologia, 3(2), 108-125. https://www.rifp.it/ojs/index.php/rifp/article/view/rifp.2022.0011/1223
Chi frequenta può decidere di sostituire il testo di Godfrey-Smith "Folk psychology as a model" con il testo di Tramacere e Mafessoni "Cognitive Twists".
TESTI ESAME AGGIUNTIVI per chi non fa presentazione in classe
1. Di Paolo, E. A., Buhrmann, T., & Barandiaran, X. E. (2017). Sensorimotor life: An enactive proposal. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780198786849.001.0001; esclusivamente la sezione 5.4, pp. 127-132.
2. Tramacere, A., & Mafessoni, F. (2024). Cognitive twists: The coevolution of learning and genes in human cognition. Review of Philosophy and Psychology, 15(1), 189-217. https://doi.org/10.1007/s13164-022-00670-w
TESTI ESAME AGGIUNTIVI PER NON FREQUENTANTI
1. Godfrey-Smith, P. (2016). Other Minds: The Octopus and the Evolution of Intelligent Life. William Collins; esclusivamente i capitoli 1-4, ovvero da "Incontro sull'albero della vita" a "Dal rumore bianco alla coscienza" incluso.
2. Vincini, S. (2020). The Pairing Account of Infant Social Perception. Journal of Consciousness Studies, 27(1-2), pp. 173-205.
3. Buttelmann, D. (2022). What is unique in infant thinking about others? Infant social cognition from an evolutionary perspective. In S. L. Hart & D. F. Bjorklund (Eds.), Evolutionary perspectives on infancy (pp. 277-302). Springer Nature Switzerland AG. https://doi.org/10.1007/978-3-030-76000-7_13
1. Slides del corso caricate su MyAriel
2. Godfrey-Smith, P. (2022). Teoria e realtà. Introduzione alla filosofia della scienza. Raffaello Cortina Editore (Collana Saggi); esclusivamente la sezione 3.2 "Induzione, deduzione, conferma e inferenza esplicativa" (pp. 71-77), 4.6 "Altri commenti sul problema della demarcazione" (pp. 114-119), le sezioni 5.6 "Incommensurabilità, relativismo e progresso" (pp. 140-145) e 5.8 "Considerazioni conclusive su Kuhn" (pp. 149-152), le sezioni 6.4 "Tutto va bene" e 6.5 "Un argomento storico che perseguita la filosofia" (pp. 163-169).
3. Weber, A., Varela, F.J. Life after Kant: Natural purposes and the autopoietic foundations of biological individuality. Phenomenology and the Cognitive Sciences 1, 97-125 (2002). https://doi.org/10.1023/A:1020368120174
4. Laland, K., Uller, T., Feldman, M. et al. Does evolutionary theory need a rethink? Nature 514, 161-164 (2014). https://doi.org/10.1038/514161a
5. Husserl, E. "Fenomenologia", voce dell'Enciclopedia Britannica, quarta versione (versione D), esclusivamente la parte prima "La psicologia pura: campo d'esperienza, metodo, funzione".
6. Godfrey-Smith, P. 2005. "Folk psychology as a model." Philosophers' Imprint 5(6): 1-16.
7. Fagard J, Esseily R, Jacquey L, O'Regan K and Somogyi E (2018) Fetal Origin of Sensorimotor Behavior. Front. Neurorobot. 12:23. doi: 10.3389/fnbot.2018.00023
8. Vincini, S. & Fantasia, V. (2022). Rich or Lean? A Phenomenological Alternative for Explaining Early Social Cognition. Rivista Internazionale di Filosofia e Psicologia, 3(2), 108-125. https://www.rifp.it/ojs/index.php/rifp/article/view/rifp.2022.0011/1223
Chi frequenta può decidere di sostituire il testo di Godfrey-Smith "Folk psychology as a model" con il testo di Tramacere e Mafessoni "Cognitive Twists".
TESTI ESAME AGGIUNTIVI per chi non fa presentazione in classe
1. Di Paolo, E. A., Buhrmann, T., & Barandiaran, X. E. (2017). Sensorimotor life: An enactive proposal. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780198786849.001.0001; esclusivamente la sezione 5.4, pp. 127-132.
2. Tramacere, A., & Mafessoni, F. (2024). Cognitive twists: The coevolution of learning and genes in human cognition. Review of Philosophy and Psychology, 15(1), 189-217. https://doi.org/10.1007/s13164-022-00670-w
TESTI ESAME AGGIUNTIVI PER NON FREQUENTANTI
1. Godfrey-Smith, P. (2016). Other Minds: The Octopus and the Evolution of Intelligent Life. William Collins; esclusivamente i capitoli 1-4, ovvero da "Incontro sull'albero della vita" a "Dal rumore bianco alla coscienza" incluso.
2. Vincini, S. (2020). The Pairing Account of Infant Social Perception. Journal of Consciousness Studies, 27(1-2), pp. 173-205.
3. Buttelmann, D. (2022). What is unique in infant thinking about others? Infant social cognition from an evolutionary perspective. In S. L. Hart & D. F. Bjorklund (Eds.), Evolutionary perspectives on infancy (pp. 277-302). Springer Nature Switzerland AG. https://doi.org/10.1007/978-3-030-76000-7_13
Assessment methods and Criteria
Students are assessed in two ways:
1. Oral examination
2. Portfolio assignment: a collaborative group project involving an in-depth analysis of multiple sources, developed in consultation with the instructors.
The oral examination is designed to assess students' understanding of the theoretical and conceptual foundations of the philosophy of science, as well as the major developments in the history of evolutionary theory. Particular attention will be given to students' ability to integrate knowledge, manage the complexity of information, and formulate well-reasoned judgments, including in situations where the available data are incomplete.
The portfolio assignment is intended to evaluate students' ability to comprehend and critically analyze a scientific text, as well as their ability to formulate independent judgments and apply the knowledge acquired during the course.
In both forms of assessment, the appropriate use of disciplinary language will be taken into account in the evaluation.
1. Oral examination
2. Portfolio assignment: a collaborative group project involving an in-depth analysis of multiple sources, developed in consultation with the instructors.
The oral examination is designed to assess students' understanding of the theoretical and conceptual foundations of the philosophy of science, as well as the major developments in the history of evolutionary theory. Particular attention will be given to students' ability to integrate knowledge, manage the complexity of information, and formulate well-reasoned judgments, including in situations where the available data are incomplete.
The portfolio assignment is intended to evaluate students' ability to comprehend and critically analyze a scientific text, as well as their ability to formulate independent judgments and apply the knowledge acquired during the course.
In both forms of assessment, the appropriate use of disciplinary language will be taken into account in the evaluation.
BIOS-15/A - Microbiology - University credits: 2
PHIL-02/A - Logic and Philosophy of Science - University credits: 3
PHIL-02/B - History of Science and Technology - University credits: 1
PHIL-02/A - Logic and Philosophy of Science - University credits: 3
PHIL-02/B - History of Science and Technology - University credits: 1
Lessons: 48 hours
Professors:
Bandi Claudio, Vincini Stefano Giuseppe
Professor(s)