98928 - Philosophy of Biology (1)

Learning outcomes

At the end of the course, the student will have a concise, but as complete as possible, picture of the most relevant elements that emerged in the philosophy of science from the end of the Nineteenth century to the present day with particular emphasis on themes developed in the biological and life sciences, also from the point of view of the several interdisciplinary interactions involving them. The knowledge acquired will also cover the main notions of biological world in relation to the most important philosophical and epistemological debates that have been developed over the last century and to the contemporary ones.

Course contents

The first part of the course will provide an introduction to the core topics discussed in philosophy of biology, starting from the key questions raised by Darwin's theory of evolution concerning adaptation, selection, species, and function. These questions will be tackled from a philosophical perspective – e.g., through Dennett's work (1995) – as well as from a biological perspective – e.g. through Gould's work (2006 & 2018). The second part of the course will delve into some more specific and contemporary issues, such as the evolution of the mind of non-human animals (Godfrey-Smith 2018) and the re-thinking of old ideas related to parental instincts (Hrdy 2001 & 2024).

No prior knowledge in philosophy of biology is required: the course will include a brief introduction to philosophy of science for students coming from Biological Sciences, or for students of Philosophy who have not taken philosophy of science classes.

The final syllabus, including the complete list of readings and assignments, will be provided on the first day of class and then uploaded on Virtuale.

Readings/Bibliography

Required readings:

• Borghini, A. & Casetta, E. (2013). Filosofia della biologia. Carocci

• Pievani, T. (2005). Introduzione alla filosofia della biologia. Laterza.

• Darwin, C. (1859). L’origine delle specie (qualsiasi edizione). Selected chapters.

Additional readings

• Dennett, D. (1995). L’idea pericolosa di Darwin. Bollati Boringhieri.

• Gould, S. J.

(2018). Bravo brontosauro. Riflessioni di storia naturale. Feltrinelli.

(2006). Quando i cavalli avevano le dita. Misteri e stranezze della natura. Feltrinelli

• Godfrey-Smith, P. (2018). Altre menti. Il polpo, il mare e le remote origini della coscienza. Adelphi.

• Blaffer Hrdy, S.

(2024). Il tempo dei padri. L'istinto maschile nella cura dei figli. Bollati Boringhieri.

(2001). Istinto materno. Tra natura e cultura, l’ambivalenza del ruolo femminile nella riproduzione della specie. Bollati Boringhieri

NB: Except for the textbooks (Borghini & Casetta; Pievani), all the other readings can be accessed in their original (English) version. 

Teaching methods

This a discussion-based class, where more traditional lectures will be complemented by debates, exchange of ideas, and a wide range of in-class activities.  

More details on class format will be introduced during the first day of class.

Assessment methods

For students attending the course, the final grade will result from the following three components:

a) Quizzes to be taken in class during the course, aimed at monitoring the understanding of basic notions of each teaching unit and required readings (20%);

b) Written exam to be taken in class after the end of the course according to the exam schedule. The exam will include 4-5 open-ended questions with a word limit for each (50%);

c) Brief oral exam (approximately 15 minutes), aimed at exploring one of the topics covered in the second part of the course. The topic will be chosen by the student and communicated to the instructor at the beginning of the oral exam (30%).

Depending on the composition and size of the class the assessment methods may undergo some changes, which will be communicated promptly by the instructor. The written exam will be assessed through a detailed rubric that will be made available at the beginning of the course. Points will be awarded based on the degree of clarity, specificity, and relevance of the responses. The oral exam will be assessed in terms of understanding of the readings and class discussions, as well as critical elaboration of the material. 

Students who are not attending the course will be assessed on the basis of b) and c) with the following grade distribution: written exam (50%), oral exam (50%).

Students with disabilities

Students with disabilities are entitled to special adjustments according to their condition, subject to assessment by the University Service for Students with Disabilities. Please do not contact the instructor, but make an appointment with the University Service directly. The Service will then determine what adjustments are appropriate, and get in touch with the teacher. For more information, please visit the page: https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students

Teaching tools

I will avail myself of a wide range of tools to support teaching and facilitate participation while acknowledging a variety of learning styles. Besides PowerPoint and Prezi, I will use paper handouts as well as software such as Slido, Kahoot, and Wooclap.

Office hours

See the website of Valentina Petrolini