From Ends to Causes (and Back Again) by Metaphor: The Paradox of Natural Selection

Autor/inn/en	Blancke, Stefaan; Schellens, Tammy; Soetaert, Ronald; Van Keer, Hilde; Braeckman, Johan
Titel	From Ends to Causes (and Back Again) by Metaphor: The Paradox of Natural Selection
Quelle	In: Science & Education, 23 (2014) 4, S.793-808 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-013-9648-8
Schlagwörter	Evolution; Figurative Language; Scientific Concepts; Teaching Methods; Scientists; Theories; Science Instruction; Logical Thinking; Philosophy + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Scientist; Wissenschaftler; Theory; Theorie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Philosophie
Abstract	Natural selection is one of the most famous metaphors in the history of science. Charles Darwin used the metaphor and the underlying analogy to frame his ideas about evolution and its main driving mechanism into a full-fledged theory. Because the metaphor turned out to be such a powerful epistemic tool, Darwin naturally assumed that he could also employ it as an educational tool to inform his contemporaries about his findings. Moreover, by using the metaphor Darwin was able to bring his theory in accordance with both the dominant philosophy of science in his time and the respected tradition of natural theology. However, as he introduced his theory of evolution by natural selection in "On the origin of species" in 1859, the metaphor also turned out to have a serious downside. Because of its intentional overtones, his contemporaries systematically misunderstood his metaphor not as a natural mechanism causing evolution to occur but as an agent who works towards particular ends. The difference in success between natural selection as an epistemic tool and its failure as an educational tool is labelled as a paradox. We explain the paradox from a cognitive perspective and discuss the implications for teaching evolution. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10