Dans le domaine de la biologie contemporaine, une attention grandissante est portée aux associations biologiques positives, telles que la symbiose, ce qui vient nuancer la perception traditionnellement « compétitive » de l’évolution. Parallèlement à l’engouement actuel que manifestent les chercheurs pour la coopération biologique, ce mémoire vise à pousser plus avant les recherches historiques concernant l’intégration de tels phénomènes dans l’œuvre de Charles Darwin. Plus spécifiquement, nous souhaitons examiner comment Darwin est parvenu à articuler l’aspect compétitif de l’évolution par sélection naturelle avec l’existence de phénomènes coopératifs. En ce sens, la première partie de ce mémoire aura pour objet le concept darwinien de compétition, et son lien théorique avec la sélection naturelle. La seconde partie concernera l’intégration de la coopération biologique à la théorie de l’évolution par sélection naturelle. Par ces deux moments, nous espérons montrer que Darwin parvient à concilier l’existence d’interactions compétitives et coopératives sans contredire les principes théoriques à la base de l’évolution. / In the field of contemporary biology, growing attention is being paid to positive biological associations, such as symbiosis, which seem to qualify the traditional view of evolution as a “competitive” process. In tandem with researchers’ current enthusiasm for biological cooperation, this thesis aims to extend historical research concerning the integration of such phenomena in the works of Charles Darwin. More precisely, we wish to examine how Darwin was able to articulate the competitive component of evolution by natural selection with the existence of cooperative phenomena. Thus, the first part of this thesis will deal with the concept of Darwinian competition and its theoretical link with natural selection. The second part will concern the integration of biological cooperation into the theory. By these two steps, we wish to show that Darwin manages to reconcile competitive interactions with the existence of cooperative associations, yet without contradicting the theoretical principles underlying the theory of evolution by natural selection.

Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal

No description available.

Made available in DSpace on 2014-06-11T19:31:41Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-07-30Bitstream added on 2014-06-13T20:47:17Z : No. of bitstreams: 1 nascimentojunior_af_dr_bauru.pdf: 2460497 bytes, checksum: 549f45d882c87fc34611cdfbd0645976 (MD5) / A tese foi desenvolvida buscando identificar os elementos necessários para uma compreensão da visão biológica sobre a natureza, numa perspectiva histórica e filosófica. Foi realizado um estudo teórico fundamentado no pensamento materialista dialético, visando identificar as principais questões que sustentam a biologia, considerando a sua história de construção e o olhar da filosofia da ciência sobre ela. Fez-se um levantamento documental principalmente nas fontes secundárias sobre a história e filosofia da biologia, também em algumas fontes primárias. Tendo realizada esta etapa, fez-se uma análise do conteúdo disciplinar dos Parâmetros Curriculares Nacionais do Ensino Médio (PCNEM), PCNEM+ e as Orientações Curriculares. O estudo foi direcionado por três questões: Quais são os elementos que caracterizam a biologia como tal ao longo da sua construção? Como estes elementos se caracterizam e se articulam? Os documentos curriculares oficiais consideram estes elementos na sua formulação? Como resultado, é trazida a história das ideias sobre os seres vivos na Antiguidade à Idade Média, sendo possível identificar algumas das questões que a biologia veio a se debruçar nos séculos seguintes. Em seguida, enfatiza-se a mudança ocorrida na visão de mundo na Idade Moderna que se opôs a Escolástica e suas implicações na organizaçãoda ciência que culminou na Revolução Científica. O século XIX marca o surgimento da biologia enquanto ciência. No início do século alguns ramos já se configuravam, porém ainda vinculados com a filosofia da natureza. Constitui-se a partir daí um olhar específico sobre a natureza considerando-se três teorias principais: teoria celular, teoria do equilíbrio interno e a teoria da seleção natural e origens das espécies. Duas perspectivas centrais se estruturaram, uma Mecanicista e outra Histórica, as quais sustentaram... / The thesis was developed in order to identify the elements necessary for an understanding of biological vision about the nature, historical and philosophical perspective. We conducted a theoretical study based on dialectical materialist thought, to identify the key issues underpinning biology, considering its history of construction and look at the philosophy of science about it. There was a documentary survey mainly on secondary sources on the history and philosophy of biology, also in some primary sources. Having performed this step, there was a review of disciplinary content of National Curriculum of Secondary Education (PCNEM) PCNEM + and Curriculum guidelines. The study walked directed by three questions: What are the elements that characterize the biology as such throughout its construction? How these elements are characterized and articulate? Documents of curriculum consider these elements in its formulation? As a result, it brought the history of ideas on living in antiquity to the Middle Ages, it is possibile to identify some of the questions that biology came to look over the following centuries. Then, we seek to emphasize the change in worldview in the modern era who opposed scholasticism and its implications to the science that culminated in the Scientific Revolution. The nineteenth century marks the emergence of biology as a science. At the beginning of the century there were already some branches, but still tied to the philosophy of nature. It consists from there a specific look on nature by considering three main theories: cell theory, theory of internal equilibrium and the theory of natural selection and origin of species. Two central perspectives are structured, a Mechanistic and another Historic, which ... (Complete abstract click electronic access below)

Made available in DSpace on 2014-06-11T19:24:50Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-05-14Bitstream added on 2014-06-13T18:21:21Z : No. of bitstreams: 1 correa_al_me_bauru.pdf: 665809 bytes, checksum: 4bd7db60d077d670dcda2277d4c6dc8a (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O conceito de evolução biológica atualmente constituir-se um eixo unificador do conhecimento biológico, pois fornece subsídios para compreensão da biologia atual e possibilita a interpretação dos múltiplos cenários que se formaram desde a origem da vida até os dias atuais. Os Parâmetros Curriculares Nacionais do Ensino Médio, também, orientam que a evolução biológica seja um conceito unficador da biologia, uma vez que, a compreensão da teoria evolutiva pode se interligar a outros conceitos biológicos e, assim, propiciar um ensino menos fragmentado. Diversas pesquisas apontam que os alunos tem dificuldades de compreensão ou aceitação do conceito de evolução. Uma das razões que contribuem para esta dificuldade de compreensão dos históricos presentes nos livros didáticos. Sendo assim, objetivou-se investigar como a inserção de uma discussão epistemológica sobre o conceito de evolução biológica pode contribuir para a aprendizagem de alunos de graduação de licenciatura em ciências biológicas. Para esta dissertação, os instrumentos de pesquisa utilizados foram os questionários, entrevistas semi-estruturadas, e discussões em grupos focais sobre os temas propostos, nas quais questões gerais foram focadas em três eixos: Evolução, História da Biologia e Ensino. Após análise coleta inicial foi possível criar categorias que permitiram agrupar resposta com padrões de explicação similares. Em seguida foram feitas intervenção didáticas, utilizando-se um material didático, organizado pelos autores desta pesquisa, contendo textos da História e Filosofia da Biologia sobre o conceito de evolução biológica. A partir da coleta final pôde-se, então, fazer uma análise comparativa dos dados iniciais, com a finalidade de se observar quais e como os objetivos propostos foram atendidos com a intervenção didática. Ao final desta pesquisa foi possível... / The concept of biological evolution currently consist in an unifying axis of the biological knowledge, therefore providing subsidies to comprehend actual biology and making possible interpretation of the multiple scenes that were constitute since the origin of life until the nowadays. The National Curricular Parameters of High School, also, suggest that the biological evolution is a unifying concept of biology, because, understanding of the evaluative theory can establish a connection with other biological concepts and thus promote a less fragmented education. Many researches point that the pupils have difficulties to understand or accept of evolution, being one of reasons that contribute to this difficulty of understanding of related concepts to the theory of evolution, appertain to the misconceptions present in textbooks. Wherefore, it was aimed to investigate as an insertion of an epistemological discussion on the concept of biological evolution can contribute to learning of students in pre-service teachers' education in biology's graduation. For this dissertation, it was used questionnaire, semi-structuralized interviews, and discussion in focal groups about considered subjects, which general questions had been concentrated in three axles: Evolution, History of Biology and Education. After initial analysis of the data, it was possible to create categories that allowed the group to give answers with similar explanations standard. After they were made dicactic intervention, using a didactic textbook organized by the authors of this research, it having texts of History and Philosophy of Biology about the concept of biological evolution. From the finals data a comparative analysis of the initial data could be made, with purpose of observing which and how they considered aims had been reached with the didactic intervention. In the end of this research it was possible ... (Complete abstract click electronic access below)

No description available.

Dans le cadre d’explications darwiniennes, il est nécessaire de référer minimalement à deux niveaux d’organisation biologique, soit celui de l’individu et celui de la population. Dans ce mémoire, nous cherchons à fournir des outils pour distinguer ces deux niveaux et, du même coup, ces deux concepts. À la lumière des travaux de Millstein (2010b) et de la conception de l’individualité défendue par Hull (1978) et Ghiselin (1974), nous proposons un continuum de l’individualité pensé en termes d’intégration sur lequel se situent les individus et les populations. Les populations sont associées à un faible degré d’intégration alors que les individus présentent un degré d’intégration élevé. En adoptant la méthodologie des paramètres gradients de Godfrey-Smith (2009b), la distinction catégorique entre les deux concepts est repensée comme étant une distinction graduelle. Dans ce mémoire, nous explorons les fondements pragmatistes de cette méthode et argumentons pour son utilisation en philosophie de la biologie. / Darwinian explanations require the distinction between two levels of biological organisation, that of the individual and that of the population. This research aims at identifying tools to distinguish these two levels and the related concepts. Building on Millstein’s work concerned with the notion of population (2010b) and on the theory of individuality defended by Hull (1978) and Ghiselin (1974), we propose a continuum of individuality understood in terms of integration and on which figure both populations and individuals. The population concept is associated with a low degree of integration, while the notion of individuality refers to a high degree. Such a continuum of individuality relies on a specific philosophical standpoint associated with Godfrey-Smith’s gradient parameters methodology (2009b). Our research will explore the pragmatist foundations of this methodology in order to argue for its use in philosophy of biology.

O objetivo principal de nosso trabalho é descrever e analisar criticamente o núcleo da teoria da gastrea de Ernst Haeckel. Ele gira em torno de duas noções principais: forma gastrular e metazoário. A teoria da gastrea é um conjunto de formulações que visa estabelecer uma definição de metazoário a partir da noção de forma gastrular. O argumento central da teoria da gastrea articula essas duas noções para organizar a partir de estudos de embriologia comparativa uma visão geral da história evolutiva do reino animal. / The main goal of our work is to describe and critically analyze the core of the gastrea theory of Ernst Haeckel. It centers around two main notions: gastrula form and metazoan. The gastrea theory is a set of formulations designed to establish a definition of metazoan from the notion of gastrula form. The central argument of the gastrea theory articulates these two notions to organize from studies of comparative embryology an overview of evolutionary history of the animal kingdom.

L’objet de ce travail de thèse est l’analyse des monstruosités biologiques en tant qu’elles posent question quant à la nature même de la vie et quant à la puissance de la raison à pouvoir l’appréhender. En mettant l’accent sur le travail d’Étienne et d’Isidore Geoffroy Saint-Hilaire, nous nous sommes attachés à montrer en quoi la tératologie parvenait à intégrer les monstres dans des procédures rationnelles – ici celles des sciences biologiques. Mais cette intégration se fait au prix d’un oubli : la dimension nécessairement normative du concept de monstre. Nous nous sommes alors efforcés d’intégrer cette dimension normative et nous avons alors mis au jour la question de savoir ce qu’est la vie en elle-même pour qu’elle soit capable de produire des êtres vivants monstrueux. Cette question nous a amené à élaborer une métaphysique de la vie selon laquelle elle est, en son être même, errance vitale. Penser les monstres revient à devoir penser la vie comme puissance d’écart. / This thesis analyses the concept of biological monstrosity. This concept questions the nature of life and the power of reason. We study the teratology of E. and I. Geoffroy Saint-Hilaire in order to understand how they are successful to think monsters rationally. But both forget the normative dimension in the concept of monster. We try to take this normative dimension into consideration. What should be life to product monstrous beings ? This question leads to develop a metaphysic of life which puts forward the notion of “vital wandering” (“errance vitale”) and the notion of “variation” (“écart”)

Biologiste reconnu, notamment, pour sa contribution à la fondation de la génétique des populations, J.B.S. Haldane (1892-1964) est également membre du Parti Communiste de Grande-Bretagne entre 1942 et 1950 et, à partir de 1937, il défend avec force l'opinion que le marxisme est utile au travail scientifique. Notre étude porte sur les idées marxistes de Haldane et sur la manière dont elles sont historiquement produites. Elle examine d'abord son parcours intellectuel et propose de comprendre son adoption du marxisme dans le cadre d'une dynamique de recherche d'unité entre des conceptions des sciences, de la philosophie et de la politique. L'étude porte ensuite sur la manière dont fonctionne ce qui est caractérisé comme une vision marxiste du monde, c'est-à-dire un mode de production et de circulation de concepts. En particulier, l'assertion que fait Haldane d'un usage du marxisme dans son travail scientifique est confrontée à certains de ses travaux en génétique des populations, ainsi qu'aux idées qu'il émet concernant l'eugénisme. Cette confrontation permet de confirmer et de généraliser, contre Sarkar (1992) et Shapiro (1993), le résultat proposé par Hammond (2004) d'une effectivité du marxisme de Haldane dans ses sciences, et de préciser la manière dont elle se réalise. Finalement, nous proposons une compréhension du marxisme de Haldane comme un cas particulier de processus historiques plus généraux. Nous examinons l'histoire des idées marxistes sur les sciences et le phénomène d'engagement politique de scientifiques britanniques à cette époque, et interrogeons par là les racines politiques et sociales du marxisme de Haldane. / A prominent biologist, remembered as a prominent contributor to the theoretical foundations of population genetics, JBS Haldane (1892-1964) was also a member of the Communist Party of Great Britain from 1942 to 1950. From 1937 on, he vigorously advocated the idea that Marxism was useful to scientific work.Our study focuses on Haldane's Marxist ideas and discusses the ways in which they were historically produced. We first consider the development of Haldane's intellectual positions and interpret his adoption of Marxism in the context of a dynamic search for unity between conceptions of science, philosophy and politics. Our study then focuses on the working of his Marxist thinking, which we characterize as a worldview, that is to say a mode of production and circulation of ideas. In particular, we examine the claim that Haldane made use of Marxism in his science using as evidence some of his work in population genetics and eugenics. This leads us to strengthen and generalize the case made by Hammond (2004) against Sarkar (1992) and Shapiro (1993) in favour of the impact of Haldane's Marxism on his science, and to a clarification concerning how this took place. Finally, we propose the interpretation of Haldane's Marxism as a special case of more general historical processes. We investigate the history of Marxist ideas of science and that of British scientists' political commitment at the time, and thus question the social and political roots of Haldane's Marxism.