Abstract
Adaptation is one of the central concepts in evolutionary theory, which nonetheless has been given different definitions. Some scholars support a historical definition of adaptation, considering it as a trait that is the outcome of natural selection, whereas others support an ahistorical definition, considering it as a trait that contributes to the survival and reproduction of its possessors. Finally, adaptation has been defined as a process, as well. Consequently, two questions arise: the first is a philosophical one and focuses on what adaptation actually is; the second is a pedagogical one and focuses on what science teachers and educators should teach about it. In this article, the various definitions of adaptation are discussed and their uses in some textbooks are presented. It is suggested that, given elementary students’ intuitions about purpose and design in nature and secondary students’ teleological explanations for the origin of adaptations, any definition of adaptation as a trait should include some information about its evolutionary history.
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Notes
The terms ‘ahistorical’ and ‘non-historical’ have been used to describe the same type of definition. Although, they may be considered as synonyms, in this article I use the term ‘ahistorical’ because it is closer to the etymological origins of the term.
This is what is usually described as fitness. However, this is another ambiguous or at least potentially confusing term (see Ariew and Lewontin 2004). Thus, in order to avoid dealing with this concept as well, the term fitness is not used in this article. Instead of describing adaptations as traits that contribute to increased fitness, I will refer to them as traits that contribute to the survival and reproduction of their possessors.
Note the use of teleological language at this point: selection of a trait for a role. To non-experts this might seem like selection of a trait in order to perform a role. However, philosophers use it in another sense: selection of a trait because it performs a role. Given the discussion that will follow it is useful to keep this difference in mind.
For the history of the concept see Amudson (1996).
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Acknowledgments
I thank Patrick Forber and five diligent reviewers for their comments on an earlier version of this article.
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Kampourakis, K. Teaching About Adaptation: Why Evolutionary History Matters. Sci & Educ 22, 173–188 (2013). https://doi.org/10.1007/s11191-011-9363-2
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DOI: https://doi.org/10.1007/s11191-011-9363-2