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On the Theory of Evolution Versus the Concept of Evolution: Three Observations

Overview of attention for article published in Evolution: Education and Outreach, December 2010
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Title
On the Theory of Evolution Versus the Concept of Evolution: Three Observations
Published in
Evolution: Education and Outreach, December 2010
DOI 10.1007/s12052-010-0299-9
Pubmed ID
Authors

Guillermo Paz-y-Miño C., Avelina Espinosa

Abstract

Here we address three misconceptions stated by Rice et al. in their observations of our article Paz-y-Miño and Espinosa (Evo Edu Outreach 2:655-675, 2009), published in this journal. The five authors titled their note "The Theory of Evolution is Not an Explanation for the Origin of Life." First, we argue that it is fallacious to believe that because the formulation of the theory of evolution, as conceived in the 1800s, did not include an explanation for the origin of life, nor of the universe, the concept of evolution would not allow us to hypothesize the possible beginnings of life and its connections to the cosmos. Not only Stanley Miller's experiments of 1953 led scientists to envision a continuum from the inorganic world to the origin and diversification of life, but also Darwin's own writings of 1871. Second, to dismiss the notion of Rice et al. that evolution does not provide explanations concerning the universe or the cosmos, we identify compelling scientific discussions on the topics: Zaikowski et al. (Evo Edu Outreach 1:65-73, 2008), Krauss (Evo Edu Outreach 3:193-197, 2010), Peretó et al. (Orig Life Evol Biosph 39:395-406, 2009) and Follmann and Brownson (Naturwissenschaften 96:1265-1292, 2009). Third, although we acknowledge that the term Darwinism may not be inclusive of all new discoveries in evolution, and also that creationists and Intelligent Designers hijack the term to portray evolution as ideology, we demonstrate that there is no statistical evidence suggesting that the word Darwinism interferes with public acceptance of evolution, nor does the inclusion of the origin of life or the universe within the concept of evolution. We examine the epistemological and empirical distinction between the theory of evolution and the concept of evolution and conclude that, although the distinction is important, it should not compromise scientific logic.

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Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 33 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
United States 2 6%
Thailand 1 3%
Egypt 1 3%
Unknown 29 88%

Demographic breakdown

Readers by professional status Count As %
Student > Bachelor 6 18%
Student > Master 5 15%
Professor 4 12%
Student > Ph. D. Student 4 12%
Lecturer 2 6%
Other 6 18%
Unknown 6 18%
Readers by discipline Count As %
Agricultural and Biological Sciences 8 24%
Social Sciences 7 21%
Earth and Planetary Sciences 4 12%
Biochemistry, Genetics and Molecular Biology 3 9%
Medicine and Dentistry 2 6%
Other 4 12%
Unknown 5 15%
Attention Score in Context

Attention Score in Context

This research output has an Altmetric Attention Score of 2. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 01 April 2016.
All research outputs
#15,375,734
of 25,169,746 outputs
Outputs from Evolution: Education and Outreach
#422
of 558 outputs
Outputs of similar age
#148,722
of 193,728 outputs
Outputs of similar age from Evolution: Education and Outreach
#9
of 12 outputs
Altmetric has tracked 25,169,746 research outputs across all sources so far. This one is in the 38th percentile – i.e., 38% of other outputs scored the same or lower than it.
So far Altmetric has tracked 558 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 17.8. This one is in the 24th percentile – i.e., 24% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 193,728 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 22nd percentile – i.e., 22% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 12 others from the same source and published within six weeks on either side of this one. This one is in the 33rd percentile – i.e., 33% of its contemporaries scored the same or lower than it.