{'fraction_non_alphanumeric': 0.022099447513812154, 'fraction_numerical': 0.0011049723756906078, 'mean_word_length': 5.661764705882353, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Education as Cultural Inheritance: Using Oakeshott and Dewey to Explore the Educational Implications of Recent Advances in Evolutionary Science

A new evolutionary paradigm known as “Extended Evolutionary Synthesis” (EES) is challenging current mainstream evolutionary science grounded in the so-called “Modern Synthesis” (MS). MS’s lineage dates back to Darwin and was fleshed out into its current paradigmatic form in the early twentieth century when Darwinism was reconciled with Mendelian genetics. 1 The traditional gene-centred evolutionary model of MS has many critics, including developmental biologists and ecologists, who suggest the paradigm fails to account for how genetic information manifests in the phenotype and the role of non-genetic processes therein. Among the critics of MS is EES, which is a developing inter-national research program representing a concerted effort to expand which