Evidence suggests that the incidence of research misconduct is not in decline despite efforts to improve awareness, education and governance mechanisms. Two responses to this problem are favoured: first, the promotion of an agent-centred ethics approach to enhance researchers’ personal responsibility and accountability, and second, a change in research culture to relieve perceived pressures to engage in misconduct. This article discusses the challenges for both responses and explains how normative coherence through values alignment might assist. We argue that research integrity (...) and research ethics convey mixed messages, which are likely to contribute to a form of normative confusion. For the successful adoption of an agent-centred approach, normative coherence is needed between the two. To facilitate normative coherence, we propose that research ethics and research integrity be underpinned by a shared set of moral values that can be enacted via codes and guidelines and imbue research environments. Furthermore, to facilitate culture change, the same normative coherence is necessary at all levels of an institution. Only via values alignment between institutional aims, management, institutional practices and researchers can an ethical culture become truly embedded in research institutions. (shrink)

What’s the difference between those psychological posits that are ‘me” and those that are not? Distinguishing between these psychological kinds is important in many domains, but an account of what the distinction consists in is challenging. I argue for Psychological Constructionism: those psychological posits that correspond to the kinds within folk psychology are personal, and those that don’t, aren’t. I suggest that only constructionism can answer a fundamental challenge in characterizing the personal level – the plurality problem. The things that (...) plausibly qualify as personal are motley. Other attempts at accounting for the personal level either cannot accommodate this plurality, or cannot explain what unifies the personal. Given arguments others have given for a pluralistic conception of folk psychology, constructionism explains and predicts this plurality in a systematic and unified way, thereby solving the plurality problem. (shrink)

If recent reports in the media are anything to go by, we now know why some people crave chocolate, why teenagers tend to be moody and – most impressively of all, perhaps – which parties voters will opt for in elections. Findings like these, we are assured, have the backing of science. We owe them to advances in brain-scanning technology that have enabled researchers to pinpoint the brain's ‘pleasure centre’ or ‘thinking area’, and so to achieve mind-reading powers that have (...) hitherto been the stuff of fantasy. There is even some site in the brain that might be called a ‘God spot’. (shrink)

This paper examines sections of Wittgenstein’s Philosophical Investigations with a view to exposing trail-effects of psychology in educational and social practice today. These are seen in understandings of the relations between mind and body, and language and thought, and their influence is identified in such contemporary preoccupations as accounting transparency and the new science of happiness. A Wittgensteinian critique is offered, with attention paid to the idea that ‘nothing is hidden’. Finally a question is raised as to how far it (...) is the imperviousness of these practices to criticism that is the key to understanding them. (shrink)

A natural resource is not given, but depends on human knowledge for its exploitation. Thus a ‘unit of resource’ is, to a significant degree, a ‘unit of meaning’, and education is potentially important not only for the use of resources but also for their creation. The paper draws on poststructuralism to confirm the intuition that it would be misleading to conceive of ‘units’ of meaning. However, it is commonly acceptable to conceive of ‘units’ of resource, as in much discussion around (...) sustainability; but, if the latter concept is suspect, then so is the former. The error seems to arise from the assumption of identifiable points in space-time, already problematised by quantum mechanics and poststructuralism. Conceiving of ‘now’ as a moving in and with time, rather than as a point in time, human survival is construed as an ongoing process of meaning-making constrained though not determined by the carrying capacity of the planet. The Second Nature conception of John McDowell is critiqued with respect to this. (shrink)

In a recent paper, Pierluigi Barrotta argues that Mises ‘ended up by defending an epistemological tenet very far from Kant's’, concluding that ‘Mises's apriorism cannot be vindicated through Kant's epistemology’. In contrast, I shall argue that certain of Mises's arguments can be reconstructed in Kantian terms, and thus the distance between Mises and Kant is not as extreme as Barrotta's argument may appear to suggest. Specifically, I shall argue that Mises, like Kant, seeks to establish the a priori nature of (...) the category of causality. To this extent at least, Mises's apriorism can be vindicated through Kant's epistemology. (shrink)

Pragmatist reinterpretations of both deliberative‐communicative theory and legal positivism point out the mentalist fallacy entailed by these prevalent models. I argue that pragmatist approaches imply analogous erroneous beliefs since they presuppose as given the shared perception of social contexts. Therefore they take for granted the shared interpretation of social problems and shared selection of common goals. Hence I advance the necessity of inquiring into the possibility conditions for a shared perception of social contexts. This would entail the organization of institutional (...) incentives meant to extend the scope and inclusiveness of the immediate perception of social context expressed by different agents. (shrink)

Faced with troubling professional decisions in his long and successful career as a psychiatrist, M. O'C. Drury turned for direction to the philosophical work of his teacher and friend, Ludwig Wittgenstein. Of particular concern to Drury were the situations in which psychiatrists were expected to differentiate between instances of madness that were religious in form and instances of genuine religious experience that, for their oddity, landed believers in psychiatric consulting rooms. In this essay we consider the special orientation Wittgenstein's philosophy (...) gave Drury, for example the way in which Drury came to understand how even his search for a principle of differentiation between madness and religion was misleading and contrary to his own practice—how it involved ‘sitting back in a cool hour and attempting to solve this problem as a pure piece of theory. To be the detached, wise, external critic’ and not see himself and his own manner of life ‘as intimately involved in the settlement of this question.’. (shrink)

The comment addresses central issues of a "theory theory" approach as exemplified in Gopnik' and Goldman's BBS-articles. Gopnik, on the one hand, tries to demonstrate that empirical evidence from developmental psychology supports the view of a "theory theory" in which common sense beliefs are constructed to explain ourselves and others. Focusing the informational processing routes possibly involved we would like to argue that his main thesis (e.g. idea of intentionality as a cognitive construct) lacks support at least for two reasons: (...) one methodological and one structural. On the other hand, Goldman raises an important question when he is asking how people ascribe mental states to themselves. Reasons why Goldman's attempt to understand common sense mental representations by using an analogy from visual perception is problematic are discussed. The role which is attributed to a phenomenology is evaluated. (shrink)

In England, Higher Education institutions, together with the schools whose staff they train, are being required to incorporate synthetic phonics as one of the key approaches to the teaching of reading. Yet even if synthetic phonics can be identified as one of the component ‘skills’ of reading, an assumption vigorously contested in this paper, it does not follow that it can or should be taught explicitly and independently of reading for meaning. Imposing such a ‘method’ is, at a deep level, (...) incompatible with teachers acting as teachers and potentially constitutes a kind of abuse of early readers. Moreover, because of the conceptual difficulties confronting any attempt to specify synthetic phonics as an approach, there cannot exist, in principle, empirical research that actually supports its value. Current policy in England since the Rose Report, at least, assumes the opposite. All this cannot be dismissed as a little local difficulty for England concerning the teaching of reading English with all its spelling irregularities: there are broader implications for the relationship between research and teaching, together with continuing tendencies to impose ‘teacher proof’ approaches on schools and their staff in many countries. (shrink)

One calls a lot of things propositions. If one sees this, then one can discard the idea Russell and Frege had that logic is a science of certain objects – propositions, functions, the logical constants – and that logic is like a natural science such as zoology and talks about these objects as zoology talks of animals. Like a natural science, it could supposedly discover certain relations. For example, Keynes claimed to discover a probability relation which was like implication, yet (...) not quite implication. But logic is a calculus, not a natural science, and in it one can make inventions but not discoveries.Giving grounds, however, justifying the evidence, comes to an end; – but the end is not certain propositions' striking us immediately as true, i.e. it is not a kind ofseeingon our part; it is ouracting, which lies at the bottom of the language-game. (shrink)

These preprints were automatically compiled into a PDF from the collection of papers deposited in PhilSci-Archive in conjunction with the PSA 2018.

We citizens of the 21st century live in a world where division of epistemic labour rules. Most of what we know we learned from the spoken or written word of others, and we depend in endless practical ways on the technological fruits of the dispersed knowledge of others—of which we often know almost nothing—in virtually every moment of our lives. Interest has been growing in recent years amongst philosophers, in the issues in epistemology raised by this fact. One issue concerns (...) the depth and extent of our epistemic dependence on testimony, as we may label this broad epistemic source: Do we have any knowledge at all that is free of epistemic dependence on what we have learned from others? A related question is whether our entitlement to believe what we have learned from others can be explained without invoking any epistemic principles special to testimony. These questions concern, as it were, the macro-epistemology of testimony. In the present discussion I shall focus instead on the micro foundations. Testimony, in our broad sense, can occur through an extensive range of types of spoken and written means of purportedly factual communication, including telephone calls, e-mails and personal letters, lectures and radio broadcasts, newspapers, textbooks and encyclopaedias, personal diaries, and public records of all kinds. But the central paradigm—what started the whole communication thing off—is surely that of face-to-face spoken encounter, when one person tells something to another, thereby intending and hoping to share her knowledge with her audience. I begin by describing the speech act of telling, identifying what takes place in a felicitous act of telling. From the nature of the speech act of telling, we see precisely how it is that knowledge is, when all goes as it should, acquired from teller by trusting hearer, in such an act, and in acts of testimony more broadly. (shrink)

Recent conversation has blurred two very different social epistemic phenomena: echo chambers and epistemic bubbles. Members of epistemic bubbles merely lack exposure to relevant information and arguments. Members of echo chambers, on the other hand, have been brought to systematically distrust all outside sources. In epistemic bubbles, other voices are not heard; in echo chambers, other voices are actively undermined. It is crucial to keep these phenomena distinct. First, echo chambers can explain the post-truth phenomena in a way that epistemic (...) bubbles cannot. Second, each type of structure requires a distinct intervention. Mere exposure to evidence can shatter an epistemic bubble, but may actually reinforce an echo chamber. Finally, echo chambers are much harder to escape. Once in their grip, an agent may act with epistemic virtue, but social context will pervert those actions. Escape from an echo chamber may require a radical rebooting of one's belief system. (shrink)

This is the most comprehensive book ever published on philosophical methodology. A team of thirty-eight of the world's leading philosophers present original essays on various aspects of how philosophy should be and is done. The first part is devoted to broad traditions and approaches to philosophical methodology. The entries in the second part address topics in philosophical methodology, such as intuitions, conceptual analysis, and transcendental arguments. The third part of the book is devoted to essays about the interconnections between philosophy (...) and neighbouring fields, including those of mathematics, psychology, literature and film, and neuroscience. (shrink)

El objetivo de este artículo es ofrecer una interpretación, en parte novedosa, del pasaje 5.54-5.5423 del Tractatus en el que Wittgenstein examina las proposiciones que representan relaciones intencionales como el juicio. La idea fundamental será que estas proposiciones se consideran como proposiciones que tratan de complejos y, en consecuencia, deberían analizarse de conformidad con el parágrafo 2.0201, lo que me llevará a desarrollar paso a paso el análisis propuesto. Adicionalmente, argumentaré que la teoría de Wittgenstein así entendida excluye la posibilidad (...) de juzgar sinsentidos, a diferencia de la teoría de Russell del juicio como relación múltiple. (shrink)

In this paper I investigate how philosophy can speak for children and how children can have a voice in philosophy and speak for philosophy. I argue that we should understand children as responsible rational individuals who are involved in their own philosophical inquiries and who can be involved in our own philosophical investigations—not because of their rational abilities, but because we acknowledge them as conversational partners, acknowledge their reasons as reasons, and speak for them as well as let them speak (...) for us and our rational community. In order to argue this I turn, first, to Gareth Matthews’ philosophy of childhood and suggest a reconstruction of some of his concepts in line with the philosophy of Stanley Cavell. Second, in order to examine more closely our conceptions of rationality and our pictures of children, I consider the children’s books, The Lorax and Where is My Sister? and Henrik Ibsen’s play, The Wild Duck. (shrink)

ABSTRACT A Third-Person-Based or Third-Personal Judgment-Dependent account of mental content implies that, as an a priori matter, facts about a subject’s mental content are precisely captured by the judgments of a second-person or an interpreter. Alex Byrne, Bill Child, and others have discussed attributing such a view to Donald Davidson. This account significantly departs from a First-Person-Based or First-Personal Judgment-Dependent account, such as Crispin Wright’s, according to which, as an a priori matter, facts about intentional content are constituted by the (...) judgments of the subject herself, formed under certain optimal or cognitively ideal conditions. I will argue for two claims: (1) Attributing a Third-Personal Judgment-Dependent account to Davidson is unjustified; Davidson’s view is much closer to a non-reductionist First-Personal Judgment-Dependent account. (2) Third-Personal accounts rest on a misconstrual of the role of an interpreter in the First-Personal accounts; the notion of an interpreter still plays an essential role in the latter ones. (shrink)

It is common to distinguish two great families of representation. Symbolic representations include logical and mathematical symbols, words, and complex linguistic expressions. Iconic representations include dials, diagrams, maps, pictures, 3-dimensional models, and depictive gestures. This essay describes and motivates a new way of distinguishing iconic from symbolic representation. It locates the difference not in the signs themselves, nor in the contents they express, but in the semantic rules by which signs are associated with contents. The two kinds of rule have (...) divergent forms, occupying opposite poles on a spectrum of naturalness. Symbolic rules are composed entirely of primitive juxtapositions of sign types with contents, while iconic rules determine contents entirely by uniform natural relations with sign types. This distinction is marked explicitly in the formal semantics of familiar sign systems, both for atomic first-order representations, like words, pixel colors, and dials, and for complex second-order representations, like sentences, diagrams, and pictures. (shrink)

The chapter challenges hyperbolic claims about the centrality of appreciation of beauty to Buddhism. Within the texts, attitudes are more mixed, except for a form of 'inner beauty' - the beauty found in the expression of virtues or wisdom in forms of bodily comportment. Inner beauty is a stable presence throughout Buddhist history, practices, and art.

This note is concerned with Ned Block's claim that cognition differs from perception in being paradigmatically conceptual, propositional, and non-iconic. As against Block, it maintains that large stretches of cognition constitutively involve, or depend on, iconic representations.

This paper argues that a set of questioning attitudes are among the foundations of human and animal minds. While both verbal questioning and states of curiosity are generally explained in terms of metacognitive desires for knowledge or true belief, I argue that each is better explained by a prelinguistic sui generis type of mental attitude of questioning. I review a range of considerations in support of such a proposal and improve on previous characterizations of the nature of these attitudes. I (...) then broaden their explanatory scope to include a number of forms of exploratory search. The paper has three main goals: to characterize the nature of the questioning attitudes, outlining their causal role and type of content; to argue that they are fundamental components of the mind, being widespread among animals and not constructed during ontogeny out of other attitudes; and to suggest that they explain a great deal more behavior than one might think. (shrink)

یکی از مباحث چالش‌برانگیز در حوزۀ فلسفۀ دین مدل‌هایی است که در حوزۀ الهیات از مفاهیم بازی زبانی و نحوه‌های زندگی ویتگنشتاین اخذ شده است. این مدل‌ها در ظاهر با این که ریشۀ فکری یکسانی در خاک اندیشه ویتگنشتاین دارند و گاهی انتقاداتی مشابه به آنها وارد شده است، در باطن امر برخی از این مدل‌ها بهتر توانسته‌اند از این انتقادات جان سالم به در برند. در این مقاله، دو مدل معروف ویتگنشتاینی را مورد بررسی قرار می‌دهیم: مدل زبانی‌ـ‌فرهنگی جورج (...) لیندبک در حوزۀ دین و الهیات؛ و مدل مبتنی بر آرای نوویتگنشتاینی دی زد فیلیپس. هر دوی این مدل‌ها تلاش کرده‌اند تا پاسخی درخور به نقدهای عقلانیت جهانی بدهند. در ادامۀ مقاله نشان خواهیم داد که مدل لیندبک توانسته است پاسخ قاطع‌تری به نقدها بدهد و از این لحاظ برتری مشخصی بر سایر مدل‌های ویتگنشتاینی از جمله مدل فیلیپس دارد. (shrink)

ادموند هوسرل، فیلسوف سرشناس معاصر، با تکیه بر حیث التفاتی آگاهی، روش نوین پدیدارشناسی استعلایی را در فلسفه غرب مطرح کرد. طبق این روش، بر خلاف تجربه‌باوران، حقیقت نه ریشه در تجربه‌های حسی از جهان فیزیکی دارد، نه از عناصر متافیزیکی برمی‌خیزد، بلکه امری است که پیشاروی آگاهی قرار گرفته و متعلَّق آن به حساب می‌آید. در این فرایند، جهان فیزیکی به تعلیق درمی‌آید و آنچه باقی می‌ماند آگاهی و تجربۀ التفاتی و ایدئال از ذات اشیاء است. از این رو، (...) جهان آن گونه که بر آگاهی پدیدار می‌شود معیار حقیقت خواهد بود. از نظر او، تنها راه تبدیل شدن فلسفه به علمی متقن و به تبع آن رهایی از بحران جهان معاصر و دست‌یابی به عالم زندگیِ مطلوب به‌کارگیری روش پدیدارشناسی استعلایی است. هوسرل پرسش از معنای زندگی را به شکل مستقیم مورد بررسی قرار نداده، اما چشم‌انداز نوینی را برای عالم زندگی تصویر کرده است. طبق این نگرش نوین، که در پژوهش حاضر تحلیل خواهد شد، زندگی آن گونه که بر ما پدیدار شده و شهود بی‌واسطه از آن داریم، حقیقتی استعلایی است که بر بستر عقلانیت می‌تواند افق نوینی را برایمان بگشاید. (shrink)

A. L. Kroeber, who together with C. Kluckhohn wrote a now classical review of the concept of culture (1958), claimed that the most significant accomplishment of anthropology in the first half of the twentieth century was the extension and clarification of the concept of culture. In the book mentioned they analyzed about 300 different definitions of the concept. In a critical review of Kroeber's and Kluckhohn's book their colleague L. A. White contests Kroeber's claims and writes: “On the contrary, I (...) believe that confusion has increased as conceptions of culture have been multiplied and diversified” (1954, p. 461). (shrink)

The most common approach to understanding the semantics of the concept of pain is third-person thought experiments. By contrast, the most frequent and most relevant uses of the folk concept of pain are from a first-person perspective in conversational settings. In this paper, we use a set of linguistic tools to systematically explore the semantics of what people communicate when reporting pain from a first-person perspective. Our results suggest that only a pluralistic view can do justice to the way we (...) talk about pain from a first-person perspective: The semantic content of the folk concept of pain consists of information about both an unpleasant feeling and a disruptive bodily state. Pain linguistics thus provides new insights into ordinary pain language and poses an interesting challenge to the dominant unitary views of pain. (shrink)

The aim of this paper is to display an alternative to the familiar decompositional approach in action theory, one that resists the demand for an explanation of action in non-agential terms, while not simply treating the notion of intentional agency as an unexplained primitive. On this Anscombean alternative, action is not a worldly event with certain psychological causes, but a distinctive form of material process, one that is not simply caused by an exercise of reason but is itself a productive (...) exercise of reason. I argue that to comprehend the proposed alternative requires an account of the temporality of events in general. An event does not simply have a position in time, but is itself temporally structured. With the inner temporality of events in view, the Anscombean conception of action as a specifically self-conscious form of temporal unity is made available for critical reflection. (shrink)

Between the later views of Wittgenstein and those of connectionism on the subject of the mastery of language there is an impressively large number of similarities. The task of establishing this claim is carried out in the second section of this paper.

Although panpsychism has had a very long history, one that goes back to the very origin of western philosophy, its force has only recently been appreciated by analytic philosophers of mind. And even if many still reject the theory as utterly absurd, others have argued that it is the only genuine form of physicalism. This paper examines the case for panpsychism and argues that there are at least goodprima faciereasons for taking it seriously. In a second step, the paper discusses (...) the main difficulty the theory has to face, the ‘composition problem’. This is the problem of explaining how the primitive experiences that are supposed to exist at the ultimate level of reality could give rise to the unified experience of a human being. What assumptions as to the nature of experience generate the composition problem? Is mental composition impossible in principle or do we simply lack at present any understanding of phenomenal parts and wholes? (shrink)

Three thoughts strongly influence recent work on sensory imagination, often without explicit articulation. The image thought says that all mental states involving a mental image are imaginative. The attitude thought says that, if there is a distinctive imaginative attitude, it is a single, monolithic attitude. The function thought says that the functions of sensory imagination are identical or akin to functions of other mental states such as judgment or belief. Taken together, these thoughts create a theoretical context within which eliminativism (...) appears attractive. Eliminativism is the idea that we needn’t refer to a distinctive attitude in order to characterize sensory imagination: the attitudes involved in other states provide all the resources we need. Peter Langland-Hassan’s account of sensory imagination provides an example of such eliminativism. Via close examination of this account, I make manifest the three thoughts and their collective tendency to support eliminativism. I argue that all three are dubious, and that we should reject eliminativism; we need a distinctive imaginative attitude if we are to adequately explicate sensory imagination. (shrink)

This article compares situated cognition to contemporary Neo-Aristotelian approaches to the mind. The article distinguishes two components in this paradigm: an Aristotelian essentialism which is alien to situated cognition and a Wittgensteinian “capacity approach” to the mind which is not just congenial to it but provides important conceptual and argumentative resources in defending social cognition against orthodox cognitive science. It focuses on a central tenet of that orthodoxy. According to what I call “encephalocentrism,” cognition is primarily or even exclusively a (...) computational process occurring inside the brain. Neo-Aristotelians accuse this claim of committing a “homuncular” or “mereological fallacy”. The article explains why the label “fallacy” is misleading, reconstructs the argument to the effect that encephalocentric applications of psychological predicates to the brain and its parts amount to a category mistake, and defends this argument against objections by Dennett, Searle, and Figdor. At the same time it criticizes the Neo-Aristotelian denial that the brain is the organ of cognition. It ends by suggesting ways in which the capacity approach and situated cognition might be combined to provide a realistic and ecologically sound picture of cognition as a suite of powers that flesh-and-blood animals exercise within their physical and social environments. (shrink)

RésuméPaul Boghossian soutient contre Wittgenstein que le normativisme au sujet de la logique et des mathématiques est incompatible avec le fait de tenir les énoncés logiques et mathématiques pour vrais et que le normativisme entraîne une régression indue. Je soutiens, pour ma part, que le normativisme n'entraîne pas une telle régression, parce que les normes peuvent être implicites et que le normativisme peut bien être «factualiste» si l'on rejette ce que Rockney Jacobsen appelle le «cognitivisme sémantique». Je tiens en outre (...) que la position de Boghossian repose sur la façon trompeuse dont il découpe le terrain conceptuel. (shrink)

I make a Quinean case that Quine’s ontological relativity marked a wrong turn in his philosophy, that his fundamental commitments point toward the classical view of ontology that was worked out in most detail in hisWord and Object. This removes the impetus toward structuralism in his later philosophy.

In this paper, I take issue with a core commitment of logical conventionalism: that we impose a logic on ourselves by adopting general linguistic conventions governing our use of logical terms, thereby determining the meanings of the logical constants and which of our inferences are valid. Drawing on Kripke’s ‘adoption problem’, I argue that general logical principles cannot be adopted, either explicitly or implicitly. I go on to argue that the meanings of our logical terms, and the validity of our (...) inferences, cannot depend on our adoption of logico-linguistic conventions. (shrink)

A representation is a remnant of previous experience that allows that experience to affect later behavior. This paper develops a metatheoretical view of representation and applies it to issues concerning representation in animals. To describe a representational system one must specify the following: thedomainor range of situations in the represented world to which the system applies; thecontentor set of features encoded and preserved by the system; thecodeor transformational rules relating features of the representation to the corresponding features of the represented (...) world; themedium, or the representation's physical instantiation; and thedynamics, or how the system changes with time. In part because of the behaviorist assumption that the hypothetical, covert changes occurring in an organism during learning correspond to the overt physical changes that are observed, issues of representation in animal behavior have been largely ignored as irrelevant or misleading. However, it can be inferred that representations, acting as models of environmental regularities, operate at many levels of behavioral functioning, both cognitive and noncognitive. Objections to the use of this concept in explanations of animal behavior, based on the claim that it is indeterminate and on behaviorist considerations of parsimony, can be answered. Animal representations may be specialized in terms of tasks and species. Data from tasks involving spatial memory, delayed matching-to-sample, and sequence learning suggest some foundations for a general theory of animal representations. (shrink)

Classifying is a fundamental operation in the acquisition of knowledge. Taxonomic theory can help students of cognition, evolutionary psychology, ethology, anatomy, and sociobiology to avoid serious mistakes, both practical and theoretical. More positively, it helps in generating hypotheses useful to a wide range of disciplines. Composite wholes, such as species and societies, are “individuals” in the logical sense, and should not be treated as if they were classes. A group of analogous features is a natural kind, but a group of (...) homologous features is not. Imposing hypotheses justified only on the basis of nominalist, realist, phenomenalist, or conceptualist metaphysics upon the neurophysiology of organisms or upon the causes of behavior exemplifies the “psychologist's fallacy” of William James. Levels should be distinguished from their members and from classes of levels, and the ontological status of entities ranked at levels should be made clear. It is important not to confuse such categories as substance and process with one another. Several genetical terms, such as “gene” and chromosome,” are even more equivocal than has been realized. Discussions about units of selection, behavior, and thinking suffer from the ambiguity of a “unit of” an entity. An important source of misunderstanding about natural selection is the habit of treating it as an “agent”: in an important sense, natural selection does not “act” at all. (shrink)