Back cover: This book develops a philosophical account that reveals the major characteristics that make an explanation in the life sciences reductive and distinguish them from non-reductive explanations. Understanding what reductive explanations are enables one to assess the conditions under which reductive explanations are adequate and thus enhances debates about explanatory reductionism. The account of reductive explanation presented in this book has three major characteristics. First, it emerges from a critical reconstruction of the explanatory practice of the life sciences itself. (...) Second, the account is monistic since it specifies one set of criteria that apply to explanations in the life sciences in general. Finally, the account is ontic in that it traces the reductivity of an explanation back to certain relations that exist between objects in the world (such as part-whole relations and level relations), rather than to the logical relations between sentences. Beginning with a disclosure of the meta-philosophical assumptions that underlie the author’s analysis of reductive explanation, the book leads into the debate about reduction(ism) in the philosophy of biology and continues with a discussion on the two perspectives on explanatory reduction that have been proposed in the philosophy of biology so far. The author scrutinizes how the issue of reduction becomes entangled with explanation and analyzes two concepts, the concept of a biological part and the concept of a level of organization. The results of these five chapters constitute the ground on which the author bases her final chapter, developing her ontic account of reductive explanation. (shrink)

Individuals of many animal species are said to have a personality. It has been shown that some individuals are bolder than other individuals of the same species, or more sociable or more aggressive. In this paper, we analyse what it means to say that an animal has a personality. We clarify what an animal personality is, that is, its ontology, and how different personality concepts relate to each other, and we examine how personality traits are identified in biological practice. Our (...) analysis shows that biologists often study specific personality traits, such as boldness, sociability or aggressiveness, rather than personalities in general. We claim that personality traits are best understood as dispositions and that they are operationally defined in terms of certain sets of behaviours, which are studied in specific experimental set-ups. Furthermore, we develop an integrative philosophical account that specifies and formalises three criteria for identifying personality traits, which are used in biological practice. For an individual animal to have a personality trait it must, first, behave differently than others. Second, these behavioural differences must be stable over a certain time, and third, they must be consistent in different contexts. (shrink)

Recent efforts in a range of scientific fields have emphasised research and methods concerning individual differences and individualisation. This article brings together various scientific disciplines—ecology, evolution, and animal behaviour; medicine and psychiatry; public health and sport/exercise science; sociology; psychology; economics and management science—and presents their research on individualisation. We then clarify the concept of individualisation as it appears in the disciplinary casework by distinguishing three kinds of individualisation studied in and across these disciplines: Individualisation ONE as creating/changing individual differences (the (...) process that generates differences between individuals: intrapopulation or intraspecific variation/heterogeneity); Individualisation TWO as individualising applications (the tailoring or customising of something—information, treatment, a product or service, etc.—for an individual or specific group of individuals); and Individualisation THREE as social changes influencing autonomy, risk, and responsibilities (the process discussed under the rubric of sociological individualisation theory). Moreover, we analyse conceptual links between individualisation and individuality, and characterise different sorts of individuality that the disciplines study. This paper aims to promote interdisciplinary research concerning individualisation by establishing a common conceptual-theoretical basis, while leaving room for disciplinary differences. (shrink)

This paper analyzes what it means for philosophy of science to be normative. It argues that normativity is a multifaceted phenomenon rather than a general feature that a philosophical theory either has or lacks. It analyzes the normativity of philosophy of science by articulating three ways in which a philosophical theory can be normative. Methodological normativity arises from normative assumptions that philosophers make when they select, interpret, evaluate, and mutually adjust relevant empirical information, on which they base their philosophical theories. (...) Object normativity emerges from the fact that the object of philosophical theorizing can itself be normative, such as when philosophers discuss epistemic norms in science. Metanormativity arises from the kind of claims that a philosophical theory contains, such as normative claims about science as it should be. Distinguishing these three kinds of normativity gives rise to a nuanced and illuminating view of how philosophy of science can be normative. (shrink)

Cultural forces such as film create and reinforce rigidly-defined images of a doctor's identity for both the public and for medical students. The authoritarian and hierarchical institution of medical school also encourages students to adopt rigidly-defined professional identities. This restrictive identity helps to perpetuate the power of the patriarchy, limits uniqueness, squelches inquisitiveness, and damages one's self-confidence. This paper explores the construction of a physician's identity using cultural theorists' psychoanalytic analyses of gender and race as a framework of analysis. Cultural (...) theorists' politically-motivated work provides an excellent point of departure for destabilizing parts of the authoritarian medical hierarchy that can damage a student's professional development. Drawing on such discourse, this paper examines the processes by which a doctor's identity becomes rigidly defined and fixed by daily training. It finally proposes a way for a medical student to extrapolate himself from the current definitions of this identity and create a broader, more malleable concept of professional identity by defining himself from outside of, rather than through, difference. (shrink)

The current global COVID-19 pandemic has led to a deep and multidimensional crisis across all sectors of society. As countries contemplate their mobility and social-distancing policy restrictions, we have a unique opportunity to re-imagine the deliberative frameworks and value priorities in our food systems. Pre-pandemic food systems at global, national, regional and local scales already needed revision to chart a common vision for sustainable and ethical food futures. Re-orientation is also needed by the relevant sciences, traditionally siloed in their disciplines (...) and without adequate attention paid to how the food system problem is variously framed by diverse stakeholders according to their values. From the transdisciplinary perspective of food ethics, we argue that a post-pandemic scheme focused on bottom-up, regional, cross-sectoral and non-partisan deliberation may provide the re-orientation and benchmarks needed for not only more sustainable, but also more ethical food futures. (shrink)

In the contemporary life sciences more and more researchers emphasize the “limits of reductionism” (e.g. Ahn et al. 2006a, 709; Mazzocchi 2008, 10) or they call for a move “beyond reductionism” (Gallagher/Appenzeller 1999, 79). However, it is far from clear what exactly they argue for and what the envisioned limits of reductionism are. In this paper I claim that the current discussions about reductionism in the life sciences, which focus on methodological and explanatory issues, leave the concepts of a reductive (...) method and a reductive explanation too unspecified. In order to fill this gap and to clarify what the limits of reductionism are I identify three reductive methods that are crucial in the current practice of the life sciences: decomposition, focusing on internal factors, and studying parts in isolation. Furthermore, I argue that reductive explanations in the life sciences exhibit three characteristics: first, they refer only to factors at a lower level than the phenomenon at issue, second, they focus on internal factors and thus ignore or simplify the environment of a system, and, third, they cite only the parts of a system in isolation. (shrink)

We characterize four fruitful and underappreciated epistemic roles played by the concept of an individualized niche in contemporary biology, utilizing results of a qualitative empirical study conducted within an interdisciplinary biological research center. We argue that the individualized niche concept (1) shapes the research agenda of the center, (2) facilitates explaining core phenomena related to inter-individual differences, (3) helps with managing individual-level causal complexity, and (4) promotes integrating local knowledge from ecology, evolutionary biology, behavioral biology and other biological fields. We (...) thereby also challenge arguments that the niche concept is superfluous in ecology. (shrink)

This article presents results from the national survey conducted in 2018 for the project Research Integrity in Norway. A total of 31,206 questionnaires were sent out to Norwegian researchers by e-mail, and 7291 responses were obtained. In this paper, we analyse the survey data to determine attitudes towards and the prevalence of fabrication, falsification and plagiarism and contrast this with attitudes towards and the prevalence of the more questionable research practices surveyed. Our results show a relatively low percentage of self-reported (...) FFPs, while the number of researchers who report having committed one of the QRPs during the last three years reached a troublesome 40%. The article also presents a ranking of the perceived severity of FFP and QRPs among Norwegian researchers. Overall, there is a widespread normative consensus, where FFP is considered more troublesome than QRPs. (shrink)

The central aim of this article is to specify the ontological nature of constitutive mechanistic phenomena. After identifying three criteria of adequacy that any plausible approach to constitutive mechanistic phenomena must satisfy, we present four different suggestions, found in the mechanistic literature, of what mechanistic phenomena might be. We argue that none of these suggestions meets the criteria of adequacy. According to our analysis, constitutive mechanistic phenomena are best understood as what we will call ‘object-involving occurrents’. Furthermore, on the basis (...) of this notion, we will clarify what distinguishes constitutive mechanistic explanations from etiological ones. 1 Introduction 2 Criteria of Adequacy 2.1 Descriptive adequacy 2.2 Constitutive–etiological distinction 2.3 Constitution 3 The Ontological Nature of Constitutive Mechanistic Phenomena 3.1 Phenomena as input–output relations 3.2 Phenomena as end states 3.3 Phenomena as dispositions 3.4 Phenomena as behaviours 4 Phenomena as Object-Involving Occurrents 4.1 What object-involving occurrents are and why we need them 4.2 The object in the phenomenon 4.3 The adequacy of option 5 Conclusion. (shrink)

In an era of fiscal austerity and dualization of social protection, has organized labor become increasingly split along skill and industry lines? Against recent political science accounts of trade union involvement in social policymaking, this paper argues that, in the specific area of pensions, unions representing high-skilled workers and the core industrial sectors of the economy have paradoxically been led to increase their cooperation with unions representing the less privileged segments of labor, in order to improve coverage of private pensions (...) across the board. These unions’ motivations for doing so and the strategies they have employed have nonetheless differed according to the preexisting institutional design of domestic pension systems. The argument is supported with case studies of British, French, German, and Belgian unions’ involvement in contemporary pension reform. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Response to Marja Heimonen, “Justifying the Right to Music Education”Hermann J. KaiserFirst of all I would like to thank Marja Heimonen for her paper on a central problem not only for music education as practice but also for the theory of music education. She gives a very clear and convincing answer to a permanently irritating question: How do we justify music education within an ensemble of competing subjects (...) struggling to get a place within the school curriculum. And she does it in a rather uncommon way, that is, by means of legal philosophy. I think her arguments provoke several questions worthy of serious discussion. Some of these questions I shall try to indicate.The first question relates to the right to (music) education. Referring to the Nordic countries she states, "Their legal systems are based on enacted acts and statutes not only protecting the citizens against criminal acts but also securing their rights to receive a certain amount and standard of services the state is obliged to provide" and she continues: "Education is one of the basic rights in Nordic societies." I am interested very much in the wording by which these constitutions declare the right to education respectively to music education. The German constitution, for example, says only, but very bluntly that the entire schooling system stands under control of the state. That means, in connection with compulsory schooling, education at school means no right but a compulsion. (I shall come back to this point later.)The second question relates to the issue of internal versus external goods or instrumental versus self-justifying aims. In her attempt to justify music education Heimonen makes a distinction between internal and external goods, instrumental and self-justifying aims. I wonder if this distinction—though it is very common in theories of action and of value—really refers to different facts; perhaps [End Page 213] it is only a difference in perspectives. I will transform this problem into a question thus: Are aims and values emphasizing a person's well-being really not instrumental with regard to this person? The well-being aims look to me to be necessarily connected to self-justifying aims. Aims, values, activities, facts, situations, and so on, generating well-being, are always instrumental with regard to a person's well-being. What else should they be?On the other hand, are so-called external goods and instrumental aims not self-justifying aims as well, again from the point of view of the person concerned? Are not aims which favor the training of a future professional (so called instrumental aims) self-justifying with regard to this person since they contribute very much to his or her well-being? Thus music educators should not hesitate to demonstrate the real individual, social, economical, and so on, benefit of music education to the society concerned very energetically.The third question arises around the implicit theories of the teacher, the school, and the function of music education as set forth by Heimonen in her paper. Heimonen compares the structure of the (music) teacher's situation with that of a judge. She says:The judge has to operate between the tensions of different interests in the framework of the law consisting of written regulations and the tradition of previous cases that have been solved.... The judge works within a "legal puzzle" just as the music teacher operates in a "musical puzzle": both of them have to think holistically as they try to achieve the best possible solutions in a particular situation, and both of them have to act innovatively and creatively in their practice.Here the question arises as to whether the "musical puzzle" is really the corresponding moment to the "legal puzzle" or whether it is the "music-pedagogical puzzle." I think it is the latter. But the teacher does not have—like the judge "his" legal system—a framework of written regulations and he never is in the situation just to apply rules on different cases. That is to say, one cannot reduce educational activities to making decisions on the basis of right or wrong, good or bad. But even if one would acknowledge an identical structure of the... (shrink)

Hecht provides insights concerning the difficulty of empirically testing Shepard's internalization hypothesis, but his argument for an externalization hypothesis suffers from similar sins. [Hecht].

This article discusses the widespread belief that secrecy in science is increasing—and that secrecy in science is ethically problematic. To what extent should we worry about this alleged development? In an introduction it is observed that there is very little hard empirical evidence supporting the belief of increasing secrecy in science. Evidence seems mostly to be of the anecdotal kind. The “purist ideology” of science, in which openness of research figures prominently as normative basis, is revealed as one-sided with respect (...) to accepted practice. Issues of commercialization of science and patenting are discussed, and it is claimed that what is ethically problematic is less related to secrecy than to more general ethical issues regarding the social consequences of scientific knowledge. On the basis of a particular case, an area of scientific research is introduced for which it is claimed that secrecy does constitute a serious problem. This area has been characterized, by Funtowicz and Ravetz, as “postnormal science!’ It is claimed that postnormal science and regulatory science necessitate new institutional mechanisms inside science to tackle ethical dilemmas. (shrink)

In this paper I argue that it is finally time to move beyond the Nagelian framework and to break new ground in thinking about epistemic reduction in biology. I will do so, not by simply repeating all the old objections that have been raised against Ernest Nagel’s classical model of theory reduction. Rather, I grant that a proponent of Nagel’s approach can handle several of these problems but that, nevertheless, Nagel’s general way of thinking about epistemic reduction in terms of (...) theories and their logical relations is entirely inadequate with respect to what is going on in actual biological research practice. (shrink)

This comment focuses on part III of the book, ‘Carl Schmitt’s 21st Century’, by William Scheuerman. It raises two points. The first point concerns the author’s continuity thesis. According to Scheu...

Biology and history are often viewed as closely related disciplines, with biology informed by history, especially in its task of charting our evolutionary past. Maximizing the opportunities for cross-fertilization in these two fields requires an accurate reckoning of their commonalities and differences-precisely what this volume sets out to achieve. Specially commissioned essays by a team of recognized international researchers cover the full panoply of topics in these fields and include notable contributions on the correlativity of evolutionary and historical explanations, applying (...) to history the latest causal-mechanical approach in the philosophy of biology, and the question of generalized laws that might pertain across the two subjects. The collection opens with a vital interrogation of general issues on explanation that apart from potentially fruitful areas of interaction (could the etiology of the causal-mechanical perspective in biology account for the historical trajectory of the Roman Empire?) this volume also seeks to chart relative certainties distinguishing explanations in biology and history. It also assesses techniques such as the use of probabilities in biological reconstruction, deployed to overcome the inevitable gaps in physical evidence on early evolution. Methodologies such as causal graphs and semantic explanation receive in-depth analysis. Contributions from a host of prominent and widely read philosophers ensure that this new volume has the stature of a major addition to the literature. (shrink)

A dynamic description model of the flight path a dragonfly takes is required in order to derive the encounter frequency of the dragonfly males visiting a pond. It is considered as the first part of a realistic description of the regulation of dragonfly density at the pond by behavioural interaction. Since the dragonfly males fly strictly along the shoreline of the pond, their displacement may be perceived as a quasi linear movement. The flight paths of dragonflies were recorded in field (...) by registering at regular time intervals the number of the shoreline section. in which the dragonfly was staying at that moment. The recorded flight paths show a wide variety from circling around the pond or flying widely to and fro to remaining in a narrow sector of the shoreline . The records were classified into 9 flight style groups. The flight style is temperature dependent, but there are also individual differences between the dragonflies. The strategy adopted for model building is to start with the most simple assumptions and parameters. The dynamic performance of each model is assessed by simulations. The model has to be extended until the simulated flight path patterns resemble the observed patterns. In a model with one parameter the displacement for every time interval is given by a stochastic decision using the probabilities evaluated from the observed frequencies of step length . This model was run with different sets of data. The simulated patterns using the data from all records together slightly resemble some observed patterns. They represent, however, only a small range of the variability observed. With data from the different style groups or the single records the simulated patterns are much more variable, but they are too irregular and contain too many turns . Therefore the description model was extended by a second parameter determining the direction of each step. The probability of turning is dependent on the number of steps already taken in the same direction . The probabilities are evaluated from the observed frequencies of step series. With the data from all records together, this model yields patterns more similar to the observed flight paths but they still represent only a restricted range of the observed variability. The patterns obtained using the data from the different style groups or from the single records cover the full range of the observed variability and they resemble closely the observed patterns even in minute details . Thus this description model together with the data from the flight style groups is accepted as fully sufficient for the present purpose. The simulations allow the assessment of the range of chance variability . The assumptions implied in the description model were corroborated by statistical tests. The approach developed here for the quantification of the behaviour of dragonflies is generally applicable to stochastic behaviour. Um die Häufigkeit der Kämpfe zwischen Libellenmannchen am Gewässer vom Verhalten der einzelnen Individuen ableiten zu können, wurde ein dynamisches Modell des Flugverhaltens einzelner Libellen aus Freilandbeobachtungen abgeleitet. Das Modell soll ein erster Schritt zu einer realistischen Beschreibung sein, wie bei Libellen die Individuendichte durch Verhaltensinteraktionen geregelt wird. Da die Libellenmannchen streng an der Uferlinie entlang fliegen, kann ihre Flugbahn als quasi eindimensionale Bewegung aufgefaßt werden. Die Flugbahnen einzelner Männchen registrierte ich, indem ich in regelmäßigen Zeitintervallen die Nummer des'Uferabschnitts , in dem sich die Libelle gerade aufhielt, auf Tonband sprach. Die registierten Flugbahnen sind sehr verschiedenartig. Zwischen Bahnen, bei denen die Libellen immer in einer Richtung um das Gewässer kreisten, bis zu solchen, bei denen sie in einem engen Uferbereich hin and her flogen, gibt es alle Übergänge . Die Flugbahnen warden in 9 Gruppen verschiedener Flugstile eingeteilt. Der Flugstil ist temperaturabhängig and individuell verschieden. Die Strategie der Modellentwicklung war, mit einem Modell mit möglichst einfachen Voraussetzungen and Parametern zu beginnen, seine dynamische Leistung mit Simulationen zu prüfen, und die Modellbeschreibung so lange zu erweitern, bis die simulierten Flugbahnmuster den tatsächlich beobachteten Mustern gleichen. Im ersten Modell wurde die Ortsveränderung in jedem Zeitintervall mit einer stochastischen Entscheidung bestimmt, bei der Wahrscheinlichkeiten verwendet warden, die sich aus den beobachteten Haufigkeiten der Schrittweiten ergaben . Simulationen dieses Modells mit den aus allen Flugbahnregistrierungen gemeinsam ausgewerteten Daten ergaben Flugbahnmuster, die zwar manchen beobachteten ähnelten, aber nur einen kleinen Bereich der beobachteten Vielfalt darstellten. Mit den Daten aus den einzelnen Flugstilgruppen ergab sich insgesamt eine grofie Variabilitat, die simulierten Flugbahnen waren aber zu unregelmäßig and enthielten zu viele Richtungswechsel . Deshalb wurde das Modell durch einen Parameter erweitert, der für jedes Zeitintervall die Flugrichtung bestimmt. Die Wahrscheinfchkeit umzukehren hängt davon ab, wieviele Zeitintervalle bereits die gleiche Richtung beibehalten wurde . Die Wahrscheinlichkeitswerte dafür warden aus den beobachteten Haufigkeiten der Schrittserien in eine Richtung bestimmt. Dieses Modell ergibt in Simulationen mit den aus allen Registrierungen gemeinsam ausgewerteten Daten Flugbahnen, die den Originalen ähnlich sind, aber nur einen beschränkten Bereich der vielfalt darstellen. Simulationen mit den Daten aus den einzelnen Flugstilgruppen dagegen ergeben die vollebeobachtete Variabilitat and die erhaltenen Flugbahnmuster gleichen den beobachteten Originalen auch in kleinen Einzelheiten . Dieses Modell kann deshalb zusammen mit den Daten der einzelnen Flugstilgruppen als befriedigende Beschreibung des Flugverhaltens angesehen werden. Die Simulationen erlauben, den Bereich der zufälligen Variabilitat abzuschätzen . Die im Modell gemachten Annahmen warden durch statistische Tests bestätigt. Der hier zur Beschreibung des Verhaltens von Libellen entwickelte Ansatz ist allgemein anwendbar auf stochastisches Verhalten. (shrink)

Im Zusammenhang mit der Covid-19-Pandemie wurde die Aktualität der Lehren des ethischen Hedonismus der epikureischen Tradition betont. Der Beitrag möchte die Aspekte dieses Hedonismus aufzeigen, die in der aktuellen Krise relevant sein könnten, und dabei auf ihre theoretische Begründung und historische Fundierung eingehen. Zentral ist zunächst die Beschäftigung mit der eigenen Sterblichkeit. Der Tod wird ständig vergegenwärtigt; Epidemien sind seit der Antike ein klassisches Beispiel zur Illustration der Bedeutung der Todesakzeptanz für das Lebensglück. Das „gute Leben“ beinhaltet die „Selbstisolation“, hier (...) verstanden als die Konzentration auf einen kleinen Kreis von Menschen, die einander helfen, ein freudeerfülltes Leben zu realisieren. Im Vordergrund steht zudem die permanente Selbstbeschränkung auf die Befriedigung der wirklich notwendigen und natürlichen Bedürfnisse zur Therapie der eigenen Leidenschaften. Auf diesem Fundament lassen sich Grundsätze für den sozialen und politischen Umgang mit epidemischen Gefahren formulieren, etwa die stärkere Berücksichtigung der Notwendigkeit der Bedürfnisbefriedigung im materiellen und zwischenmenschlichen Sinne, die Präferenz für die Gesundheitsversorgung gegenüber anderen öffentlich finanzierten Bereichen, aber auch philosophische Aufklärung gegen die verbreitete Todesverdrängung. (shrink)

Leuridan (2011) questions whether mechanisms can really replace laws at the heart of our thinking about science. In doing so, he enters a long-standing discussion about the relationship between the mech-anistic structures evident in the theories of contemporary biology and the laws of nature privileged especially in traditional empiricist traditions of the philosophy of science (see e.g. Wimsatt 1974; Bechtel and Abrahamsen 2005; Bogen 2005; Darden 2006; Glennan 1996; MDC 2000; Schaffner 1993; Tabery 2003; Weber 2005). In our view, Leuridan (...) misconstrues this discussion. His weak positive claim that mechanistic sciences appeal to generalizations is true but uninteresting. His stronger claim, that all causal claims require laws, is unsupported by his arguments. Though we proceed by criticizing Leuridan’s arguments, our greater purpose is to embellish his arguments in order to show how thinking about mechanisms enriches and transforms old philosophical debates about laws in biology and provides new insights into how generalizations afford prediction, explanation and control. (shrink)

Self-generation of knowledge can activate deeper cognitive processing and improve long-term retention compared to the passive reception of information. It plays a distinctive role within the concept of inquiry-based learning, which is an activity-oriented, student-centered collaborative learning approach in which students become actively involved in knowledge construction. This approach allows students to not only acquire content knowledge, but also an understanding of investigative procedures/inquiry skills – in particular the control-of-variables strategy (CVS). From the perspective of cognitive load theory, generating answers (...) and solutions during inquiry-based learning is inefficient as it imposes an intrinsic and extraneous load on learners. Previous research on self-generation of content knowledge in inquiry-based learning has demonstrated that (1) a high cognitive load impairs retention of the generated information, (2) feedback is a fundamental requirement for self-generation of complex content knowledge, (3) self-generation success is key to long-term retention and (4) generating and rereading place different demands on learners. However, there is still no research on the self-generation of scientific reasoning skills and the interaction between the retention of these skills with prior knowledge, feedback and self-generation success. That is why this experiment was conducted. The focus of this research is to analyze the distinctive role of self-generation of scientific reasoning skills within the concept of inquiry-based learning and to identify the influence of prior knowledge and self-generation success on short-term and long-term retention. For this purpose, an experiment involving 133 6th and 7th graders was conducted. An inquiry activity that included the self-generation of scientific reasoning skills was compared to an inquiry task that had students simply read information about the experimental design. We used both an immediate and a delayed test to examine which treatment better developed a deeper understanding of CVS and an ability to apply this knowledge to novel problems (transfer). Direct instruction was clearly superior to self-generation in facilitating students’ acquisition of CVS immediately after the inquiry task. However, after a period of one week had elapsed, both treatment conditions turned out to be equally effective. A generation effect was only found among students with high self-generation success after a 1-week delay. (shrink)

Mechanisms are said to consist of two kinds of components, entities and activities. In the first half of this chapter, I examine what entities and activities are, how they relate to well-known ontological categories, such as processes or dispositions, and how entities and activities relate to each other (e.g., can one be reduced to the other or are they mutually dependent?). The second part of this chapter analyzes different criteria for individuating the components of mechanisms and discusses how real the (...) boundaries of mechanisms are. (shrink)