 Besides these theoretical debates, levels of organization also play an important role in textbooks and other introductory texts in biology (e.g., Begon, Townshend &amp; Harper 2006; Lobo 2008; Mader 2010; O’Neill et al. 1986). Depictions of levels are ubiquitous in biological textbooks, often appearing in the first few pages and with a prominent ‘centerfold’ illustration. In this capacity, the levels concept serves as an organizational principle that aids in imparting basic knowledge of the study of biology to novice scientists early in their training. Some of the ideas that the levels concept is used to introduce to students include (i) the apparent preponderance of emergence in living systems, (ii) reductive and non-reductive approaches to analyzing biological phenomena (oftentimes with an antireductionist gloss), and (iii) the context-sensitivity of posing biological problems. Apart from these introductory uses, levels are also used throughout textbooks to introduce the basic layout of multiple ideas and important phenomena that are themselves ubiquitous to different areas of biological study. The hierarchical structure of proteins, being comprised of primary, secondary, tertiary, and quaternary structures is one important instance. Interestingly, textbooks vary between global and local treatments of levels. On the one hand, centerfold depictions often represent the canonical levels of organization in biology; the series of atoms-molecules-organelles-cells-tissues-organs-organisms-populations-communities-ecosystems-biosphere make up the basic idea of levels in these contexts. On the other hand, depictions like protein structure are strongly localized to only two classes of macromolecules (nucleic acids and proteins), while excluding others (lipids, sugars) (Love 2012: 117).