 Since 1980, interest in developing philosophical accounts of scientific knowledge that incorporate the social dimensions of scientific practice has been on the increase. Some philosophers see attention to the social as a straightforward extension of already developed approaches in epistemology. Others, inclined toward some form of naturalism, have taken the work in empirical social studies of science discussed above seriously. They have, however, diverged quite considerably in their treatment of the social. Some understand the social as biasing or distorting, and hence see the social as opposed to or competing with the cognitive or epistemic. These philosophers see the sociologists’ disdain for normative philosophical concerns as part of a general debunking of science that demands a response and defense. Some philosophers see the social aspects of science as incidental to deep questions about knowledge, but informative about certain tendencies in scientific communities. Others treat the social as instead constitutive of rationality. These differences in conception of the role and nature of the social inform differences in the several approaches to modeling the sociality of inquiry and knowledge discussed below.