  Biological development involves both ontogenetic and phylogenetic considerations. Thus, the development of specific traits, such as the opposable thumb in humans, can be viewed both from the point of view of the development of that trait in individual organisms (ontogeny) and the development of that trait in the human lineage (phylogeny). The development of knowledge and knowing mechanisms exhibits a parallel distinction. We can consider the growth of an individual’s corpus of knowledge and epistemological norms or of an individual’s brain (ontogeny), or the growth of human knowledge and establishment of epistemological norms across generations or the development of brains in the human lineage (phylogeny). The EEM/EET distinction cuts across this distinction since we may be concerned either with the ontogenetic or phylogenetic development of, e.g., the brain or the ontogenetic or phylogenetic development of norms and knowledge corpora. One might expect that since current orthodoxy maintains that biological processes of ontogenesis proceed differently from the selectionist processes of phylogenesis, evolutionary epistemologies would reflect this difference. Curiously enough, however, for the most part they do not. For example, the theory of “neural Darwinism” as put forth by Edelman (1987) and Changeaux (1985) offers a selectionist account of the ontogenetic development of the neural structures of the brain. Karl Popper’s conjectures and refutations model of the development of human knowledge is a well known example of a selectionist account which has been applied both to the ontogenetic growth of knowledge in individuals as well as the trans-generational (phylogenetic) evolution of scientific knowledge. B. F. Skinner’s theory of operant conditioning, which deals with the ontogenesis of individual behavior, is explicitly based upon the Darwinian selectionist model (Skinner 1981).