  The two programs have been labeled EEM and EET (Bradie, 1986). EEM is the label for the program which attempts to provide an evolutionary account of the development of cognitive structures. EET is the label for the program which attempts to analyze the development of human knowledge and epistemological norms by appealing to relevant biological considerations. Some of these attempts involve analyzing the growth of human knowledge in terms of selectionist models and metaphors (e.g., Popper 1972, Toulmin 1972, Hull 1988; see Renzi and Napolitano 2011 for a critique of these efforts). Others argue for a biological grounding of epistemological norms and methodologies but eschew selectionist models of the growth of human knowledge as such (e.g., Ruse 1986, Rescher 1990).