 With genetics held to get at the fundamental thing that counts in heredity, it makes it plausible to take research using methods based on one kind of meaning of the terms genotype, phenotype, and the distinction between them to affirm research based on another meaning—they are all contributing to an understanding of that fundamental something. In this spirit, the ascendance of the predominant current meaning—DNA versus traits—has not necessitated rejection or even disambiguation of the other meanings of the terms evident in Johannsen (1911) and that have coexisted since—class, abstraction, or material constituents; whole or part; natural units or products of experimental control  (sections 1–3).  Not being troubled by the ambiguity of different meanings and methods is especially evident when commentators speak of “the nature-nurture debate” as if it were unimportant to specify which nature-nurture science is being debated. In practice, at least five nature-nurture sciences can be readily distinguished (Taylor 2015):