 There is room for argument, then, as to what the “metaphysical” analysis of a proposition such as (1) is; and in the early 1930s members of the Cambridge School did indeed debate the issue of the analysis of a whole range of types of proposition in great detail. Stebbing was at the centre of this debate. A distinction came to be drawn between logical and metaphysical analysis in just the way we have outlined: logical analysis was intended to give an “unambiguous” formulation and metaphysical analysis was intended to uncover the “basic facts” on which the meaning or truth of the proposition to be analysed was grounded. Logical analysis was alternatively described as “same-level” analysis and metaphysical analysis as “new-level” or “reductive” or “directional” analysis.