 Making explanatory standards and values more explicit, and clarifying the relative prospects and limitations of different research strategies, are ways in which philosophy of science could contribute to science and science education. At the same time, collaborative practices in synthetic and systems biology may call for an extension of the scope of philosophical analysis. Whereas philosophers traditionally have focused on logical and argumentative relations in scientific texts, understanding collaborative practices in systems and synthetic biology may further require the exploration of the aesthetic, cognitive, and creative dimensions of scientific practice (Carusi 2011; Ginsberg et al. 2015). Important questions are which aspects underlie choices of visualization strategies, and how the representation of biological data through diagrams, heat maps, network models, or state spaces influence biological reasoning and collaboration (Abrahamsen &amp; Bechtel 2015; Carusi 2012; Jones &amp; Wolkenhauer 2012).