Colleagues and students, I joined SEMNET last year after discovering Pearl’s R370 paper. Recall that I and several colleagues critically examined the empirical (yet contrived) example in that paper from the perspective of Observation Oriented Modeling and shared the resulting draft manuscript on SEMNET. A version of that manuscript has now been published in a new peer-reviewed open access journal: http://www.mdpi.com/2076-328X/2/1/1/The paper offers more than a critique of R370 and attempts to restore some common sense and realism to psychological research. My co-authors and I are grateful for the feedback we received on our draft of the paper on SEMNET and via personal e-mails. I am particularly grateful to those who pointed out that the original draft came across as a little too personal with regard to its criticisms. To the extent such criticisms were valid, the fault was entirely my own and not the fault of Paul Barrett or Liz Schlimgen. I trust the published version is more matter-of-fact in its treatments of the problems with the R370 SEM example. With this paper published and having followed the activity on SEMNET for several months, I am now leaving the list. Consequently, please send your suggestions/criticisms/comments regarding the above manuscript to my personal e-mailaccount at Oklahoma State University. To the neophytes on SEMNET, I would like to offer several parting ideas for your consideration. Foremost, if you are looking for an alternative to the never-ending metaphors and the positivism (or idealism) infusing the views of causation and science on SEMNET, I’d like to recommend the following book: Wallace, W.A. (1996). The Modeling of Nature. Catholic University Press: Washington, DC.Reading this book is like receiving an injection of both reason and common sense that restores one’s faith in science and our ability to know the causes in nature. It is a challenging book, but well worth the effort. Secondly, I have devised something of a simple story for summarizing why, after following SEMNET for several months, I think SEM is an attractive and clever technique that is, however, only superficially useful as a scientific tool. I will include that story and summary in a subsequent e-mail. ...continued...Imagine a young researcher emerging from a SEM class taught by any expert in the field. He surfs the WWW and comes across a massive agricultural data set (n = 100,000) with numerous variables with labels such as ‘Fertilizer Concentration’, ‘Fertilizer Absorption Rate’, ‘Soil Temperature’, ‘Pressure’, ‘Moisture Level’, ‘Crop Yield’, ‘Crop Health’, ‘Crop density’ etc. He sees the data set as a wonderful opportunity to testout his new SEM skills. He realizes he does not thoroughly understand the variables, particularly since no descriptions were provided with the data set, but he has a sufficient "feel" for what they mean via their labels. Moreover, he sees that most valuesappear as real numbers, so he assumes (as he learned is the case with most SEMs) that he is dealing with continuously structured quantitative attributes. He does notice as wellcontact information for a biochemist who developed the fertilizer used in the study. He sets about running numerous regression analyses on the variables, and based on his analyses he finds that variables like ‘Fertilizer Concentration’ and ‘Fertilizer Absorption Rate’ are predictive (both univariately and multivariately) of variables with ‘Crop’ in their titles. He then adopts a more causal attitude toward SEM and makes all the necessary assumptions. Through this different lens he again is able to build models (some with latent variables created from observed variables) that implicate a number ofthe fertilizer variables in what he assumes to be a causal manner with the crop variables. The exact details of the model or models he develops are not necessary for this story; and recall, he does not have thorough knowledge of the variables. What matters is that he followed the rules prescribed by some authority or authorities regarding the use of SEM in a causal inference capacity. He finally publishes his paper ina journal. Another researcher later reads the published SEM paper and understands the results mean that, in the aggregate, aspects of the fertilizer have been implicated in crop yield,crop density, etc. This researcher is intrigued and begins to ask questions such as, "what exactly is this fertilizer in the first place", "what is it about the fertilizer that leads to more or less crop yield?", "how, exactly, does the fertilizer impact a given plant’s growth or mass?", and "how is the fertilizer absorbed into the plant, and is this critical toits effectiveness?" All of these questions revolve around the central causal question, "how does the fertilizer serve as a direct cause of a plant’s growth, mass, health, etc.?" This researcher looks for someone to answer her questions and finds contact information for the author of the SEM paper and for the biochemist who developed the fertilizer. Who must she contact to answer her causal questions? The SEM modeler was not required to go beyond a superficial understanding of causation, and it is an understanding he could have arrived at using other inference engines with little more knowledge of variables than their numerical magnitudes, frequencies, orders, or classes. SEM is useful as an aggregate, variable-based device fordetecting relationships between phenomena (at least as they are represented by numbers), but it cannot get at the structures and processes that are key to understanding things and events in nature causally, nor can it provide a framework for discussing such structures and processes. Only the biochemist is operating within a framework for doing so in this example. It is he who, without necessarily articulating it, also assumes that causes inhere in the things of nature, and that he can know something of the things themselves. This was necessary for the biochemist to enter the laboratory every day with the understanding that he could create a compound with various properties and powers that would come into play in the fields. He understands that a student with absolutely no knowledge about how the fertilizer will impact the plants can nonetheless deliver the fertilizer to the fields and set the causes into motion. The biochemist does not need to write down a SEM equation and all the