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38'Radical' pedagogy requires 'conservative' epistemologyJournal of Philosophy of Education 29 (1). 1995.Many defences of multiculturalist educational initiatives conjoin a‘liberal’ or ‘radical’ moral/political view—that education should endeavour to treat students with respect, and that respecting non-dominant,‘marginalised’ students requires protecting them from the hegemonic domination of the dominant culture—with what appears to be an equally radical epistemological view, according to which respecting minority students and cultures requires respecting their culturally specific epistemologies, w…Read more
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36Rationality and anemia (response to baigrie)Philosophy of Science 55 (3): 442-447. 1988.In his (1988), Brian Baigrie criticizes my earlier discussion of the rationality of science (Siegel 1985). In this response, I argue that (1) Baigrie misses the point of my tripartite distinction between different questions one can ask about science's rationality, (2) Baigrie's argument that the history of the development of methodological principles is crucial to philosophical discussion of the rationality of science is flawed, and (3) Baigrie's charge that my view is "anemic" rests on a failur…Read more
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36On the Relationship Between Belief and Acceptance of Evolution as Goals of Evolution EducationScience & Education 25 (5-6): 473-496. 2016.The issue of the proper goals of science education and science teacher education have been a focus of the science education and philosophy of science communities in recent years. More particularly, the issue of whether belief/acceptance of evolution and/or understanding are the appropriate goals for evolution educators and the issue of the precise nature of the distinctions among the terms knowledge, understanding, belief, and acceptance have received increasing attention in the 12 years since w…Read more
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35Brown on epistemology and the new philosophy of scienceSynthese 56 (1). 1983.For over two decades, something akin to a scientific revolution in philosophy of science has been taking place. So, at any rate, claims Harold I. Brown, in his book Perception, Theory and Commitment: The New Philosophy of Science, in which he chronicles and defends the demise of logical empiricism and offers a new philosophy of science in its stead. The new philosophy of science, drawing on the work of Kuhn, Toulmin, Hanson, Lakatos, Polanyi, and others, but effectively structured, enhanced, and…Read more
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34Hooker's revolutionary regulatory realismStudies in History and Philosophy of Science Part A 29 (1): 129-141. 1998.
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33Nicholas Rescher, Objectivity: The Obligations of Impersonal Reason:Objectivity: The Obligations of Impersonal Reason (review)Ethics 109 (4): 917-919. 1999.
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33Truth, problem solving and the rationality of scienceStudies in History and Philosophy of Science Part A 14 (2): 89-112. 1983.
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33New Work on Critical Thinking: Comments on Frímannsson, Holma and RitolaStudier i Pædagogisk Filosofi 4 (1): 55-62. 2015.New Work on Critical Thinking: Comments on Frímannsson, Holma and Ritola
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32Knowing, believing, and understanding: What goals for science education?Science & Education 13 (6): 553-582. 2004.
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29Gimme That Old-Time Enlightenment Meta-NarrativeInquiry: Critical Thinking Across the Disciplines 11 (4): 1-1. 1993.
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28Rationality, morality, and rational moral education: Further response to FreemanEducational Philosophy and Theory 12 (1). 1980.
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26Epistemology in Excess? A Response to WilliamsJournal of Philosophy of Education 51 (1): 193-213. 2017.Emma Williams’ ‘In Excess of Epistemology’ admirably endeavours to open the way to an account of critical thinking that goes beyond the one I have defended ad nauseum in recent decades by developing, via the work of Charles Taylor and Martin Heidegger, ‘a radically different conception of thinking and the human being who thinks’, one that ‘does more justice to receptive and responsible conditions of human thought.’ In this response I hope to show that much of Williams’ alternative approach is co…Read more
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26A symposium on epistemology and education, part two: IntroductionEducational Theory 61 (5): 513-514. 2011.
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26Reconceptions In Philosophy and Other Arts and Sciences, by Nelson Goodman and Catherine Z. Elgin (review)Philosophy and Phenomenological Research 51 (3): 710-713. 1991.
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26The philosopher as teacher, association for philosophy of education symposium, introductionMetaphilosophy 21 (4): 414-415. 1990.
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25On the Parallel Between Piagetian Cognitive Development and the History of SciencePhilosophy of the Social Sciences 12 (4): 375-386. 1982.
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25Epistemological Relativism: Arguments Pro and ConIn Steven D. Hales (ed.), A Companion to Relativism, Wiley‐blackwell. 2011.This chapter contains sections titled: Abstract Introduction Arguments Con Arguments Pro Ambivalence Concerning Relativism? The Case of Richard Rorty A Newer Argument Pro: Hales's Defense of Relativism References.
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24Book reviews : Sociology, equality and education. By Antony flew. New York: Barnes and noble, 1976. Pp. 128. $13.75 (review)Philosophy of the Social Sciences 9 (1): 116-119. 1979.
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24Must thinking be critical to be critical thinking? Reply to FinocchiaroPhilosophy of the Social Sciences 20 (4): 453-461. 1990.
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23RelativismIn M. Sintonen, J. Wolenski & I. Niiniluoto (eds.), Handbook of Epistemology, Kluwer Academic Publishers. pp. 747--780. 2004.
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23Reconceptions In Philosophy and Other Arts and Sciences, by Nelson Goodman and Catherine Z. Elgin (review)Philosophy and Phenomenological Research 51 (3): 710-713. 1991.
Coral Gables, Florida, United States of America
Areas of Specialization
Epistemology |
Philosophy of Physical Science |
Areas of Interest
Metaphilosophy |
Philosophy of Religion |
Other Academic Areas |