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14Knowledge and certainty: Feminism, postmodernism, and multi-culturalismIn Wendy Kohli (ed.), Critical Conversations in Philosophy of Education, Routledge. pp. 190--200. 1995.
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65C. A. Hooker, Reason, Regulation, and Realism: Towards a Regulatory Systems Theory of Reason and Evolutionary Epistemology. Albany, State University of New York Press, 1995British Journal for the Philosophy of Science 48 (1): 121-125. 1997.
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124Review of Paul Boghossian, Fear of Knowledge: Against Relativism and Constructivism (review)Notre Dame Philosophical Reviews 2007 (1). 2007.
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7Reason and Education: Essays in Honor of Israel SchefflerSpringer Verlag. 1996.Israel Scheffler is the pre-eminent philosopher of education in the English-speaking world today. This volume collects seventeen original, invited papers on Scheffler's philosophy of education by scholars from around the world. The papers address the wide range of topics that Scheffler's work in philosophy of education has addressed, including the aims of education, cognition and emotion, teaching, the language of education, science education, moral education, religious education, and human pote…Read more
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16Instrumental Rationality and Naturalized Philosophy of SciencePhilosophy of Science 63 (5). 1996.In two recent papers, I criticized Ronald N. Giere's and Larry Laudan's arguments for 'naturalizing' the philosophy of science. Both Giere and Laudan replied to my criticisms. The key issue arising in both interchanges is these naturalists' embrace of instrumental conceptions of rationality, and their concomitant rejection of non-instrumental conceptions of that key normative notion. In this reply I argue that their accounts of science's rationality as exclusively instrumental fail, and conseque…Read more
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41Rationality 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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76Is confirmation differential?British Journal for the Philosophy of Science 40 (1): 105-119. 1989.
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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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222The Oxford handbook of philosophy of education (edited book)Oxford University Press. 2009.Philosophy of education has an honored place in the history of Western philosophical thought. Its questions are as vital now, both philosophically and practically, as they have ever been. In recent decades, however, philosophical thinking about education has largely fallen off the philosophical radar screen. Philosophy of education has lost intimate contact with the parent discipline to a regrettably large extent--to the detriment of both. The Oxford Handbook of Philosophy of Education is inte…Read more
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122Educating Reason: Rationality, Critical Thinking, and EducationRoutledge. 1990.Beginning with a discussion of the Informal Logic Movement and the renewed interest in critical thinking in education, this book critically assesses the work of Robert Ennis, Richard Paul and John McPeck.
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25Must thinking be critical to be critical thinking? Reply to FinocchiaroPhilosophy of the Social Sciences 20 (4): 453-461. 1990.
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196Epistemology and Education: An Incomplete Guide to the Social-Epistemological IssuesEpisteme 1 (2): 129-137. 2004.Recent work in epistemology has focused increasingly on the social dimensions of knowledge and inquiry. Education is one important social arena in which knowledge plays a leading role, and in which knowledge-claims are presented, analyzed, evaluated, and transmitted. Philosophers of education have long attended to the epistemological issues raised by the theory and practice of education . While historically philosophical issues concerning education were treated alongside other philosophical issu…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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18Justifying conceptual development claims: Response to Van HaaftenJournal of Philosophy of Education 27 (1). 1993.This paper is a response to van Haaften's attempt to build ‘a natural bridge from “is” to “ought”’ and in doing so to provide a general account of how, in developmental theory, a claim that ‘a later stage in conceptual development is somehow better or more adequate than preceding ones’ can itself be justified. The account by van Haaften violates the ‘seems justified/is justified’ distinction and embroils him in a problematic form of relativism. This paper offers an alternative account of such cl…Read more
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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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32Knowing, believing, and understanding: What goals for science education?Science & Education 13 (6): 553-582. 2004.
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Introduction: Philosophy of Education and PhilosophyIn The Oxford Handbook of Philosophy of Education, Oxford University Press. pp. 3--8. 2009.
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17Philosophical Naturalism (review)Review of Metaphysics 49 (4): 938-939. 1996.David Papineau's Philosophical Naturalism offers an energetic, fast-paced trip through several familiar philosophical landscapes. He treats central issues in metaphysics, philosophy of mind, epistemology, philosophy of science, philosophy of language, and philosophy of mathematics. The unifying theme across this broad range is Papineau's articulation and defense of a coherent naturalistic stance.
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110Argumentation, Arguing, and ArgumentsTheoria: Revista de Teoría, Historia y Fundamentos de la Ciencia 26 (3): 279-287. 2011.ABSTRACT: While we applaud several aspects of Lilian Bermejo-Luque's novel theory of argumentation and especially welcome its epistemological dimensions, in this discussion we raise doubts about her conception of argumentation, her account of argumentative goodness, and her treatments of the notion of “giving reasons” and of justification.RESUMEN: Aunque aprobamos varios aspectos de la nueva teoría de la argumentación propuesta por Lilian Bermejo Luque y, en particular, su dimensión epistemológi…Read more
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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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16Neither Humean Nor (Fully) Kantian Be: Reply to CuypersJournal of Philosophy of Education 39 (3): 535-547. 2005.In this paper I reply to Stefaan Cuypers’ explication and critique of my views on rationality and critical thinking (Cuypers, 2004). While Cuypers’ discussion is praiseworthy in several respects, I argue that it (1) mistakenly attributes to me a Humean view of (practical) reason, and (2) unsuccessfully argues that my position lacks the resources required to defend the basic claim that critical thinking is a fundamental educational ideal. Cuypers’ analysis raises deep issues about the motivationa…Read more
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8El Pensamiento Crítico Como Un Ideal EducacionalLogos: Revista de Lingüística, Filosofía y Literatura 23 (2): 272-292. 2013.El Pensamiento crítico como un ideal educacional
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