•  130
    Tarski a Relativist?
    Analysis 45 (2). 1985.
  •  107
    Rationality and Judgment
    Metaphilosophy 35 (5): 597-613. 2004.
    Philosophical/epistemic theories of rationality differ over the role of judgment in rational argumentation. According to the “classical model” of rationality, rational justification is a matter of conformity with explicit rules or principles. Critics of the classical model, such as Harold Brown and Trudy Govier, argue that the model is subject to insuperable difficulties. They propose, instead, that rationality be understood, ultimately, in terms of judgment rather than rules. In this article I …Read more
  •  14
    Israel Scheffler interviewed by
    Journal of Philosophy of Education 39 (4). 2005.
  •  116
    In Educating Reason, Harvey Siegel presented the case regarding rationality and critical thinking as fundamental education ideals. In Rationality Redeemed? , a collection of essays written since that time, he develops this view, responds to major criticisms raised against it, and engages those critics in dialogue. In developing his ideas and responding to critics, Siegel addresses main currents in contemporary thought, including feminism, postmodernism and multiculturalism.
  •  77
    Hooker's revolutionary regulatory realism
    Studies in History and Philosophy of Science Part A 29 (1): 129-141. 1998.
  •  348
    Critical Thinking
    with Sharon Bailin
    In Nigel Blake (ed.), The Blackwell guide to the philosophy of education, Blackwell. 2003.
    This chapter contains sections titled: The Nature of Critical Thinking Critical Thinking: Skills/Abilities and Dispositions Critical Thinking and the Problem of Generalizability The Relationship Between Critical Thinking and Creative Thinking “Critical Thinking” and Other Terms Referring to Thinking Critical Thinking and Education Critiques of Critical Thinking Conclusion.
  •  43
    Varieties of Relativism (review)
    International Studies in Philosophy 33 (4): 125-126. 2001.
  •  253
    Empirical psychology, naturalized epistemology, and first philosophy
    Philosophy of Science 51 (4): 667-676. 1984.
    In his 1983 article, Paul A. Roth defends the Quinean project of naturalized epistemology from the criticism presented in my 1980 article. In this note I would like to respond to Roth's effort. I will argue that, while helpful in advancing and clarifying the issues, Roth's defense of naturalized epistemology does not succeed. The primary topic to be clarified is Quine's "no first philosophy" doctrine; but I will address myself to other points as well
  •  56
    On Some Recent Challenges to the Ideal of Reason
    Inquiry: Critical Thinking Across the Disciplines 15 (4): 2-16. 1996.
  •  91
    The limits of A Priori philosophy
    Studies in Philosophy and Education 11 (3): 265-284. 1992.
  •  232
    Connie Missimer (1990) challenges what she calls the Character View, according to which critical thinking involves both skill and character, and argues for a rival conception-the Skill View-according to which critical thinking is a matter of skill alone. In this paper I criticize the Skill View and defend the Character View from Missimer's critical arguments
  •  41
    Reason and Education: Essays in Honor of Israel Scheffler
    with Israel Scheffler
    Springer 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
  •  432
    Justification, discovery and the naturalizing of epistemology
    Philosophy of Science 47 (2): 297-321. 1980.
    Reichenbach's well-known distinction between the context of discovery and the context of justification has recently come under attack from several quarters. In this paper I attempt to reconsider the distinction and evaluate various recent criticisms of it. These criticisms fall into two main groups: those which directly challenge Reichenbach's distinction; and those which (I argue) indirectly but no less seriously challenge that distinction by rejecting the related distinction between psychology…Read more
  •  167
    Gimme That Old-Time Enlightenment Meta-Narrative
    Inquiry: Critical Thinking Across the Disciplines 11 (4): 1-1. 1993.
  •  192
    Is confirmation differential?
    British Journal for the Philosophy of Science 40 (1): 105-119. 1989.
  •  157
    'Radical' pedagogy requires 'conservative' epistemology
    Journal 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
  •  71
    Foundational issues in evolution education
    with Mike U. Smith and Joseph D. McInerney
    Science & Education 4 (1): 23-46. 1995.
  •  103
  •  157
    Rationality 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
  •  206
    This paper considers two philosophical problems and their relation to science education. The first involves the rationality of science; it is argued here that the traditional view, according to which science is rational because of its adherence to (a non-standard conception of) scientific method, successfully answers one central question concerning science''s rationality. The second involves the aims of education; here it is argued that a fundamental educational aim is the fostering of rationali…Read more
  •  61
    Editor's Introduction
    Studies in Philosophy and Education 16 (1): 1-6. 1997.
  •  61
    New Work on Critical Thinking: Comments on Frímannsson, Holma and Ritola
    Studier i Pædagogisk Filosofi 4 (1): 55-62. 2015.
    New Work on Critical Thinking: Comments on Frímannsson, Holma and Ritola
  •  91
    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
  •  157
    Israel Scheffler’s “Moral Education and the Democratic Ideal”
    Inquiry: Critical Thinking Across the Disciplines 16 (3): 25-26. 1997.