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54Teaching LogicTeaching Philosophy 21 (3): 237-256. 1998.This paper presents three lessons designed to alert students to the setting in which they are learning (the classroom) and the ways in which this setting provides the context for a discourse which is different than everyday discourse. In the first lesson, students examine empirical studies that illustrate how being in a classroom significantly changes how one reasons about even the most basic logical relationships. In the second lesson, Levi critiques an imaginative way of teaching logic that, w…Read more
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1Review of Essays on Skepticism, Relativism, and Ethics in the Zhuangzi by Paul Kjellberg; Philip J. Ivanhoe (review)Philosophy East and West 49 (4): 529-531. 1999.
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4The Power of PowerlessnessPhilosophical Investigations 39 (2): 237-253. 2016.Philosophers should forget what they think they know about divine assistance, power, control, up-to-usness, freedom-from and free will, when it comes to alcoholism, given what Alcoholics Anonymous says. Alcoholics will never be free of their alcoholism; although it is up to them to acknowledge their powerlessness over alcohol, often that is not possible until they hit bottom, and even then they might not acquire the power of powerlessness without help from a Higher Power. After explaining and de…Read more
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6Elster on the emotionsInquiry: An Interdisciplinary Journal of Philosophy 43 (3): 359-378. 2000.This Article does not have an abstract
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6Against the logiciansThe Philosophers' Magazine 51 80-86. 2010.Logic as a subject has existed for a long time. Aristotle and the Stoics identified some of its principles, as did Indian logicians. And this ancient logic underwent an extraordinary mathematical development in the last hundred and fifty years. So logic certainly exists, at least as a branch of mathematics. The question is whether it is anything more than that.
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3Teaching LogicTeaching Philosophy 21 (3): 237-256. 1998.This paper presents three lessons designed to alert students to the setting in which they are learning (the classroom) and the ways in which this setting provides the context for a discourse which is different than everyday discourse. In the first lesson, students examine empirical studies that illustrate how being in a classroom significantly changes how one reasons about even the most basic logical relationships. In the second lesson, Levi critiques an imaginative way of teaching logic that, w…Read more