•  222
    A defense of war and sport metaphors in argument
    Philosophy and Rhetoric 44 (3): 250-272. 2011.
    There is a widely held concern that using war and sport metaphors to describe argument contributes to the breakdown of argumentative processes. The thumbnail version of this worry about such metaphors is that they promote adversarial conceptions of argument that lead interlocutors with those conceptions to behave adversarially in argumentative contexts. These actions are often aggressive, which undermines argument exchange by either excluding many from such exchanges or turning exchanges more in…Read more
  •  558
    John Dewey's Quest for unity: The journey of a promethean mystic (review) (review)
    Transactions of the Charles S. Peirce Society 46 (4): 656-659. 2010.
    There is what should be called the Curious George Model of Analysis, wherein the internal conflicts of some protagonist or program are the most revealing and significant features of the story. Take George. He is a good little monkey, but he's curious. These are virtues of sorts, but George's curiosity drives him first to investigate a yellow hat, then to try to fly like the seagulls, to investigate the telephone, and finally to try holding a large bunch of balloons. In each case, these actions d…Read more
  •  1647
    The Significance of Al Gore’s Purported Hypocrisy
    Environmental Ethics 31 (1): 111-112. 2009.
    This paper is a survey of a variety of hypocrisy charges levied against Al Gore. Understood properly, these hypocrisy charges actually support Gore's case.
  •  241
    In the last decade, the familiar problem of the regress of reasons has returned to prominent consideration in epistemology. And with the return of the problem, evaluation of the options available for its solution is begun anew. Reason’s regress problem, roughly put, is that if one has good reasons to believe something, one must have good reason to hold those reasons are good. And for those reasons, one must have further reasons to hold they are good, and so a regress of reasons looms. In this ne…Read more
  •  104
    The Oxford Handbook of Epistemology (review)
    Teaching Philosophy 27 (2): 196-198. 2004.