Huntsville, Texas, United States of America
  •  115
    The Fallacy of Many Questions
    Southwestern Journal of Philosophy 4 (1): 89-92. 1973.
    In this article I explore two accounts of the Fallacy of Many Questions made famous by the question "Have you stopped beating your wife?" The accounts are from the works of Lennart Aqvist and Noel Belnap, and the two authors differ in their accounts of the fallacy. Then I give my own account based on understanding a facet of erotetic logic, i. e., the logic of questions.
  •  108
    Socrates in the schools: Gains at three-year follow-up
    with Lory E. Haas, Carol Gardoski, Daphne Johnson, Debra Price, and Olena Leipnik
    Journal of Philosophy in Schools 2 (2). 2015.
    Three recent research reports by Topping and Trickey, by Fair and colleagues, and by Gorard, Siddiqui and Huat See have produced data that support the conclusion that a Philosophy for Children program of one-hour-per-week structured discussions has a marked positive impact on students. This article presents data from a follow up study done three years after the completion of the study reported in Fair et al.. The data show that the positive gains in scores on the Cognitive Abilities Test were st…Read more
  •  61
    Socrates in the schools from Scotland to Texas: Replicating a study on the effects of a Philosophy for Children program
    with Lory E. Haas, Carol Gardosik, Daphne D. Johnson, Debra P. Price, and Olena Leipnik
    Journal of Philosophy in Schools 2 (1): 18-37. 2015.
    In this article we report the findings of a randomised control clinical trial that assessed the impact of a Philosophy for Children program and replicated a previous study conducted in Scotland by Topping and Trickey. A Cognitive Abilities Test was administered as a pretest and a posttest to randomly selected experimental groups and control groups. The students in the experimental group engaged in philosophy lessons in a setting of structured, collaborative inquiry in their language arts classes…Read more
  •  49
    Socrates in the schools from Scotland to Texas: Replicating a study on the effects of a Philosophy for Children program
    with Lory E. Haas, Carol Gardoski, Daphne Johnson, Debra Price, and Olena Leipnik
    Journal of Philosophy in Schools 2 (1). 2015.
    In this article we report the findings of a randomised control clinical trial that assessed the impact of a Philosophy for Children program and replicated a previous study conducted in Scotland by Topping and Trickey. A Cognitive Abilities Test was administered as a pretest and a posttest to randomly selected experimental groups and control groups. The students in the experimental group engaged in philosophy lessons in a setting of structured, collaborative inquiry in their language arts classes…Read more
  •  42
    Teaching Philosophy: A Guide, by Steven M. Cahn
    Teaching Philosophy 41 (3): 323-326. 2018.
  •  36
    Statistics (review)
    Teaching Philosophy 5 (2): 155-157. 1982.
  •  35
    A Word to INQUIRY Readers
    Inquiry: Critical Thinking Across the Disciplines 25 (2): 4-4. 2010.
  •  34
    Buddhism, Christianity, and Modern Science: A Response to Masao Abe
    Buddhist-Christian Studies 25 (1): 67. 2005.
    In lieu of an abstract, here is a brief excerpt of the content:Buddhism, Christianity, and Modern Science:A Response to Masao AbeFrank FairAfter number of years of teaching philosophy of science, a few years ago I took up the challenge of teaching philosophy of religion. As one might imagine, it has always seemed to me to be important that our religious convictions harmonize with our best scientific knowledge of how the world works, and this became a more interesting issue when the change in my …Read more
  •  33
    Belief in Psychology (review)
    Teaching Philosophy 12 (3): 293-296. 1989.
  •  28
    Mindwaves (review)
    Teaching Philosophy 11 (4): 358-359. 1988.
  •  27
    Philosophy of Psychology
    Teaching Philosophy 8 (2): 176-177. 1985.
  •  26
    Tacts™
    with John Miller, Valerie Muehsam, and Wendy Elliott
    Inquiry: Critical Thinking Across the Disciplines 25 (2): 37-41. 2010.
    When the accrediting association for collegiate schools of business, AACSB International, reformulated its accreditation standards to include a systematic assessment of undergraduates’ progress in analytic and reflective thinking, our interdisciplinary team looked at available instruments. Logistical problems, concerns about validity, and an interest in assessing quantitative skills not covered in the available instruments led us to devise the Texas Assessment of Critical Thinking Skills™ (TACTS…Read more
  •  22
    Socrates in the schools: Gains at three-year follow-up
    with Lory E. Haas, Carol Gardosik, Daphne Johnson, Debra Price, and Olena Leipnik
    Journal of Philosophy in Schools 2 (2). 2015.
    Three recent research reports by Topping and Trickey, by Fair and colleagues, and by Gorard, Siddiqui and Huat See have produced data that support the conclusion that a Philosophy for Children program of one-hour-per-week structured discussions has a marked positive impact on students. This article presents data from a follow up study done three years after the completion of the study reported in Fair et al.. The data show that the positive gains in scores on the Cognitive Abilities Test were st…Read more
  •  20
    INQUIRY in Transition
    Inquiry: Critical Thinking Across the Disciplines 25 (1): 6-6. 2010.
  •  17
    Tacts™
    with John Miller, Valerie Muehsam, and Wendy Elliott
    Inquiry: Critical Thinking Across the Disciplines 25 (2): 37-41. 2010.
    When the accrediting association for collegiate schools of business, AACSB International, reformulated its accreditation standards to include a systematic assessment of undergraduates’ progress in analytic and reflective thinking, our interdisciplinary team looked at available instruments. Logistical problems, concerns about validity, and an interest in assessing quantitative skills not covered in the available instruments led us to devise the Texas Assessment of Critical Thinking Skills™ (TACTS…Read more
  •  11
    Belief in Psychology (review)
    Teaching Philosophy 12 (3): 293-296. 1989.
  •  10
    Socrates in the schools: Gains at three-year follow-up
    with Lory E. Haasa, Carol Gardosik, Daphne Johnson, Debra Price, and Olena Leipnik
    Journal of Philosophy in Schools 2 (2): 5-16. 2015.
    Three recent research reports by Topping and Trickey, by Fair and colleagues, and by Gorard, Siddiqui and Huat See have produced data that support the conclusion that a Philosophy for Children program of one-hour-per-week structured discussions has a marked positive impact on students. This article presents data from a follow up study done three years after the completion of the study reported in Fair et al.. The data show that the positive gains in scores on the Cognitive Abilities Test were st…Read more
  •  9
    Trading Lives
    The Paideia Archive: Twentieth World Congress of Philosophy 14 29-33. 1998.
    Recently, unrestrained consequentialism has been defended against the charge that it leads to unacceptable trade-offs by showing a tradeoff accepted by many of us is not justified by any of the usual nonconsequenlist arguments. The particular trade-off involves raising the speed limit on the Interstate Highway System. As a society, we seemingly accept a trade-off of lives for convenience. This defense of consequentialism may be a tu quoque, but it does challenge nonconsequentialists to adequatel…Read more
  •  9
    Education for Knowing: Theories of Knowledge for Effective Student Building
    with Paul A. Wagner
    Rowman & Littlefield Publishers. 2020.
    The major stakeholder classes in education have three distinct ways by which they judge the quality of knowledge claims. At times this can cause considerable distraction or mis-communication among stakeholders.
  •  8
    Mindwaves (review)
    Teaching Philosophy 11 (4): 358-359. 1988.
  •  3
    Thomas Ward Satre, 1940-2000
    Proceedings and Addresses of the American Philosophical Association 74 (2). 2000.
  • From the Editor’s Desk
    Inquiry: Critical Thinking Across the Disciplines 30 (3): 3-3. 2015.
  • From the Editor’s Desk
    Inquiry: Critical Thinking Across the Disciplines 30 (2): 3-3. 2015.