•  1
    Replies to the Reviews
    Paideusis: Journal of the Canadian Philosophy of Education Society 11 (2): 27-37. 1998.
  •  1
    "Sociology, Equality and Education" by Antony Flew (review)
    Philosophy of the Social Sciences 9 (1): 116. 1979.
  •  10
    Reconceptions in Philosophy and Other Arts and Sciences
    Philosophy and Phenomenological Research 51 (3): 710-713. 1991.
  •  6
    Must Evolution Education that Aims at Belief Be Indoctrinating?
    Science & Education 28 (9-10): 1235-1247. 2019.
    Can a teacher aim for students to believe evolution without indoctrinating them? Recent discussions of indoctrination in evolution education suggest that such teaching must inevitably indoctrinate but is “warranted” in some cases; while science educators concerned about teaching for belief argue that such teaching is indoctrinating and is thus to be avoided. In this paper, we consider the argument for the inevitability of indoctrination and for “warranted indoctrination,” argue that the main cos…Read more
  •  44
    Epistemic Rationality
    Metaphilosophy 50 (5): 608-630. 2019.
    Critique of instrumental accounts of epistemic rationality
  •  28
    Philosophy of Science Naturalized? Some Problems with Giere's Naturalism
    Studies in History and Philosophy of Science Part A 20 (3): 365. 1989.
    The main thesis is that the study of science must itself be a science. the only viable philosophy of science is a naturalized philosophy of science
  •  603
    Virtue epistemology is among the dominant influences in mainstream epistemology today. An important commitment of one strand of virtue epistemology – responsibilist virtue epistemology (e.g., Montmarquet 1993; Zagzebski 1996; Battaly 2006; Baehr 2011) – is that it must provide regulative normative guidance for good thinking. Recently, a number of virtue epistemologists (most notably Baehr, 2013) have held that virtue epistemology not only can provide regulative normative guidance, but moreover t…Read more
  •  35
    Wittgenstein famously introduced the notion of ‘hinge propositions’: propositions that are assumptions or presuppositions of our languages, conceptual schemes, and language games, presuppositions that cannot themselves be rationally established, defended, or challenged. This idea has given rise to an epistemological approach, ‘hinge epistemology’, which itself has important implications for argumentation. In particular, it develops and provides support for Robert Fogelin’s case for deep disagree…Read more
  •  1
    Epistemology and Philosophy for Children
    Analytic Teaching and Philosophical Praxis 8 (2). 1987.
    No indictment of existing education is more serious than the charge that it fosters uncritical rather than critical dispositions. It is difficult to see how the addition of anything but epistemology - and even more importantly of philosophy in general - can remedy that deficiency. The sentiment expressed here by Professor Matthew Lipman is a profound one. I agree completely that education has, as one of its fundamental tasks, the fostering of critical dispositions. I agree, moreover, that episte…Read more
  •  7
    Critical Thinking as an Intellectual Right
    Analytic Teaching and Philosophical Praxis 8 (1). 1987.
    This chapter is adapted from Siegel, in which I argue that the critical thinker is best thought of as one who is appropriately moved by reasons. In this view, critical thinking involves a variety of reasoning and other cognitive skills; knowledge of various sorts; a set of tendencies or dispositions to exercise those skills and utilize that knowledge; the valuing of reasons and an appreciation of their epistemological force; and a certain sort of character. I am grateful to David Moshman and Car…Read more
  •  9
    Knowing, Believing, and Understanding: What Goals for Science Education?
    with Mike U. Smith
    Science and Education: Academic Journal of Ushynsky University 13 (6): 553-582. 2004.
  •  16
    On the Relationship Between Belief and Acceptance of Evolution as Goals of Evolution Education
    with Mike U. Smith
    Science & Education 25 (5-6): 473-496. 2016.
    The issue of the proper goals of science education and science teacher education have been a focus of the science education and philosophy of science communities in recent years. More particularly, the issue of whether belief/acceptance of evolution and/or understanding are the appropriate goals for evolution educators and the issue of the precise nature of the distinctions among the terms knowledge, understanding, belief, and acceptance have received increasing attention in the 12 years since w…Read more
  •  8
    Argumentation, Arguing, and Arguments: Comments on Giving Reasons
    with John Biro
    Theoria : An International Journal for Theory, History and Fundations of Science 26 (3): 279-287. 2011.
    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.
  • Education's Epistemology extends and defends Siegel's "reasons conception" of critical thinking, developing it in both philosophical and educational directions. Of particular note is its emphasis on epistemic quality and epistemic rationality and its concerted defense of "universal" educational and philosophical ideals in the face of multicultural, postmodern, and other challenges.
  •  21
    Epistemology in Excess? A Response to Williams
    Journal of Philosophy of Education 51 (1): 193-213. 2017.
    Emma Williams’ ‘In Excess of Epistemology’ admirably endeavours to open the way to an account of critical thinking that goes beyond the one I have defended ad nauseum in recent decades by developing, via the work of Charles Taylor and Martin Heidegger, ‘a radically different conception of thinking and the human being who thinks’, one that ‘does more justice to receptive and responsible conditions of human thought.’ In this response I hope to show that much of Williams’ alternative approach is co…Read more
  •  11
  •  14
    What (good) are thinking dispositions?
    Educational Theory 49 (2): 207-221. 1999.
  •  20
    Rationality and Ideology Revisited
    Educational Theory 38 (2): 267-274. 1988.
  • Relativism Refuted: A Critique of Contemporary Epistemological Relativism
    British Journal for the Philosophy of Science 40 (3): 419-427. 1989.
  •  9
    Relativism Refuted
    Educational Philosophy and Theory 14 (2): 47-50. 1982.
  •  14
    Rationality and epistemic dependence
    Educational Philosophy and Theory 20 (1): 1-6. 1988.
  • The Generalizability of Critical Thinking
    Educational Philosophy and Theory 23 (1): 18-30. 1991.