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9Arguing with ArgumentsInformal Logic 44 (1): 465-526. 2024.‘Argument’ has multiple meanings and referents in contemporary argumentation theory. Theorists are well aware of this but often fail to acknowledge it in their theories. In what follows, I distinguish several senses of ‘argument’ and argue that some highly visible theories are largely correct about some senses of the term but not others. In doing so, I hope to show that apparent theoretical rivals are better seen as collaborators or partners, rather than rivals, in the multi-disciplinary effort …Read more
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11Rational Thinking and Intellectually Virtuous Thinking: Identical, Extensionally Equivalent, or Substantively Different?Informal Logic 44 (1): 204-223. 2023.(1) Is the rational person _eo ipso_ intellectually virtuous? (2) Is the intellectually virtuous person _eo ipso_ rational? In what follows I answer both questions in the negative.
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13Arguing with ArgumentsInformal Logic 43 (4): 465-526. 2023.‘Argument’ has multiple meanings and referents in contemporary argumentation theory. Theorists are well aware of this but often fail to acknowledge it in their theories. In what follows, I distinguish several senses of ‘argument’ and argue that some highly visible theories are largely correct about some senses of the term but not others. In doing so, I hope to show that apparent theoretical rivals are better seen as collaborators or partners, rather than rivals, in the multi-disciplinary effort …Read more
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6Rational Thinking and Intellectually Virtuous Thinking: Identical, Extensionally Equivalent, or Substantively Different?Informal Logic 43 (2): 204-223. 2023.(1) Is the rational person _eo ipso_ intellectually virtuous? (2) Is the intellectually virtuous person _eo ipso_ rational? In what follows I answer both questions in the negative.
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19Arguing with ArgumentsInformal Logic 43 (4): 465-526. 2024.‘Argument’ has multiple meanings and referents in contemporary argumentation theory. Theorists are well aware of this but often fail to acknowledge it in their theories. In what follows, I distinguish several senses of ‘argument’ and argue that some highly visible theories are largely correct about some senses of the term but not others. In doing so, I hope to show that apparent theoretical rivals are better seen as collaborators or partners, rather than rivals, in the multi-disciplinary effort …Read more
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13Rational Thinking and Intellectually Virtuous Thinking: Identical, Extensionally Equivalent, or Substantively Different?Informal Logic 43 (2): 204-223. 2023.(1) Is the rational person eo ipso intellectually virtuous? (2) Is the intellectually virtuous person eo ipso rational? In what follows I answer both questions in the negative.
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24Epistemological Relativism: Arguments Pro and ConIn Steven D. Hales (ed.), A Companion to Relativism, Wiley‐blackwell. 2011.This chapter contains sections titled: Abstract Introduction Arguments Con Arguments Pro Ambivalence Concerning Relativism? The Case of Richard Rorty A Newer Argument Pro: Hales's Defense of Relativism References.
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6Cultivating ReasonIn Randall Curren (ed.), A Companion to the Philosophy of Education, Blackwell. 2003.This chapter contains sections titled: Critical Thinking Critiques of Reason The Fundamental Reply to All Critiques of Reason.
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1Nicholas Rescher, Objectivity: The Obligations of Impersonal Reason (review)Ethics 109 (4): 917-919. 1999.
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81Laudan's normative naturalismStudies in History and Philosophy of Science Part A 21 (2): 295-313. 1990.Unlike more standard non-normative naturalizations of epistemology and philosophy of science, Larry Laudan's naturalized philosophy of science explicitly maintains a normative dimension. This paper critically assesses Laudan's normative naturalism. After summarizing Laudan's position, the paper examines (1) Laudan's construal of methodological rules as 'instrumentalities' connecting methodological means and cognitive ends; (2) Laudan's instrumental conception of scientific rationality; (3) Lauda…Read more
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66Educating for intellectual virtue: a critique from action guidanceEpisteme 18 (2): 177-199. 2021.Virtue epistemology is among the dominant influences in mainstream epistemology today. An important commitment of one strand of virtue epistemology – responsibilist virtue epistemology – is that it must provide regulative normative guidance for good thinking. Recently, a number of virtue epistemologists have held that virtue epistemology not only can provide regulative normative guidance, but moreover that we should reconceive the primary epistemic aim of all education as the inculcation of the …Read more
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6Replies to the ReviewsPaideusis: Journal of the Canadian Philosophy of Education Society 11 (2): 27-37. 1998.
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2Book Reviews : Sociology, Equality and Education. By ANTONY FLEW. New York: Barnes and Noble, 1976. Pp. 128. $13.75 (review)Philosophy of the Social Sciences 9 (1): 116-119. 1979.
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23Reconceptions In Philosophy and Other Arts and Sciences, by Nelson Goodman and Catherine Z. Elgin (review)Philosophy and Phenomenological Research 51 (3): 710-713. 1991.
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104Norms, Naturalism and Epistemology: The Case for Science without Norms (review)Mind 114 (454): 424-429. 2005.
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9Review of Clifford Alan Hooker: Reason, Regulation, and Realism: Towards a Regulatory Systems Theory of Reason and Evolutionary Epistemology (review)British Journal for the Philosophy of Science 48 (1): 121-125. 1997.
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95Epistemic RationalityMetaphilosophy 50 (5): 608-630. 2019.Critique of instrumental accounts of epistemic rationality
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43Philosophy of Science Naturalized? Some Problems with Giere's NaturalismStudies 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
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1140Educating for Intellectual Virtue: a critique from action guidanceEpisteme 1-23. 2019.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
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99Hinges, Disagreements, and Arguments: (Rationally) Believing Hinge Propositions and Arguing across Deep DisagreementsTopoi 40 (5): 1107-1116. 2019.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
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1Epistemology and Philosophy for ChildrenAnalytic 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
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7Critical Thinking as an Intellectual RightAnalytic 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
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25On the Parallel Between Piagetian Cognitive Development and the History of SciencePhilosophy of the Social Sciences 12 (4): 375-386. 1982.
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24Book reviews : Sociology, equality and education. By Antony flew. New York: Barnes and noble, 1976. Pp. 128. $13.75 (review)Philosophy of the Social Sciences 9 (1): 116-119. 1979.
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34On the Relationship Between Belief and Acceptance of Evolution as Goals of Evolution EducationScience & 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
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6Stathis Psillos and Martin Curd : The Routledge Companion to Philosophy of ScienceScience & Education 22 (3): 729-731. 2013.
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11Argumentation, Arguing, and Arguments: Comments on Giving ReasonsTheoria 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.
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39Education'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.
Coral Gables, Florida, United States of America
Areas of Specialization
Epistemology |
Philosophy of Physical Science |
Areas of Interest
Metaphilosophy |
Philosophy of Religion |
Other Academic Areas |