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Profile: Harvey Siegel (University of Miami)
  1. Harvey Siegel (2002). Multiculturalism, Universalism, and Science Education: In Search of Common Ground. Science Education 86 (6):803-820.
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  2. Harvey Siegel (1988). Educating Reason Rationality, Critical Thinking and Education. Routledge.
     
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  3.  32
    Harvey Siegel (1997). Rationality Redeemed?: Further Dialogues on an Educational Ideal. Routedge.
    In Educating Reason, Harvey Siegel presented the case regarding rationality and critical thinking as fundamental education ideals. In Rationality Redeemed? , a collection of essays written since that time, he develops this view, responds to major criticisms raised against it, and engages those critics in dialogue. In developing his ideas and responding to critics, Siegel addresses main currents in contemporary thought, including feminism, postmodernism and multiculturalism.
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  4. Harvey Siegel (1980). Justification, Discovery and the Naturalizing of Epistemology. Philosophy of Science 47 (2):297-321.
    Reichenbach's well-known distinction between the context of discovery and the context of justification has recently come under attack from several quarters. In this paper I attempt to reconsider the distinction and evaluate various recent criticisms of it. These criticisms fall into two main groups: those which directly challenge Reichenbach's distinction; and those which (I argue) indirectly but no less seriously challenge that distinction by rejecting the related distinction between psychology and epistemology, and defending the "naturalizing" of epistemology. I argue that (...)
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  5.  29
    John Biro & Harvey Siegel (2008). In Defense of the Objective Epistemic Approach to Argumentation. Informal Logic 26 (1):91-101.
    In this paper we defend a particular version of the epistemic approach to argumentation. We advance some general considerations in favor of the approach and then examine the ways in which different versions of it play out with respect to the theory of fallacies, which we see as central to an understanding of argumentation. Epistemic theories divide into objective and subjective versions. We argue in favor of the objective version, showing that it provides a better account than its subjectivist rival (...)
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  6. Harvey Siegel (1985). What is the Question Concerning the Rationality of Science? Philosophy of Science 52 (4):517-537.
    The traditional views of science as the possessor of a special method, and as the epitome or apex of rationality, have come under severe challenges for a variety of historical, psychological, sociological, political, and philosophical reasons. As a result, many philosophers are either denying science its claim to rationality, or else casting about for a new account of its rationality. In this paper a defense of the traditional view is offered. It is argued that contemporary philosophical discussion regarding the rationality (...)
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  7.  9
    Sharon Bailin & Harvey Siegel (2003). Critical Thinking. In Nigel Blake (ed.), The Blackwell Guide to the Philosophy of Education. Blackwell Pub. 181--193.
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  8.  38
    Harvey Siegel (2005). Truth, Thinking, Testimony and Trust: Alvin Goldman on Epistemology and Education. Philosophy and Phenomenological Research 71 (2):345–366.
    In his recent work in social epistemology, Alvin Goldman argues that truth is the fundamental epistemic end of education, and that critical thinking is of merely instrumental value with respect to that fundamental end. He also argues that there is a central place for testimony and trust in the classroom, and an educational danger in over-emphasizing the fostering of students’ critical thinking. In this paper I take issue with these claims, and argue that (1) critical thinking is a fundamental end (...)
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  9. Harvey Siegel (1992). Justification by Balance. Philosophy and Phenomenological Research 52 (1):27-46.
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  10. Harvey Siegel (1996). Instrumental Rationality and Naturalized Philosophy of Science. Philosophy of Science 63 (3):124.
    In two recent papers, I criticized Ronald N. Giere's and Larry Laudan's arguments for 'naturalizing' the philosophy of science (Siegel 1989, 1990). Both Giere and Laudan replied to my criticisms (Giere 1989, Laudan 1990b). The key issue arising in both interchanges is these naturalists' embrace of instrumental conceptions of rationality, and their concomitant rejection of non-instrumental conceptions of that key normative notion. In this reply I argue that their accounts of science's rationality as exclusively instrumental fail, and consequently that their (...)
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  11.  32
    Harvey Siegel (1990). Laudan's Normative Naturalism. Studies in History and Philosophy of Science Part A 21 (2):295-313.
    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) Laudan's naturalistic account of the axiology of science; and (4) the extent to which a normative philosophy of science can be naturalized. It (...)
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  12.  50
    Harvey Siegel (2004). Epistemology and Education: An Incomplete Guide to the Social-Epistemological Issues. Episteme 1 (2):129-137.
    Recent work in epistemology has focused increasingly on the social dimensions of knowledge and inquiry. Education is one important social arena in which knowledge plays a leading role, and in which knowledge-claims are presented, analyzed, evaluated, and transmitted. Philosophers of education have long attended to the epistemological issues raised by the theory and practice of education . While historically philosophical issues concerning education were treated alongside other philosophical issues, in recent times the former set of issues have been largely neglected (...)
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  13. H. Siegel (2006). Knowledge and Its Place in Nature. Philosophical Review 115 (2):246-251.
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  14.  4
    Harvey Siegel (2004). Relativism. In M. Sintonen, J. Wolenski & I. Niiniluoto (eds.), Handbook of Epistemology. Kluwer 747--780.
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  15. H. Siegel (2010). How Should We Educate Students Whose Cultures Frown Upon Rational Disputation?: Cultural Difference and the Role of Reason in Multicultural Democratic Education. In Yvonne Raley & Gerhard Preyer (eds.), Philosophy of Education in the Era of Globalization. Routledge 7--14.
     
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  16.  33
    Harvey Siegel (1984). Empirical Psychology, Naturalized Epistemology, and First Philosophy. Philosophy of Science 51 (4):667-676.
    In his 1983 article, Paul A. Roth defends the Quinean project of naturalized epistemology from the criticism presented in my 1980 article. In this note I would like to respond to Roth's effort. I will argue that, while helpful in advancing and clarifying the issues, Roth's defense of naturalized epistemology does not succeed. The primary topic to be clarified is Quine's "no first philosophy" doctrine; but I will address myself to other points as well.
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  17.  40
    Harvey Siegel (1999). Multiculturalism and the Possibility of Transcultural Educational and Philosophical Ideals. Philosophy 74 (3):387-409.
    How should we think about the interrelationships that obtain among Philosophy, Education, and Culture? In this paper I explore the contours of one such interrelationship: namely, the way in which educational and (other) philosophical ideals transcend individual cultures. I do so by considering the contemporary educational and philosophical commitment to multiculturalism. Consideration of multiculturalism, I argue, reveals important aspects of the character of both educational and philosophical ideals. Specifically, I advance the following claims: i) We are obliged to embrace the (...)
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  18.  64
    John Biro & Harvey Siegel (2011). Argumentation, Arguing, and Arguments. Theoria 26 (3):279-287.
    ABSTRACT: 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.RESUMEN: Aunque aprobamos varios aspectos de la nueva teoría de la argumentación propuesta por Lilian Bermejo Luque y, en particular, su dimensión epistemológica, en este debate planteamos algunas dudas sobre su concepción de la argumentación, (...)
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  19.  23
    Harvey Siegel (2004). Rationality and Judgment. Metaphilosophy 35 (5):597-613.
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  20.  14
    Harvey Siegel (1989). Philosophy of Science Naturalized? Some Problems with Giere's Naturalism. Studies in History and Philosophy of Science Part A 20 (3):365-375.
    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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  21.  4
    Harvey Siegel & John Biro (2010). The Pragma-Dialectician's Dilemma: Reply to Garssen and van Laar. Informal Logic 30 (4):457-480.
    Garssen and van Laar in effect concede our main criticism of the pragma-dialectical approach. The criticism is that the conclusions of arguments can be ‘P-D reasonable’ yet patently unreasonable, epistemically speaking. The concession consists in the claim that the theory “remains restricted to the investigation of standpoints in the light of particular sets of starting points” which are “up to individual disputants to create” and the admission that all the relevant terms of normative appraisal have been redefined. We also discuss (...)
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  22.  41
    Harvey Siegel & John Biro (1997). Epistemic Normativity, Argumentation, and Fallacies. Argumentation 11 (3):277-292.
    In Biro and Siegel we argued that a theory of argumentation mustfully engage the normativity of judgments about arguments, and we developedsuch a theory. In this paper we further develop and defend our theory.
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  23.  35
    Harvey Siegel (1984). Goodmanian Relativism. The Monist 67 (3):359-375.
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  24.  96
    Harvey Siegel (1986). Relativism, Truth, and Incoherence. Synthese 68 (2):225-259.
    There are many contemporary sources and defenders of epistemological relativism which have not been considered thus far. I have, for example, barely touched on the voluminous literature regarding frameworks, conceptual schemes, and Wittgensteinian forms of life. Davidson's challenge to the scheme/content distinction and thereby to conceptual relativism, Rorty's acceptance of the Davidsonian argument and his use of it to defend a relativistic position, Winchian and other sociological and anthropological arguments for relativism, recent work in the sociology of science, and Goodman's (...)
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  25.  8
    Harvey Siegel (2005). Neither Humean nor (Fully) Kantian Be: Reply to Cuypers. Journal of Philosophy of Education 39 (3):535–547.
  26.  28
    Harvey Siegel (1985). Educating Reason: Critical Thinking, Informal Logic, and the Philosophy of Education. Informal Logic 7 (2).
    Educating Reason: Critical Thinking, Informal logic, and the Philosophy of Education.
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  27.  25
    Harvey Siegel (2011). Relativism, Incoherence, and the Strong Programme. In Richard Schantz & Markus Seidel (eds.), The Problem of Relativism in the Sociology of (Scientific) Knowledge. Ontos 41-64.
  28.  26
    Harvey Siegel (2001). Incommensurability, Rationality and Relativism: In Science, Culture and Science Education. In Paul Hoyningen-Huene & Howard Sankey (eds.), Incommensurability and Related Matters. Kluwer 207--224.
  29.  20
    Harvey Siegel (1992). The Limits of A Priori Philosophy. Studies in Philosophy and Education 11 (3):265-284.
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  30.  75
    Harvey Siegel (2008). Autonomy, Critical Thinking and the Wittgensteinian Legacy: Reflections on Christopher Winch, Education, Autonomy and Critical Thinking. Journal of Philosophy of Education 42 (1):165-184.
    In this review of Christopher Winch's new book, Education, Autonomy and Critical Thinking (2006), I discuss its main theses, supporting some and criticising others. In particular, I take issue with several of Winch's claims and arguments concerning critical thinking and rationality, and deplore his reliance on what I suggest are problematic strains of the later Wittgenstein. But these criticisms are not such as to upend Winch's powerful critique of antiperfectionism and 'strong autonomy' or his defence of 'weak autonomy'. His account (...)
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  31.  11
    Harvey Siegel (2016). New Work on Critical Thinking: Comments on Frímannsson, Holma and Ritola. Studier I Pædagogisk Filosofi 4 (1):55-62.
    New Work on Critical Thinking: Comments on Frímannsson, Holma and Ritola.
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  32.  49
    Harvey Siegel (1989). Farewell to Feyerabend. Inquiry 32 (3):343 – 369.
    It is with some trepidation that I offer this critical review of Feyerabend's new book. I do not relish the prospect of getting involved in one of the nasty little fights Feyerabend picks with those who criticize his work. Nevertheless, Feyerabend's work cries out for critical attention. Of particular interest is the degree to which this new work deepens or enhances Feyerabend's earlier castigations of Reason. Fans of Feyerabend will be disappointed to learn that Feyerabend's philosophy is not deepened or (...)
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  33.  7
    Harvey Siegel (1999). What (Good) Are Thinking Dispositions? Educational Theory 49 (2):207-221.
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  34.  51
    Edward Erwin & Harvey Siegel (1989). Is Confirmation Differential? British Journal for the Philosophy of Science 40 (1):105-119.
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  35.  40
    Harvey Siegel (ed.) (2009). The Oxford Handbook of Philosophy of Education. Oxford University Press.
    Philosophy of education has an honored place in the history of Western philosophical thought. Its questions are as vital now, both philosophically and practically, as they have ever been. In recent decades, however, philosophical thinking about education has largely fallen off the philosophical radar screen. Philosophy of education has lost intimate contact with the parent discipline to a regrettably large extent--to the detriment of both. The Oxford Handbook of Philosophy of Education is intended to serve as a general introduction to (...)
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  36.  44
    Harvey Siegel (1982). Relativism Refuted. Educational Philosophy and Theory 14 (2):47–50.
  37.  42
    Harvey Siegel (2008). Is 'Education' a Thick Epistemic Concept? Philosophical Papers 37 (3):455-469.
    Is 'education' a thick epistemic concept? The answer depends, of course, on the viability of the 'thick/thin' distinction, as well as the degree to which education is an epistemic concept at all. I will concentrate mainly on the latter, and will argue that epistemological matters are central to education and our philosophical thinking about it; and that, insofar, education is indeed rightly thought of as an epistemic concept. In laying out education's epistemological dimensions, I hope to clarify the degree to (...)
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  38.  19
    Harvey Siegel & John Biro (2008). Rationality, Reasonableness, and Critical Rationalism: Problems with the Pragma-Dialectical View. [REVIEW] Argumentation 22 (2):191-203.
    A major virtue of the Pragma-Dialectical theory of argumentation is its commitment to reasonableness and rationality as central criteria of argumentative quality. However, the account of these key notions offered by the originators of this theory, Frans van Eemeren and Rob Grootendorst, seems to us problematic in several respects. In what follows we criticize that account and suggest an alternative, offered elsewhere, that seems to us to be both independently preferable and more in keeping with the epistemic approach to arguments (...)
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  39.  10
    Harvey Siegel (2010). The Response to Creationism. Educational Studies 15 (4):349-364.
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  40.  67
    Harvey Siegel (1985). Tarski a Relativist? Analysis 45 (2):75 - 76.
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  41.  33
    Harvey Siegel (1980). Objectivity, Rationality, Incommensurability, and More. [REVIEW] British Journal for the Philosophy of Science 31 (4):359-375.
  42.  63
    Harvey Siegel (1989). The Rationality of Science, Critical Thinking, and Science Education. Synthese 80 (1):9 - 41.
    This paper considers two philosophical problems and their relation to science education. The first involves the rationality of science; it is argued here that the traditional view, according to which science is rational because of its adherence to (a non-standard conception of) scientific method, successfully answers one central question concerning science''s rationality. The second involves the aims of education; here it is argued that a fundamental educational aim is the fostering of rationality, or its educational cognate, critical thinking. The ramifications (...)
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  43.  18
    Harvey Siegel (2002). Goldman, Alvin I. (1999), Knowledge in a Social World. Argumentation 16 (3):369-382.
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  44.  78
    H. Siegel (2005). Review: Norms, Naturalism and Epistemology: The Case for Science Without Norms. [REVIEW] Mind 114 (454):424-429.
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  45. Harvey Siegel (2005). Israel Scheffler Interviewed By. Journal of Philosophy of Education 39 (4).
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  46.  35
    Harvey Siegel (1997). Philosophy of Education. Teaching Philosophy 20 (1):83-88.
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  47.  35
    Alven Neiman & Harvey Siegel (1993). Objectivity and Rationality in Epistemology and Education: Scheffler's Middle Road. Synthese 94 (1):55 - 83.
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  48. Harvey Siegel (1997). Naturalism, Instrumental Rationality and the Normativity of Epistemology. Protosociology 8.
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  49.  24
    Harvey Siegel (1983). Brown on Epistemology and the New Philosophy of Science. Synthese 56 (1):61 - 89.
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  50.  76
    Harvey Siegel (2007). Review of Paul Boghossian, Fear of Knowledge: Against Relativism and Constructivism. [REVIEW] Notre Dame Philosophical Reviews 2007 (1).
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