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Profile: Harvey Siegel (University of Miami)
  1. Harvey Siegel (2013). El Pensamiento Crítico Como Un Ideal Educacional. Logos: Revista de Lingüística, Filosofía y Literatura 23 (2):272-292.
    El Pensamiento crítico como un ideal educacional.
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  2. 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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  3. Harvey Siegel (2011). A Symposium on Epistemology and Education, Part Two: Introduction. Educational Theory 61 (5):513-514.
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  4. 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.
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  5. Harvey Siegel (2010). Knowledge and Truth54. In Richard Bailey (ed.), The Sage Handbook of Philosophy of Education. Sage Publication. 283.
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  6. Harvey Siegel (2010). Review of P. Maddy, Second Philosophy: A Naturalistic Method. [REVIEW] British Journal for the Philosophy of Science 61 (4):897-903.
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  7. Harvey Siegel (2010). Penelope MaddySecond Philosophy: A Naturalistic Method. British Journal for the Philosophy of Science 61 (4):897-903.
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  8. Harvey Siegel (2010). The Response to Creationism. Educational Studies 15 (4):349-364.
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  9. Harvey Siegel & John Biro (2010). The Pragma-Dialectician's Dilemma: Reply to Garssen and van Laar. Informal Logic 30 (4).
    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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  10. Harvey Siegel (2009). Introduction: Philosophy of Education and Philosophy. In , The Oxford Handbook of Philosophy of Education. Oxford University Press. 3--8.
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  11. 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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  12. 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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  13. 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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  14. Harvey Siegel (2008). A Symposium on Epistemology and Education: Introduction. Educational Theory 58 (2):123-124.
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  15. 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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  16. 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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  17. 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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  18. Harvey Siegel (2005). Israel Scheffler Interviewed By. Journal of Philosophy of Education 39 (4).
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  19. Harvey Siegel (2005). Neither Humean nor (Fully) Kantian Be: Reply to Cuypers. Journal of Philosophy of Education 39 (3):535–547.
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  20. 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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  21. Harvey Siegel (2004). Rationality and Judgment. Metaphilosophy 35 (5):597-613.
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  22. Harvey Siegel (2004). Epistemology and Education: An Incomplete Guide to the Social-Epistemological Issues. Episteme 1 (2):129-137.
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  23. Harvey Siegel (2004). Relativism. In. In M. Sintonen, J. Wolenski & I. Niiniluoto (eds.), Handbook of Epistemology. Kluwer. 747--780.
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  24. Harvey Siegel (2004). The Bearing of Philosophy of Science on Science Education, and Vice Versa: The Case of Constructivism. Studies in History and Philosophy of Science Part A 35 (1):185-198.
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  25. Mike U. Smith & Harvey Siegel (2004). Knowing, Believing, and Understanding: What Goals for Science Education? Science and Education 13 (6):553-582.
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  26. 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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  27. Harvey Siegel (2003). 43. The Incoherence Argument and the Notion of Relative Truth. In Steven Luper (ed.), Essential Knowledge: Readings in Epistemology. Longman. 446.
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  28. Harvey Siegel (2002). Goldman, Alvin I. (1999), Knowledge in a Social World. Argumentation 16 (3):369-382.
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  29. Harvey Siegel (2002). Multiculturalism, Universalism, and Science Education: In Search of Common Ground. Science Education 86 (6):803-820.
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  30. Harvey Siegel (2002). Philosophy of Education and the Deweyan Legacy. Educational Theory 52 (3):273-280.
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  31. Harvey Siegel (2002). Review of Alvin I. Goldman, Knowledge in a Social World. [REVIEW] Argumentation 16:369-382.
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  32. Harvey Siegel (2001). Dangerous Dualisms or Murky Monism? A Reply to Jim Garrison. Journal of Philosophy of Education 35 (4):577–595.
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  33. Harvey Siegel (2001). Incommensurability, Rationality and Relativism: In Science, Culture and Science Education. In. In Paul Hoyningen-Huene & Howard Sankey (eds.), Incommensurability and Related Matters. Kluwer. 207--224.
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  34. Harvey Siegel (2001). Varieties of Relativism. International Studies in Philosophy 33 (4):125-126.
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  35. Harvey Siegel (1999). Nicholas Rescher, Objectivity: The Obligations of Impersonal Reason:Objectivity: The Obligations of Impersonal Reason. Ethics 109 (4):917-919.
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  36. Harvey Siegel (1999). Argument Quality and Cultural Difference. Argumentation 13 (2):183-201.
    Central to argumentation theory is a concern with normativity. Argumentation theorists are concerned, among other things, with explaining why some arguments are good (or at least better than others) in the sense that a given argument provides reasons for embracing its conclusion which are such that a fair- minded appraisal of the argument yields the judgment that the conclusion ought to be accepted -- is worthy of acceptance -- by all who so appraise it.
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  37. 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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  38. Harvey Siegel (1999). Schmitt's Knowledge and Belief, Schmitt's Truth: A Primer. Informal Logic 19 (1).
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  39. Harvey Siegel (1999). What (Good) Are Thinking Dispositions? Educational Theory 49 (2):207-221.
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  40. Carole B. Shmurak, John A. Beineke, Richard A. Hartnett, Aimee Howley, Malcolm B. Campbell, Harvey Siegel, Shawn Taylor & Robert N. Carson (1997). Book Review Section 2. [REVIEW] Educational Studies 28 (1):55-88.
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  41. Harvey Siegel (1997). Editor's Introduction. Studies in Philosophy and Education 16 (1/2):1-6.
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  42. Harvey Siegel (1997). Israel Scheffler's “Moral Education and the Democratic Ideal”. Inquiry 16 (3):25-26.
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  43. Harvey Siegel (1997). Philosophy of Education. Teaching Philosophy 20 (1):83-88.
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  44. Harvey Siegel (1997). Review. [REVIEW] British Journal for the Philosophy of Science 48 (1).
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  45. 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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  46. Harvey Siegel & John Biro (1997). Epistemic Normativity, Argumentation, and Fallacies. Argumentation 11 (3):277-292.
    In Biro and Siegel (1992) 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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  47. 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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  48. Harvey Siegel (1996). On Some Recent Challenges to the Ideal of Reason. Inquiry 15 (4):2-16.
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  49. Harvey Siegel (1996). Philosophical Naturalism. Review of Metaphysics 49 (4):938-939.
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  50. Harvey Siegel (1995). Naturalized Epistemology and ?First Philosophy? Metaphilosophy 26 (1-2):46-62.
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