1.  61
    Israel Scheffler (1982). Science and Subjectivity. Hackett Pub. Co..
    Objectivity Under Attack: a fundamental feature of science is its ideal of objectivity, an ideal that subjects ...
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  2.  33
    Israel Scheffler (1973). Reason and Teaching. London,Routledge and Kegan Paul.
    This book rests on the conviction that critical thought is of the first importance in the conception and organization of educational activities. ...
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  3. Israel Scheffler (1965). Conditions of Knowledge. Chicago, Scott, Foresman.
     
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  4.  15
    Israel Scheffler (1960). The Language of Education. Springfield, Ill.,Thomas.
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  5. Israel Scheffler (1963). The Anatomy of Inquiry. Indianapolis,Bobbs-Merrill.
     
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  6.  31
    Israel Scheffler (1979). Beyond the Letter: A Philosophical Inquiry Into Ambiguity, Vagueness, and Metaphor in Language. Routledge & Kegan Paul.
    Ambiguity, vagueness and metaphor are pervasive features of language, deserving of systematic study in their own right. Yet they have frequently been considered mere deviations from ideal language or obstacles to be avoided in the construction of scientific systems. First published in 1979, Beyond the Letter offers a consecutive study of these features from a philosphical point of view, providing analyses of each and treating their relations to one another. Addressed to the fundamental task of logical and semantic explanation, the (...)
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  7. Israel Scheffler & Nelson Goodman (1972). Selective Confirmation and the Ravens: A Reply to Foster. Journal of Philosophy 64 (3):78-83.
  8. Israel Scheffler (1985). Of Human Potential: An Essay in the Philosophy of Education. Routledge & Kegan Paul.
    The concept of potential plays a prominent role in the thinking of parents, educators and planners the world over. Although this concept accurately reflects central features of human nature, its current use perpetuates traditional myths of fixity, harmony and value, calculated to cause untold mischief in social and educational practice. First published in 1985, Israel Scheffler's book aims to demythologise the concept of potential. He shows its roots in genuine aspects of human nature, but at the same time frees it (...)
     
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  9. Israel Scheffler (1954). An Inscriptional Approach to Indirect Quotation. Analysis 14 (4):83 - 90.
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  10. Israel Scheffler (2001). My Quarrels with Nelson Goodman. Philosophy and Phenomenological Research 62 (3):665-677.
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  11.  19
    Israel Scheffler (1974). Four Pragmatists. New York,Humanities Press.
  12.  70
    Israel Scheffler (1957). Explanation, Prediction, and Abstraction. British Journal for the Philosophy of Science 7 (28):293-309.
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  13. Israel Scheffler (1966). Philosophy and Education. Boston, Allyn and Bacon.
     
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  14.  60
    Israel Scheffler (1958). Inscriptionalism and Indirect Quotation. Analysis 19 (1):12 - 18.
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  15.  48
    Israel Scheffler (1997). Moral Education and the Democratic Ideal. Inquiry 16 (3):27-34.
  16. Israel Scheffler (1974). Four Pragmatists: A Critical Introduction to Peirce, James, Mead, and Dewey. Humanities Press.
    First published in 1974, this book is a critical introduction to the work of four quintessential pragmatist philosophers: Charles Sanders Peirce, William James, George Herbert Mead and John Dewey. Alongside providing a general historical and biographical account of the pragmatist movement, the work offers an in depth critical response to the philosophical doctrines of the four main thinkers of the pragmatist movement, with reference to the theories of meaning, knowledge and conduct which have come to define pragmatism.
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  17.  29
    Israel Scheffler (1972). Vision and Revolution: A Postscript on Kuhn. Philosophy of Science 39 (3):366-374.
  18.  11
    Israel Scheffler (1959). An Introduction to the Philosophy of Education. [REVIEW] Journal of Philosophy 56 (19):766-770.
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  19.  26
    Israel Scheffler (1959). Thoughts on Teleology. British Journal for the Philosophy of Science 9 (36):265-284.
  20.  27
    Israel Scheffler (1997). Symbolic Worlds: Art, Science, Language, Ritual. Cambridge University Press.
    Symbolism is a primary characteristic of the mind, deployed and displayed in every aspect of our thought and culture. In this important and broad-ranging book, Israel Scheffler explores the various ways in which the mind functions symbolically. This involves considering not only the world of science and the arts, but also such activities as religious ritual and child's play. The book offers an integrated treatment of ambiguity and metaphor, analyses of play and ritual, and an extended discussion of the relations (...)
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  21. Israel Scheffler (1986). Inquiries Philosophical Studies of Language, Science, & Learning. Monograph Collection (Matt - Pseudo).
     
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  22.  30
    Israel Scheffler (1954). On Justification and Commitment. Journal of Philosophy 51 (6):180-190.
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  23.  32
    Israel Scheffler (2000). A Plea for Plurealism. Erkenntnis 52 (2):161-173.
    In contrast to monistic realism (as represented by Peirce) and pluralistic irrealism (as represented by Goodman) I argue for what I call plurealism, a view which is both pluralistic and realist, recognizing different worlds that are not only independent of one another, but also independent of us.
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  24.  29
    Israel Scheffler & Noam Chomsky (1958). What Is Said to Be. Proceedings of the Aristotelian Society 59:71 - 82.
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  25.  56
    Israel Scheffler (1980). The Wonderful Worlds of Goodman. Synthese 45 (2):618.
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  26.  9
    Israel Scheffler (1953). Anti-Naturalist Restrictions in Ethics. Journal of Philosophy 50 (15):457-466.
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  27.  32
    Israel Scheffler (1955). On Synonymy and Indirect Discourse. Philosophy of Science 22 (1):39-44.
  28.  18
    Israel Scheffler (1968). Reflections on the Ramsey Method. Journal of Philosophy 65 (10):269-274.
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  29.  30
    Israel Scheffler (1969). Reflections on Educational Relevance. Journal of Philosophy 66 (21):764-773.
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  30.  39
    Israel Scheffler (1974). In Praise of the Cognitive Emotions and Other Essays in the Philosophy of Education. Routledge.
    Examining a broad range of issues - from computers in school to math education, from metaphor to morality - these essays are unified by Scheffler's conviction ...
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  31.  42
    Catherine Z. Elgin & Israel Scheffler (1987). Mainsprings of Metaphor. Journal of Philosophy 84 (6):331-335.
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  32.  27
    Israel Scheffler (1971). Explanations, Desires, and Inscriptions. British Journal for the Philosophy of Science 22 (4):362-369.
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  33.  1
    Israel Scheffler & Noam Chomsky (1959). IV.—What is Said to Be. Proceedings of the Aristotelian Society 59 (1):71-82.
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  34.  34
    Israel Scheffler (1989). Pictorial Ambiguity. Journal of Aesthetics and Art Criticism 47 (2):109-115.
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  35. Israel Scheffler (1978). Conditions of Knowledge an Introduction to Epistemology and Education. --. Monograph Collection (Matt - Pseudo).
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  36.  32
    Israel Scheffler (1968). On Ryle's Theory of Propositional Knowledge. Journal of Philosophy 65 (22):725-732.
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  37. V. A. Howard & Israel Scheffler (1995). Work, Education, and Leadership Essays in the Philosophy of Education.
     
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  38.  9
    Israel Scheffler (1992). Philosophy and the Curriculum. Science and Education 1 (4):385-394.
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  39.  1
    L. Jonathan Cohen & Israel Scheffler (1965). The Anatomy of Enquiry: Philosophical Studies in the Theory of Science. Philosophical Quarterly 15 (61):374.
    First published in 1963, this title considers the philosophical problems encountered when attempting to provide a clear and general explanation of scientific principles, and the basic confrontation between such principles and experience. Beginning with a detailed introduction that considers various approaches to the philosophy and theory of science, Israel Scheffler then divides his study into three key sections – Explanation, Significance and Confirmation – that explore how these complex issues involved have been dealt with in contemporary research. This title, by (...)
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  40.  31
    Robert Schwartz, Israel Scheffler & Nelson Goodman (1970). An Improvement in the Theory of Projectibility. Journal of Philosophy 67 (18):605-608.
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  41.  16
    Israel Scheffler (1999). Some Contributions of Philosophy to Education. The Proceedings of the Twentieth World Congress of Philosophy 3:193-200.
    Of what use is philosophy to education? What do philosophical purposes, skills, and attitudes bring to educational practice? What might they accomplish? My concern in this paper is not with any particular set of philosophical doctrines, nor am I inquiring after the educational implications of this or that philosophical viewpoint. Rather, my questions pertain to philosophical activity itself. The questions are thus quite general and they are certainly not new. But they take on special urgency when viewed in the perspective (...)
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  42.  4
    Israel Scheffler (1997). Replies. Studies in Philosophy and Education 16 (1/2):259-272.
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  43.  23
    Israel Scheffler (1960). A Note on Confirmation. Philosophical Studies 11 (1-2):21 - 23.
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  44. Israel Scheffler (1966). Anatomy of Inquiry. Philosophy of Science 33 (1):80-82.
     
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  45.  20
    Israel Scheffler (1981). Reply to Gareth Matthews. Synthese 46 (3):445 - 448.
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  46.  21
    Israel Scheffler (1982). Projectibility: A Postscript. Journal of Philosophy 79 (6):334-336.
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  47.  17
    Israel Scheffler (1993). Responses. Synthese 94 (1):127 - 137.
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  48.  18
    Israel Scheffler (1979). The Wonderful Worlds of Goodman. Journal of Philosophy 76 (11):618.
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  49.  17
    Israel Scheffler (1981). Ritual and Reference. Synthese 46 (3):421 - 437.
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  50.  6
    Israel Scheffler (1957). Prospects of a Modest Empiricism, I. Review of Metaphysics 10 (3):383 - 400.
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