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Laurance J. Splitter [9]Laurance Splitter [5]
  1.  90 DLs
    Laurance J. Splitter (1988). Species and Identity. Philosophy of Science 55 (3):323-348.
    The purpose of this paper is to test the contemporary concept of biological species against some of the problems caused by treating species as spatiotemporally extended entities governed by criteria of persistence, identity, etc. After outlining the general problem of symmetric division in natural objects, I set out some useful distinctions (section 1) and confirm that species are not natural kinds (section 2). Section 3 takes up the separate issue of species definition, focusing on the Biological Species Concept (BSC). Sections (...)
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  2.  33 DLs
    Laurance Splitter (2011). Identity, Citizenship and Moral Education. Educational Philosophy and Theory 43 (5):484-505.
    Questions of identity such as ‘Who am I?’ are often answered by appeals to one or more affiliations with a specific nation (citizenship), culture, ethnicity, religion, etc. Taking as given the idea that identity over time—including identification and re-identification—for objects of a particular kind requires that there be criteria of identity appropriate to things of that kind, I argue that citizenship, as a ‘collectivist’ concept, does not generate such criteria for individual citizens, but that the concept person—which specifies the kind (...)
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  3.  30 DLs
    Laurance J. Splitter (1991). Critical Thinking: What, Why, When and How. Educational Philosophy and Theory 23 (1):89–109.
  4.  10 DLs
    Laurance J. Splitter (2000). Concepts, Communities and the Tools of Good Thinking. Inquiry 19 (2):11-26.
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  5.  10 DLs
    Laurance J. Splitter (2010). Dispositions in Education: Nonentities Worth Talking About. Educational Theory 60 (2):203-230.
    The concept of dispositions has commanded considerable attention in both philosophy and education. In this essay, Laurance Splitter draws on philosophy to take a fresh look at dispositions in education, specifically teacher education. Bypassing the pitfalls of both subjectivity and crude behaviorism, he proposes a conceptual framework in which dispositions figure as drivers or triggers of our intentional behavior, one that gives prominence to language in general and to dialogue in particular. Splitter draws on an emerging school of thought that (...)
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  6.  9 DLs
    Laurance J. Splitter (2009). Authenticity and Constructivism in Education. Studies in Philosophy and Education 28 (2):135-151.
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  7.  7 DLs
    Laurance J. Splitter (1980). McGinn and Essential Properties of Natural Kinds. Australasian Journal of Philosophy 58 (1):19 – 25.
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  8.  7 DLs
    Laurance Splitter (1997). Some Reflections on Inquiry, Community and Philosophy. Inquiry 17 (1):29-39.
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  9.  5 DLs
    Laurance J. Splitter (1995). On the Theme of “Teaching for Higher Order Thinking Skills”. Inquiry 14 (4):52-65.
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  10.  4 DLs
    Laurance Splitter (1988). Discussion: Ghiselin and Mayr on Species. Biology and Philosophy 3 (4):462-467.
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  11.  3 DLs
    Laurance Splitter (1996). John Passmore. Inquiry 15 (3):1-16.
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  12.  2 DLs
    Laurance J. Splitter (2011). Agency, Thought, and Language: Analytic Philosophy Goes to School. [REVIEW] Studies in Philosophy and Education 30 (4):343-362.
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  13.  0 DLs
    Laurance J. Splitter (1982). Natural Kinds and Biological Species.
     
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  14.  0 DLs
    Laurance Splitter, Francesca Partridge, Tim Sprod, Frank Dubuc & Australian Council for Educational Research (1999). Places for Thinking. Monograph Collection (Matt - Pseudo).
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