Search results for 'Mark L. Weinstein' (try it on Scholar)

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  1. Mark L. Weinstein (1983). Basic Applied Logic. Teaching Philosophy 6 (3):308-310.score: 290.0
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  2. Mark Weinstein (1993). Weinstein, From Page One. Inquiry 11 (3):16-22.score: 210.0
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  3. Mark Weinstein (1988). Weinstein, From P. 3. Inquiry 2 (1):7-8.score: 210.0
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  4. Mark Weinstein (1988). Weinstein, From P. 8. Inquiry 2 (1):12-12.score: 210.0
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  5. Mark Weinstein (1990). Weinstein, From Page 1. Inquiry 6 (2):19-19.score: 210.0
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  6. Mark Weinstein (1991). Weinstein (From Page 1). Inquiry 7 (1):14-14.score: 210.0
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  7. Mark Weinstein (1992). Weinstein, From Page 3. Inquiry 9 (1):17-22.score: 210.0
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  8. S. I. Benn & W. L. Weinstein (1971). Being Free to Act, and Being a Free Man. Mind 80 (318):194-211.score: 120.0
  9. Mark Weinstein (2011). Arguing Towards Truth: The Case of the Periodic Table. Argumentation 25 (2):185-197.score: 120.0
    Recently Erik Scerri has published an influential philosophical history of the development of the Periodic Table. Following Scerri’s account, I will explore the main thread of the arguments responsible for the remarkable advancement of scientific understanding that the Periodic Table represents. I will argue that the history of disputation at crucial junctures in the debate shows sensitivity to the aspects of truth that are captured by my model of truth in inquiry. The availability of a clear and explicit model of (...)
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  10. Mark Weinstein (1991). Critical Thinking and Education for Democracy. Educational Philosophy and Theory 23 (2):9–29.score: 120.0
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  11. Madhu Suri Prakash & Mark Weinstein (1982). After Virtue: A Quest for Moral Objectivity. Educational Theory 32 (1):35-44.score: 120.0
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  12. Mark Weinstein (2004). Ruminations on Philosophical Practice. International Journal of Applied Philosophy 18 (2):153-162.score: 120.0
    An autobiographical narrative forms the basis for the exploration of a tension at the heart of philosophical practice. This paper considers whether Philosophy should be construed as a text-driven, expert-based endeavor as is typical in University programs or whether there is a primordial philosophical experience that grounds a more informal process of philosophical engagement? That is, is Philosophy a natural extension of human perplexity available as a tool for understanding without the trappings of Professorial scholarship and the authority of canonical (...)
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  13. Mark Weinstein (2004). A Review of Lorenzo Magnani, 2000, Abduction, Reason, and Science: Processes of Discovery and Explanation. [REVIEW] Studies in Philosophy and Education 23 (4):283-292.score: 120.0
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  14. Mark Weinstein (1995). Critical Thinking. Inquiry 15 (1):23-39.score: 120.0
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  15. Mark Weinstein (1991). Critical Thinking and Education. Inquiry 7 (4):1-1.score: 120.0
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  16. Mark Weinstein (1993). Critical Thinking: The Great Debate. Educational Theory 43 (1):99-117.score: 120.0
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  17. Mark Weinstein (1995). Social Justice, Epistemology and Educational Reform. Journal of Philosophy of Education 29 (3):369–386.score: 120.0
  18. S. I. Benn & W. L. Weinstein (1974). Freedom as the Non-Restriction of Options: A Rejoinder. Mind 83 (331):435-438.score: 120.0
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  19. David Weinstein (1996). The New Liberalism of L.T. Hobhouse and the Reenvisioning of Nineteenth-Century Utilitarianism. Journal of the History of Ideas 57 (3):487-507.score: 120.0
  20. Wendy Oxman-Michelli & Mark Weinstein (1988). Collegiate Models of Teaching for Critical Thinking. Inquiry 1 (3):4-5.score: 120.0
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  21. Mark Weinstein (1991). Critical Thinking and the Post -Modern Challenge to Educational Practice. Inquiry 7 (1):1-1.score: 120.0
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  22. Mark Weinstein (1989). Critical Thinking and Basic Skills Reading. Inquiry 3 (4):7-8.score: 120.0
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  23. Mark Weinstein (2012). Critical Thinking From the Margins. Inquiry 27 (2):5-14.score: 120.0
    A narrative review of a 35-year career in critical thinking reflecting an idiosyncratic approach to both practical and theoretical matters. The social as well as the intellectual context is described. Critical thinking across the disciplines and metamathematics are discussed as alternatives to more standard perspectives such as informal logic.
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  24. Mark Weinstein (1988). Critical Thinking in the Disciplines. Inquiry 1 (3):8-8.score: 120.0
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  25. Mark Weinstein (1994). How to Get From Ought to Is. Inquiry 13 (3-4):26-32.score: 120.0
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  26. Mark Weinstein (1999). Looking Back. Inquiry 18 (4):99-101.score: 120.0
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  27. Mark Weinstein (1988). Philosophy and Critical Thinking. Inquiry 1 (4):3-3.score: 120.0
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  28. Mark Weinstein (1988). Philosophy, Criteria, and Scholarship. Inquiry 2 (1):3-3.score: 120.0
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  29. Mark Weinstein (1993). Rationalist Hopes and Utopian Visions. Inquiry 11 (3):1-1.score: 120.0
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  30. Wendy Oxman & Mark Weinstein (1992). Montclair at Sonoma. Inquiry 10 (1):12-13.score: 120.0
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  31. Mark Weinstein (1988). Context and Criteria. Inquiry 1 (2):3-3.score: 120.0
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  32. Mark Weinstein (1993). Creativity and Discovery. Journal of Philosophy of Education 27 (2):275–280.score: 120.0
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  33. Mark Weinstein (1990). Critical Thinking and Scientific Method. Inquiry 5 (3):15-17.score: 120.0
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  34. Mark Weinstein (1992). Critical Thinking and the Goals of Science Education. Inquiry 9 (1):3-3.score: 120.0
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  35. Mark Weinstein (1988). Critical Thinking and the Work of Stephen Toulmin. Inquiry 2 (4):11-15.score: 120.0
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  36. Mark Weinstein (1988). Critical Thinking Across the Disciplines, Continued From P. 2. Inquiry 2 (3):4-7.score: 120.0
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  37. Mark Weinstein (1988). Critical Thinking Across the Disciplines. Inquiry 2 (3):2-2.score: 120.0
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  38. Mark Weinstein (1989). Critical Thinking and Character Education. Inquiry 3 (4):3-5.score: 120.0
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  39. Mark Weinstein (2002). Exemplifying an Internal Realist Model of Truth. Philosophica 69.score: 120.0
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  40. Mark Weinstein (1997). Guest Editor's Introduction. Inquiry 17 (2):1-3.score: 120.0
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  41. Mark Weinstein (2007). Informal Logic and the Foundations of Argument. The Proceedings of the Twenty-First World Congress of Philosophy 5:19-24.score: 120.0
    Informal logic offers a radical new perspective on the evaluation of arguments. But little work has been done on how deep concepts in the logical foundations of argument need to be modified in light of such efforts. This paper offers an indication of what might be done by sketching a new approach to the theory of entailment, truth and relevance.
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  42. Mark Weinstein (1992). Introduction to Critical Thinking. Inquiry 10 (1):21-21.score: 120.0
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  43. Mark Weinstein (1991). Postmodern Education. Inquiry 8 (4):18-20.score: 120.0
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  44. Mark Weinstein (1988). Philosophy, From P. 3. Inquiry 1 (4):6-6.score: 120.0
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  45. Mark Weinstein (1992). Reason and Refutation: A Review of Two Recent Books by Harvey Siegel. [REVIEW] Studies in Philosophy and Education 11 (3):231-263.score: 120.0
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  46. Mark Weinstein (1990). Reflections on Democracy and Education. Inquiry 6 (2):1-1.score: 120.0
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  47. Mark Weinstein (1996). Some Foundational Problems with Informal Logic and Their Solutions. Inquiry 15 (4):27-43.score: 120.0
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  48. Mark Weinstein (1988). Some Thoughts...; Continued From P. 6. Inquiry 2 (2):9-9.score: 120.0
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  49. Mark Weinstein (1988). Some Thoughts on Lipman's Notion of “Education for Judgment”. Inquiry 2 (2):6-6.score: 120.0
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  50. Mark Weinstein (1990). Towards an Account of Argumentation in Science. Argumentation 4 (3).score: 120.0
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  51. Mark Weinstein (1992). The Forest and the Trees. Studies in Philosophy and Education 11 (3):285-291.score: 120.0
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  52. Mark Weinstein & Wendy Oxman-Michelli (1989). The Faculty Development Program of the Institute for Critical Thinking. Inquiry 4 (3):9-13.score: 120.0
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  53. Mark Weinstein (1991). Techniques for Teaching Thinking. Teaching Philosophy 14 (1):89-91.score: 120.0
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  54. Mark Weinstein (1994). Three Socratic Lessons. Inquiry 13 (1-2):1-1.score: 120.0
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  55. Wolfgang Luppe (1981). P. Oxy. 47 R. A. Coles, M. W. Haslam (with Contributions by G. M. Browne, T. Carp, D. Hughes, L. Ingrams, C. Philips, J. C. Shelton, M. E. Weinstein, S. West): The Oxyrhynchus Papyri. Vol. XLVII. (Graeco-Roman Memoirs, 66.) Pp. Xx+170; 8 Plates. London: Egypt Exploration Society, 1980. [REVIEW] The Classical Review 31 (02):267-269.score: 36.0
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  56. Kristjan Kristjansson (1992). Social Freedom and the Test of Moral Responsibility. Ethics 103 (1):104-116.score: 14.0
    The responsibility view of social freedom views obstacles as constraints on freedom if and only if there is an agent morally responsible for the obstacle's existence or nonsuppression. However, the test of moral responsibility offered by S.I. Benn and W.L. Weinstein is too narrow, W.E. Connolly's is too broad and D. Miller's is either trivial or wrong depending on whether a permissive or narrow interpretation is adopted. A plausible definition assigns moral responsibility for nonsuppression of an obstacle when a (...)
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  57. Andrew Chrucky, Trying to Understand the Program of Educational Reform Through Critical Thinking Across the Disciplines.score: 12.0
    My paper is a reaction to the articles in the newsletter Inquiry, and additional articles by others, especially Mark Weinstein, the Acting Director of the Institute for Critical Thinking at Montclair State College. Weinstein and his colleagues are engaged in a most ambitious program, as they put it, of educational reform through critical thinking across the disciplines. Without doubt, the ideologue of this school is Weinstein, and it is on his writings that I have concentrated.
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  58. Mary Warnock (1971). Sartre. Garden City, N.Y.,Anchor Books.score: 12.0
    Existentialism, by A. Macintyre.--Sartre the philosopher, by S. Hampshire.--The phenomenological philosophy in France, by I.W. Alexander.--Imagination, by H. Ishiguro.--Authenticity and obligation, by F.A. Olafson.--Pessimism and optimism in Sartre's thought, by F. Jeanson.--Sartre as critic, by H. Wardman.--Sartre's literary criticism, by O. Hahn.--Sartre as a playwright: The flies and Dirty hands, by W. Kaufmann.--Sartre as dramatist, by D. Bradby.--The existentialist rediscovery of Hegel and Marx, by G.L. Kline.--Sartre's ideal of social unity, by H.R. Burkel.--Praxis and dialectic in Sartre's critique, by A. (...)
     
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  59. Mark Colyvan, Helen M. Regan & Scott Ferson (2001). Is It a Crime to Belong to a Reference Class. Journal of Political Philosophy 9 (2):168–181.score: 6.0
    ON DECEMBER 10, 1991 Charles Shonubi, a Nigerian citizen but a resident of the USA, was arrested at John F. Kennedy International Airport for the importation of heroin into the United States.1 Shonubi's modus operandi was ``balloon swallowing.'' That is, heroin was mixed with another substance to form a paste and this paste was sealed in balloons which were then swallowed. The idea was that once the illegal substance was safely inside the USA, the smuggler would pass the balloons and (...)
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