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  1.  32
    Mark Weinstein (1992). Introduction to Critical Thinking. Inquiry 10 (1):21-21.
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  2.  9
    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.
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  3.  3
    Mark Weinstein (forthcoming). The Periodic Table and the Model of Emerging Truth. Foundations of Chemistry:1-18.
    The periodic table may be seen as the most successful example of inquiry in the history of science, both in terms of practical application and theoretic understanding. As such, it serves as a model for truth as it emerges from inquiry. This paper offers a sketch of a central moment in the history of chemistry that illustrates an intuitive metamathematical construction, a model of emerging truth. The MET, reflecting the structure the surrounds the periodic table, attempts to capture the salient (...)
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  4.  12
    Mark Weinstein (1990). Towards an Account of Argumentation in Science. Argumentation 4 (3):269-298.
    In this article it is argued that a complex model that includes Toulmin's functional account of argument, the pragma-dialectical stage analysis of argumentation offered by the Amsterdam School, and criteria developed in critical thinking theory, can be used to account for the normativity and field-dependence of argumentation in science. A pragma-dialectical interpretation of the four main elements of Toulmin's model, and a revised account of the double role of warrants, illuminates the domain specificity of scientific argumentation and the restrictions to (...)
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  5.  21
    Mark Weinstein (1997). Guest Editor's Introduction. Inquiry 17 (2):1-3.
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  6.  20
    Mark Weinstein (1996). Some Foundational Problems with Informal Logic and Their Solutions. Inquiry 15 (4):27-43.
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  7.  2
    Mark Weinstein (1990). Towards a Research Agenda for Informal Logic and Critical Thinking. Informal Logic 12 (3).
    Towards a Research Agenda for Informal Logic and Critical Thinking.
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  8.  19
    Mark Weinstein (1988). Some Thoughts...; Continued From P. 6. Inquiry 2 (2):9-9.
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  9.  5
    Mark Weinstein (2008). Three Naturalistic Accounts of the Epistemology of Argument. Informal Logic 26 (1):63-89.
    Three contrasting approaches to the epistemology of argument are presented. Each one is naturalistic, drawing upon successful practices as the basis for epistemological virtue. But each looks at very different sorts of practices and they differ greatly as to the manner with which relevant practices may be described. My own contribution relies on a metamathematical reconstruction of mature science, and as such, is a radical break with the usual approaches within the theory of argument.
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  10.  10
    Mark Weinstein (1991). Techniques for Teaching Thinking. Teaching Philosophy 14 (1):89-91.
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  11. Mark Weinstein (1988). Reason and Critical Thinking. Informal Logic 10 (1).
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  12.  8
    Mark Weinstein (2002). Exemplifying an Internal Realist Model of Truth. Philosophica 69.
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  13.  39
    Mark Weinstein (2011). Arguing Towards Truth: The Case of the Periodic Table. [REVIEW] Argumentation 25 (2):185-197.
    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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  14.  8
    Mark Weinstein (1990). Reflections on Democracy and Education. Inquiry 6 (2):1-1.
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  15.  28
    Mark Weinstein (1988). Philosophy and Critical Thinking. Inquiry 1 (4):3-3.
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  16. Mark Weinstein, Between the Two Images: Reconciling the Scientific and Manifest Images.
    The paper bridges between a science-based metamathematical model of emerging truth and truth emerging from inquiry within ordinary contexts of argumentation. This requires that the underlying intuitions driving the notion of truth in the scientific image be made clear and analogues identified in a manner that permits their application within the ordinary contexts found in the manifest image.
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  17.  8
    Wendy Oxman & Mark Weinstein (1992). Montclair at Sonoma. Inquiry 10 (1):12-13.
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  18.  6
    Mark Weinstein (1988). Philosophy, From P. 3. Inquiry 1 (4):6-6.
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  19.  6
    Mark Weinstein (1992). Critical Thinking and the Goals of Science Education. Inquiry 9 (1):3-3.
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  20.  15
    Mark Weinstein (2007). Informal Logic and the Foundations of Argument. The Proceedings of the Twenty-First World Congress of Philosophy 5:19-24.
    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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  21.  6
    Mark Weinstein & Wendy Oxman-Michelli (1989). The Faculty Development Program of the Institute for Critical Thinking. Inquiry 4 (3):9-13.
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  22.  6
    Mark Weinstein (1992). Weinstein, From Page 3. Inquiry 9 (1):17-22.
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  23.  6
    Mark Weinstein (1991). Weinstein (From Page 1). Inquiry 7 (1):14-14.
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  24.  10
    Mark Weinstein (1988). Critical Thinking Across the Disciplines. Inquiry 2 (3):2-2.
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  25.  9
    Mark Weinstein (1990). Critical Thinking and Scientific Method. Inquiry 5 (3):15-17.
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  26.  5
    Mark Weinstein (1993). Weinstein, From Page One. Inquiry 11 (3):16-22.
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  27.  6
    Mark Weinstein (1994). How to Get From Ought to Is. Inquiry 13 (3-4):26-32.
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  28.  8
    Mark Weinstein (1994). Three Socratic Lessons. Inquiry 13 (1-2):1-1.
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  29.  6
    Mark Weinstein (1988). Weinstein, From P. 8. Inquiry 2 (1):12-12.
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  30.  1
    Mark Weinstein (1994). How to Get From Ought to Is: Postmodern Epistemology and Social Justice. Inquiry: Critical Thinking Across the Disciplines 13 (3/4):26-32.
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  31.  7
    Mark Weinstein (1988). Critical Thinking Across the Disciplines, Continued From P. 2. Inquiry 2 (3):4-7.
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  32.  7
    Mark Weinstein (1990). Weinstein, From Page 1. Inquiry 6 (2):19-19.
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  33.  7
    Mark Weinstein (1988). Critical Thinking and the Work of Stephen Toulmin. Inquiry 2 (4):11-15.
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  34.  11
    Mark Weinstein (2012). Critical Thinking From the Margins. Inquiry: Critical Thinking Across the Disciplines 27 (2):5-14.
    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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  35.  6
    Mark Weinstein (1988). Some Thoughts on Lipman's Notion of “Education for Judgment”. Inquiry 2 (2):6-6.
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  36.  6
    Mark Weinstein (1988). Weinstein, From P. 3. Inquiry 2 (1):7-8.
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  37.  12
    Mark Weinstein (1995). Critical Thinking. Inquiry 15 (1):23-39.
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  38.  12
    Mark Weinstein (2004). Ruminations on Philosophical Practice. International Journal of Applied Philosophy 18 (2):153-162.
    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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  39.  15
    Mark Weinstein (1991). Critical Thinking and Education for Democracy. Educational Philosophy and Theory 23 (2):9–29.
  40.  3
    Mark Weinstein (1991). Postmodern Education. Inquiry 8 (4):18-20.
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  41.  5
    Mark Weinstein (1989). Critical Thinking and Character Education. Inquiry 3 (4):3-5.
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  42.  9
    Mark Weinstein (1991). Critical Thinking and the Post -Modern Challenge to Educational Practice. Inquiry 7 (1):1-1.
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  43.  9
    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.
  44.  8
    Mark Weinstein (1988). Critical Thinking in the Disciplines. Inquiry 1 (3):8-8.
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  45.  9
    Madhu Suri Prakash & Mark Weinstein (1982). After Virtue: A Quest for Moral Objectivity. Educational Theory 32 (1):35-44.
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  46.  6
    Mark Weinstein (1993). Rationalist Hopes and Utopian Visions. Inquiry 11 (3):1-1.
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  47.  7
    Mark Weinstein (1988). Philosophy, Criteria, and Scholarship. Inquiry 2 (1):3-3.
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  48.  6
    Mark L. Weinstein (1983). Basic Applied Logic. Teaching Philosophy 6 (3):308-310.
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  49.  6
    Mark Weinstein (1991). Critical Thinking and Education. Inquiry 7 (4):1-1.
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  50.  3
    Mark Weinstein (1992). The Forest and the Trees. Studies in Philosophy and Education 11 (3):285-291.
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