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  1. Mark Weinstein, Emerging Truth and the Defeat of Scientific Racism.
    This paper looks at the attack on scientific racism in the 20th century by a group of social and biological scientists. I will utilize the apparatus of my model of emerging truth to show how even in complex socially conditioned argumentation the ultimate virtue is seeking the truth through increasingly powerful logical connections and deeply embedded warrants.
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  2. Mark Weinstein (2012). A Metamathematical Model for A/O Opposition in Scientific Inquiry. In J.-Y. Beziau & Dale Jacquette (eds.), Around and Beyond the Square of Opposition. Birkhäuser. 357--379.
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  3. 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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  4. 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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  5. Mark Weinstein, Commentary on Godden.
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  6. Mark Weinstein, Two Contrasting Cultures.
    I have argued that argumentation theorists should concern themselves with scientific argument as a source for images of epistemic virtue in argument. In this paper I will contrast the lessons learned from this endeavour with their counterpart in the evaluation of political arguments. Despite obvious differences, fundamental symmetries between the two argumentation cultures point to the need for a more serious engagement with rigorous disciplinary arguments in argument theory.
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  7. 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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  8. 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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  9. 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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  10. Mark Weinstein, Toulmin and the Mathematicians: A Radical Extension of the Agenda.
    Toulmin is famously seen as the progenitor of informal logic and the related theory of argument and is first among many who seek to move the study of argument away from its roots in formal, especially mathematical, logic. Toulmin’s efforts, however, have been substantively criticized by Harvey Siegel, among others, for failing to offer the sort of foundation that, according to Siegel, even Toulmin sees to be required lest the theory of inquiry fall to impotent relativism. What I will attempt (...)
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  11. 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.
  12. Mark Weinstein (2004). Freeman's Acceptable Premises: An Epistemic Approach to an Informal Logic Problem. Informal Logic 24 (3):265-269.
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  13. 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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  14. Mark Weinstein, Logic in Context.
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  15. Mark Weinstein (2002). Exemplifying an Internal Realist Model of Truth. Philosophica 69.
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  16. Mark Weinstein (2001). Pinto's Argument, Inferences and Dialectic. Informal Logic 22 (2).
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  17. Mark L. Weinstein, Commentary on Little.
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  18. Mark L. Weinstein, Commentary on Reygadas.
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  19. Mark Weinstein (1999). Looking Back. Inquiry 18 (4):99-101.
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  20. Mark Weinstein (1997). Guest Editor's Introduction. Inquiry 17 (2):1-3.
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  21. Mark Weinstein (1996). Some Foundational Problems with Informal Logic and Their Solutions. Inquiry 15 (4):27-43.
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  22. Mark Weinstein (1995). Critical Thinking. Inquiry 15 (1):23-39.
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  23. Mark Weinstein (1995). Social Justice, Epistemology and Educational Reform. Journal of Philosophy of Education 29 (3):369–386.
  24. Mark Weinstein (1994). How to Get From Ought to Is. Inquiry 13 (3-4):26-32.
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  25. 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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  26. Mark Weinstein (1994). Three Socratic Lessons. Inquiry 13 (1-2):1-1.
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  27. Mark Weinstein (1993). Creativity and Discovery. Journal of Philosophy of Education 27 (2):275–280.
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  28. Mark Weinstein (1993). Critical Thinking: The Great Debate. Educational Theory 43 (1):99-117.
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  29. Mark Weinstein (1993). Rationalist Hopes and Utopian Visions. Inquiry 11 (3):1-1.
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  30. Mark Weinstein (1993). Weinstein, From Page One. Inquiry 11 (3):16-22.
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  31. Wendy Oxman & Mark Weinstein (1992). Montclair at Sonoma. Inquiry 10 (1):12-13.
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  32. Mark Weinstein (1992). Critical Thinking and the Goals of Science Education. Inquiry 9 (1):3-3.
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  33. Mark Weinstein (1992). Introduction to Critical Thinking. Inquiry 10 (1):21-21.
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  34. 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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  35. Mark Weinstein (1992). The Forest and the Trees. Studies in Philosophy and Education 11 (3):285-291.
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  36. Mark Weinstein (1992). Weinstein, From Page 3. Inquiry 9 (1):17-22.
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  37. Mark Weinstein (1991). Critical Thinking and Education for Democracy. Educational Philosophy and Theory 23 (2):9–29.
  38. Mark Weinstein (1991). Critical Thinking and the Post -Modern Challenge to Educational Practice. Inquiry 7 (1):1-1.
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  39. Mark Weinstein (1991). Critical Thinking and Education. Inquiry 7 (4):1-1.
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  40. Mark Weinstein (1991). Postmodern Education. Inquiry 8 (4):18-20.
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  41. Mark Weinstein (1991). Techniques for Teaching Thinking. Teaching Philosophy 14 (1):89-91.
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  42. Mark Weinstein (1991). Weinstein (From Page 1). Inquiry 7 (1):14-14.
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  43. Mark Weinstein (1990). Critical Thinking and Scientific Method. Inquiry 5 (3):15-17.
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  44. Mark Weinstein (1990). Reflections on Democracy and Education. Inquiry 6 (2):1-1.
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  45. 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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  46. 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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  47. Mark Weinstein (1990). Weinstein, From Page 1. Inquiry 6 (2):19-19.
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  48. Ralph H. Hunkins, Mark Weinstein, Douglas Stewart, Charles T. Banner-Haley, Cho-Yee To, Jurgen Herbst, Nancy R. King, Peg Taylor, Seymour W. Itzkoff & Nancy L. Arnez (1989). Book Review Section 2. [REVIEW] Educational Studies 20 (4):408-454.
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  49. Mark Weinstein (1989). Critical Thinking and Basic Skills Reading. Inquiry 3 (4):7-8.
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  50. Mark Weinstein (1989). Critical Thinking and Character Education. Inquiry 3 (4):3-5.
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