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  1. Michael Hand (2013). Framing Classroom Discussion of Same‐Sex Marriage. Educational Theory 63 (5):497-510.
    Assuming that the issue of same-sex marriage should be discussed in schools, how should the discussion be framed? Michael Hand first distinguishes this question from the related but distinct question of whether discussion on this topic should be steered. He then examines three possible frames for discussion of same-sex marriage: the perfectionist frame, the antiperfectionist frame, and the practical accommodation frame. He defends the perfectionist frame over the two alternatives: the purpose of state involvement in marriage is to promote valuable (...)
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  2. Michael Hand (2013). The Point and Perils of Public Engagement. Philosophy Now 95:6-7.
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  3. Gert Biesta, Michael Hand & Jeong-Hee Kim (2012). Notes on Contributorsepat_865 679.. 680. Educational Philosophy and Theory 44 (6).
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  4. Michael Hand (2012). A New Dawn for Faith-Based Education? Opportunities for Religious Organisations in the UK's New School System. Journal of Philosophy of Education 46 (4):546-559.
    The ‘new school system’ described in the Schools White Paper (DfE, ) presents religious organisations with two interesting opportunities. The first is an opportunity to play a significantly enhanced role in the management of faith-based schools. The second is an opportunity to rethink quite radically the content of their curricula. In this article I advance a proposal for the consideration of religious organisations: that they take up the opportunity to develop innovative, religiously distinctive curricula whilst eschewing the activity of confessional (...)
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  5. Michael Hand (2011). Patriotism in Schools. Impact 2011 (19):1-40.
    In the face of rising concerns about citizenship, national identity, diversity and belonging in Britain today, politicians from all sides of the political spectrum have looked to schools to inspire and invigorate a strong, modern sense of patriotism and common purpose, which is capable of binding people together and motivating citizens to fulfil their obligations to each other and to the state.In this timely and astute analysis, Michael Hand unpacks the claims made on both sides of the debate to assess (...)
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  6. Michael Hand & Ralph Levinson (2011). Discussing Controversial Issues in the Classroom. Educational Philosophy and Theory 44 (6):614-629.
    Discussion is widely held to be the pedagogical approach most appropriate to the exploration of controversial issues in the classroom, but surprisingly little attention has been given to the questions of why it is the preferred approach and how best to facilitate it. Here we address ourselves to both questions. We begin by clarifying the concept of discussion and justifying it as an approach to the teaching of controversial issues. We then report on a recent empirical study of the Perspectives (...)
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  7. Michael Hand & Joanne Pearce (2011). Patriotism in British Schools: Teachers' and Students' Perspectives. Educational Studies 37 (4):405-418.
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  8. Michael Hand (2010). Antirealism and Universal Knowability. Synthese 173 (1):25 - 39.
    Truth’s universal knowability entails its discovery. This threatens antirealism, which is thought to require it. Fortunately, antirealism is not committed to it. Avoiding it requires adoption (and extension) of Dag Prawitz’s position in his long-term disagreement with Michael Dummett on the notion of provability involved in intuitionism’s identification of it with truth. Antirealism (intuitionism generalized) must accommodate a notion of lost-opportunity truth (a kind of recognition-transcendent truth), and even truth consisting in the presence of unperformable verifications. Dummett’s position cannot abide (...)
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  9. Michael Hand (2010). Radical Antirealism and Neutral States of Information. Philosophical Topics 24 (1):35-51.
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  10. Michael Hand (2009). On the Worthwhileness of Theoretical Activities. Journal of Philosophy of Education 43 (s1):109-121.
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  11. Michael Hand (2009). Performance and Paradox. In Joe Salerno (ed.), New Essays on the Knowability Paradox. Oxford University Press.
     
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  12. Michael Hand & Joanne Pearce (2009). Patriotism in British Schools: Principles, Practices and Press Hysteria. Educational Philosophy and Theory 41 (4):453-465.
    How should patriotism be handled in schools? We argue that schools cannot afford to ignore the topic, but nor are they justified in either promoting or discouraging patriotic feeling in students. The only defensible policy is for schools to adopt a stance of neutrality and teach the topic as a controversial issue. We go on to show that there is general support among British teachers and students for school neutrality on patriotism and that the currently preferred classroom practice is to (...)
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  13. Michael Hand (2008). What Should We Teach as Controversial? A Defense of the Epistemic Criterion. Educational Theory 58 (2):213-228.
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  14. Michael Hand (2007). Is Religious Education Possible? A Response to Philip Barnes. Studies in Philosophy and Education 27 (1):71-75.
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  15. Michael Hand (2005). Book Review: Religion, Education and Post-Modernity. [REVIEW] Journal of Philosophy of Education 39 (1):171-173.
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  16. Heather J. Gert, Linda Radzik & Michael Hand (2004). Hampton on the Expressive Power of Punishment. Journal of Social Philosophy 35 (1):79-90.
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  17. Michael Hand (2004). A Rejoinder to MacKenzie, Gardner and Tan. Journal of Philosophy of Education 38 (4):639–662.
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  18. Michael Hand (2004). On the Desirability of Education: A Reply to John Wilson. British Journal of Educational Studies 52 (1):18 - 28.
    In a recent paper in BJES, John Wilson (2002) examines the question of the desirability of education and argues that the enterprise can only be justified if it is thought to be necessary 'as a means of salvation'. Here I expose a number of flaws in Wilson's argument and defend a rather more prosaic justificatory strategy.
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  19. Michael Hand, Jim Mackenzie, Peter Gardner & Charlene Tan (2004). Religious Upbringing: A Rejoinder and Responses. Journal of Philosophy of Education 38 (4):639-662.
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  20. Michael Hand (2003). ``Knowability and Epistemic Truth&Quot. Australasian Journal of Philosophy 81:216-228.
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  21. Michael Hand (2002). Religious Upbringing Reconsidered. Journal of Philosophy of Education 36 (4):545–557.
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  22. Michael Hand & Jonathan L. Kvanvig (1999). Tennant on Knowability. Australasian Journal of Philosophy 77 (4):422 – 428.
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  23. Michael Hand & Jonathan L. Kvanvig (1999). ``Tennant on Knowability&Quot. Australasian Journal of Philosophy 77:422-428.
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  24. Michael Hand (1998). Barwise Jon. On Branching Quantifiers in English. Journal of Philosophical Logic, Vol. 8 (1979), Pp. 47–80. Journal of Symbolic Logic 63 (4):1611-1614.
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  25. Michael Hand (1998). Radical Antirealism and Wright's Antideflationary Argument. Noûs 32 (3):320-330.
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  26. Michael Hand (1998). Review [Branching Quantification]. Journal of Symbolic Logic 63 (4):1611--4.
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  27. Michael Hand (1998). Review: Jon Barwise, On Branching Quantifiers in English; Dag Westerstahl, Peter Gardenfors, Branching Generalized Quantifiers and Natural Language. Generalized Quantifiers, Linguistic and Logical Approaches; Gila Sher, Ways of Branching Quantifiers. [REVIEW] Journal of Symbolic Logic 63 (4):1611-1614.
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  28. Michael Hand (1996). ``Radical AntiRealism and Neutral States of Information&Quot. Philosophical Topics 24 (1):35-51.
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  29. Michael Hand (1996). Surveyability and the Preface Paradox. Southwest Philosophy Review 12 (1):171-179.
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  30. Michael Hand (1995). What the Null Set Could Not Be. Australasian Journal of Philosophy 73 (3):429 – 431.
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  31. Michael Hand (1994). Informational Variability. Synthese 99 (3):417 - 456.
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  32. Michael Hand (1993). A Defense of Branching Quantification. Synthese 95 (3):419 - 432.
    Adding branching quantification to a first-order language increases the expressive power of the language,without adding to its ontology. The present paper is a defense of this claim against Quine (1970) and Patton (1991).
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  33. Michael Hand (1993). Mathematical Structuralism and the Third Man. Canadian Journal of Philosophy 23 (2):179 - 192.
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  34. Michael Hand (1993). Negations in Conflict. Erkenntnis 38 (1):115 - 129.
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  35. Michael Hand (1993). Parataxis and Parentheticals. Linguistics and Philosophy 16 (5):495 - 507.
    I have proposed that the complementizerthat has a pragmatic property of demonstrativity, analogous to that ascribed by demonstrative analyses of the semantics of the complementizer but not impinging on the syntactic analysis of sentential embedding. My account explains a number of phenomena, including the illocutionary peculiarities of parentheticals, the pragmatics ofthat-omission, and consequently the distributional statistics ofthat-omission and related grammatical features of embeddings reported in the literature. By this means these phenomena are theoretically unified under a single hypothesis.Furthermore, this demonstrativity (...)
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  36. Michael Hand (1992). Classical and Intuitionistic Negation. Southwest Philosophy Review 8 (1):157-164.
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  37. Michael Hand (1992). Meaning, Truth-Conditions, and Substitutional Quantification. Philosophical Studies 68 (2):195 - 216.
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  38. Michael Hand (1991). Kitcher's Circumlocutionary Structuralism. Canadian Journal of Philosophy 21 (1):81 - 89.
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  39. Michael Hand (1991). On Saying That Again. Linguistics and Philosophy 14 (4):349 - 365.
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  40. Michael Hand (1990). Antirealism and Holes in the World. Philosophy 65 (252):218 - 224.
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  41. Michael Hand (1990). Hilbert's Iterativistic Tendencies. History and Philosophy of Logic 11 (2):185-192.
    Serious difficulties attend the reading of David Hilbert's 1925 classic paper ?On the infinite?. I claim that the peculiarities of presentation plaguing certain parts of that paper, as well as of the earlier ?On the Foundations of Logic and Arithmetic? (1904), are due to a tension between two incompatible semantical approaches to numerical statements of elementary arithmetic, and accordingly two incompatible metaphysical conceptions of the natural numbers. One of these approaches is the referential, or model-theoretical one; the other is the (...)
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  42. Michael Hand (1989). A Number is the Exponent of an Operation. Synthese 81 (2):243 - 265.
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  43. Michael Hand (1989). Who Plays Semantical Games? Philosophical Studies 56 (3):251 - 271.
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  44. Michael Hand (1988). Game-Theoretical Semantics, Montague Semantics, and Questions. Synthese 74 (2):207 - 222.
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  45. Michael Hand (1988). How Game-Theoretical Semantics Works: Classical First-Order Logic. Erkenntnis 29 (1):77 - 93.
    The structure of strategies for semantical games is studied by means of a new formalism developed for the purpose. Rigorous definitions of strategy, winning strategy, truth, and falsity are presented. Non-contradiction and bivalence are demonstrated for the truth-definition. The problem of the justification of deduction is examined from this perspective. The rules of a natural deduction system are justified: they are seen to guarantee existence of a winning strategy for the defender in the semantical game for the conclusion, given winning (...)
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  46. Michael Hand (1988). Infinite Totalities and the New Intuitionism. Idealistic Studies 18 (3):230-238.
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  47. Michael Hand (1988). Radu Bogdan, Ed., Jaakko Hintikka Reviewed By. Philosophy in Review 8 (3):84-86.
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  48. Michael Hand (1988). The Dependency Constraint: A Global Constraint on Strategies in Game-Theoretical Semantics. [REVIEW] Linguistics and Philosophy 11 (4):395 - 413.
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  49. Michael Hand (1987). Semantical Games, Verification Procedures, and Wellformedness. Philosophical Studies 51 (2):271 - 284.
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  50. Michael Hand (1987). Other and Else : Restrictions on Quantifier Domains in Game-Theoretical Semantics. Notre Dame Journal of Formal Logic 28 (3):423-430.
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