1. Lisa Bergin, Douglas Lewis, Michelle Martinez, Anne Phibbs & Pauline Sargent (1998). Black Elk Speaks, John Locke Listens, and the Students Write. Teaching Philosophy 21 (1):35-59.
    This paper details the experience of planning, orchestrating, teaching, and participating in a writing-intensive, team-taught, introductory philosophy class designed to expand the diversity of voices included in philosophical study. Accordingly, this article includes the various perspectives of faculty, TAs, and students in the class. Faculty authors discuss the administrative side of the course, including its planning and goals, its texts and structure, its working definition of “philosophy,” its balance of canonical and non-canonical texts, the significant resistance met in getting the (...)
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  2. Pauline Sargent (1997). Imaging the Brain, Picturing the Mind: Visual Representation in the Practice of Science. Dissertation, University of Minnesota
    Philosophy of science has characterized scientific knowledge as fundamentally propositional . This account leads to an inability to recognize and articulate the significant role of non-propositional, visual representation in the practice of science. Toward the development of a more productive framework for understanding visual representation in science, the present study critiques the standard philosophical view, reviews the literature on visual representation in science, and examines the scientific case of neuroscience. Specifically, the study looks at current research known as "functional mapping (...)
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  3. Pauline Sargent (1996). On the Use of Visualizations in the Practice of Science. Philosophy of Science 63 (3):238.
    Visualizations used in the practice of neuroscience, as one example of a scientific practice, can be sorted according to whether they represent (A) actual things, (B) theoretical models, or (C) some integration of these two. In this paper I hypothesize that an assessment of a chain of visual representations from (A) through (C) to (B) (and back again) is used, as part of the practice of scientific judgment, to assess the adequacy of the "working fit" between the theoretical model and (...)
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