Search results for 'inquiry' (try it on Scholar)

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  1. H. G. Callaway (1993). Democracy, Value Inquiry, and Dewey's Metaphysics. Journal of Value Inquiry 27 (1):13-27.score: 21.0
    This essay proposes a re-evaluation of Dewey's work with emphasis upon the ability of his philosophy to effect a realistic reformulation and development of America's tradition of humanistic liberalism. Dewey combines the tough-minded realism (or naturalism), congenial to the scientific orientation of American philosophy, with a firm conviction of the need of values and revaluation in community life. I draw on recent work of Hilary Putnam on Dewey and argue for the viability of Dewey's conception of value inquiry. The (...)
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  2. Lawrence Torcello (2011). The Ethics of Inquiry, Scientific Belief, and Public Discourse. Public Affairs Quarterly 25 (3):197-215.score: 18.0
    The scientific consensus regarding anthropogenic climate change is firmly established yet climate change denialism, a species of what I call pseudoskepticism, is on the rise in industrial nations most responsible for climate change. Such denialism suggests the need for a robust ethics of inquiry and public discourse. In this paper I argue: (1) that ethical obligations of inquiry extend to every voting citizen insofar as citizens are bound together as a political body. (2) It is morally condemnable for (...)
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  3. Nicholas Maxwell (2012). Wisdom: Object of Study or Basic Aim of Inquiry?,. In Michel Ferrari & N. Weststrate (eds.), The Scientific Study of Personal Wisdom. Springer.score: 18.0
    We face severe global problems, many that we have inadvertently created ourselves. It is clear that there is an urgent need for more wisdom. One response is to improve knowledge about wisdom. This, I argue, is an inadequate response to the problems we face. Our global problems arise, in part, from a damagingly irrational kind of academic enterprise, devoted as it is to the pursuit of knowledge. We need to bring about a revolution in academic inquiry so that its (...)
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  4. Nicholas Maxwell (1992). What Kind of Inquiry Can Best Help Us Create a Good World?,. Science, Technology and Human Values 17:205-227.score: 18.0
    In order to create a good world, we need to learn how to do it - how to resolve our appalling problems and conflicts in more cooperative ways than at present. And in order to do this, we need traditions and institutions of learning rationally devoted to this end. When viewed from this standpoint, what we have at present - academic inquiry devoted to the pursuit of knowledge and technological know-how - is an intellectual and human disaster. We urgently (...)
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  5. Scott Macdonald (2008). How Can One Search for God?: The Paradox of Inquiry in Augustine's Confessions. Metaphilosophy 39 (1):20–38.score: 18.0
    The Confessions recounts Augustine's successful search for God. But Augustine worries that one cannot search for God if one does not already know God. That version of the paradox of <span class='Hi'>inquiry</span> dominates and structures Confessions 1–10. I draw connections between the dramatic opening lines of book 1 and the climactic discussion in book 10.26–38 and argue that the latter discussion contains Augustine's resolution of the paradox of <span class='Hi'>inquiry</span> as it applies to the special case of searching (...)
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  6. John Dewey (1938). Logic: The Theory of Inquiry. Henry Holt.score: 18.0
    This book is Dewey's most fully developed treatment of logic as the theory of Inquiry. It is a later work which reflects, in part, Dewey's readings of C.S. Peirce during the 1930's. -/- Reprinted in Series: The collected works of John Dewey / ed. by Jo Ann Boydston, 3,12.; The later works, 1925 - 1953, Vol. 12.
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  7. Diego E. Machuca (2013). Pyrrhonism, Inquiry, and Rationality. Elenchos: Rivista di Studi Sul Pensiero Antico 34 (1):201-228.score: 18.0
    In this paper, I critically engage with Casey Perin's interpretation of Sextan Pyrrhonism in his book, The Demands of Reason: An Essay on Pyrrhonian Scepticism. From an approach that is both exegetical and systematic, I explore a number of issues concerning the Pyrrhonist's inquiry into truth, his alleged commitment to the canons of rationality, and his response to the apraxia objection.
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  8. Matthew J. Brown, Inquiry and Evidence: From the Experimenter's Regress to Evidence-Based Policy.score: 18.0
    In the first part of this paper, I will sketch the main features of traditional models of evidence, indicating idealizations in such models that I regard as doing more harm than good. I will then proceed to elaborate on an alternative model of evidence that is functionalist, complex, dynamic, and contextual, which I will call DYNAMIC EVIDENTIAL FUNCTIONALISM. I will demonstrate its application to an illuminating example of scientific inquiry, and defend it from some likely objections. In the second (...)
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  9. Nicholas Maxwell (2010). Wisdom-Inquiry. The Philosophers’ Magazine (50):84-85.score: 18.0
    The most exciting and important new philosophical idea of the past decade, in my view, is the discovery that we urgently need to bring about a revolution in science, and in academic inquiry more generally, so that the basic intellectual aim becomes to seek and promote wisdom. We urgently need to transform our schools and universities so that they become rationally devoted to helping humanity learn how to tackle our grave global problems, and thus make progress towards as good (...)
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  10. Eric C. Brook (2007). The Interrogative Model: Historical Inquiry and Explanation. Journal of the Philosophy of History 1 (2):137-159.score: 18.0
    This article commends Jaakko Hintikka's interrogative model of reasoning as an aid to historiography in relation to historical inquiry and explanation. After an initial discussion of David Hackett Fischer's appeal to the "logic of historical thought" in terms of his overlapping complementary emphases with Hintikka's interrogative model, a critical evaluation is given of Fischer's brief but strong comments regarding the role of why-questions in historical explanation. From there the main part of the article is given over to how (...)
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  11. Emmanuel J. Genot (2009). The Game of Inquiry: The Interrogative Approach to Inquiry and Belief Revision Theory. Synthese 171 (2):271 - 289.score: 18.0
    I. Levi has advocated a decision-theoretic account of belief revision. We argue that the game-theoretic framework of Interrogative Inquiry Games , proposed by J. Hintikka, can extend and clarify this account. We show that some strategic use of the game rules (or ‘policies’) generate Expansions , Contractions and Revisions , and we give representation results. We then extend the framework to represent explicitly (multiple) sources of answers , and apply it to discuss the Recovery Postulate. We conclude with (...)
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  12. Gilbert Burgh & Kim Nichols (2012). The Parallels Between Philosophical Inquiry and Scientific Inquiry: Implications for Science Education. Educational Philosophy and Theory 44 (10):1045-1059.score: 18.0
    The ‘community of inquiry’ as formulated by C. S. Peirce is grounded in the notion of communities of discipline-based inquiry engaged in the construction of knowledge. The phrase ‘transforming the classroom into a community of inquiry’ is commonly understood as a pedagogical activity with a philosophical focus to guide classroom discussion. But it has a broader application. Integral to the method of the community of inquiry is the ability of the classroom teacher to actively engage in (...)
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  13. Christopher Tollefsen (2008). Biomedical Research and Beyond: Expanding the Ethics of Inquiry. Routledge.score: 18.0
    Biomedical Research and Beyond: Expanding the Ethics of Inquiry investigates the ethics of biomedical and scientific inquiry, including embryonic research, animal research, genetic enhancement, and fairness in research in the developing world. Core concerns of biomedical and scientific research ethics are then shown also to be key in humanistic areas of inquiry. Biomedical Research and Beyond concludes with a discussion of the virtues that all inquirers, scientific, medical, and humanistic, should possess.
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  14. C. J. Misak (2004). Truth and the End of Inquiry: A Peircean Account of Truth. Oxford University Press.score: 18.0
    C.S. Peirce, the founder of pragmatism, argued that truth is what we would agree upon, were inquiry to be pursued as far as it could fruitfully go. In this book, Misak argues for and elucidates the pragmatic account of truth, paying attention both to Peirce's texts and to the requirements of a suitable account of truth. An important argument of the book is that we must be sensitive to the difference between offering a definition of truth and engaging in (...)
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  15. Sheryl Reimer-Kirkham, Colleen Varcoe, Annette J. Browne, M. Judith Lynam, Koushambhi Basu Khan & Heather McDonald (2009). Critical Inquiry and Knowledge Translation: Exploring Compatibilities and Tensions. Nursing Philosophy 10 (3):152-166.score: 18.0
    Knowledge translation has been widely taken up as an innovative process to facilitate the uptake of research-derived knowledge into health care services. Drawing on a recent research project, we engage in a philosophic examination of how knowledge translation might serve as vehicle for the transfer of critically oriented knowledge regarding social justice, health inequities, and cultural safety into clinical practice. Through an explication of what might be considered disparate traditions (those of critical inquiry and knowledge translation), we identify (...)
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  16. Tom Burke (2009). Browning on Inquiry Into Inquiry, Part I. Transactions of the Charles S. Peirce Society 45 (1):27-44.score: 18.0
    This is the first of two papers addressing Browning’s “Designation, Characterization, and Theory in Dewey’s Logic” (2002) where he distinguishes a series of pre-theoretical and theoretical stages for developing a theory of logic. The second of these two papers will recommend a modified version of this scheme of stages of inquiry into inquiry. The present paper recounts Browning’s original version of these stages and the ramifications of not clearly distinguishing them. I respond to Browning’s claim that in Burke (...)
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  17. Gilbert Burgh & Mor Yorshansky (2011). Communities of Inquiry: Politics, Power and Group Dynamics. Educational Philosophy and Theory 43 (5):436-452.score: 18.0
    The notion of a community of inquiry has been treated by many of its proponents as being an exemplar of democracy in action. We argue that the assumptions underlying this view present some practical and theoretical difficulties, particularly in relation to distribution of power among the members of a community of inquiry. We identify two presuppositions in relation to distribution of power that require attention in developing an educational model that is committed to deliberative democracy: (1) openness to (...)
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  18. Mark Battersby & Sharon Bailin (2011). Critical Inquiry: Considering the Context. [REVIEW] Argumentation 25 (2):243-253.score: 18.0
    In this paper we discuss the relevance of considering context for critical thinking. We argue that critical thinking is best viewed in terms of ‘critical inquiry’ in which argumentation is seen as a way of arriving at reasoned judgments on complex issues. This is a dialectical process involving the comparative weighing of a variety of contending positions and arguments. Using the model which we have developed for teaching critical thinking as critical inquiry, we demonstrate the role played by (...)
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  19. Cillian McBride (2009). Communities of Inquiry and Democratic Politics. Transactions of the Charles S. Peirce Society 45 (1):pp. 71-74.score: 18.0
    This contribution raises two questions about Talisse’s strategy of grounding democratic norms in a perfectionist account of epistemic agency: first, whether a perfectionist account of epistemic agency is plausible in itself, and second, whether Talisse is right to posit such a close relationship between communities of inquiry and democratic community? Epistemic perfectionism is rejected in favour of a more pluralist view of epistemic agency which starts from an account of the agent’s particular responsibilities. Next it is argued that communities (...)
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  20. Stephan Millett & Alan Tapper (2011). Benefits of Collaborative Philosophical Inquiry in Schools. Educational Philosophy and Theory 44 (5):546-567.score: 18.0
    In the past decade well-designed research studies have shown that the practice of collaborative philosophical inquiry in schools can have marked cognitive and social benefits. Student academic performance improves, and so too does the social dimension of schooling. These findings are timely, as many countries in Asia and the Pacific are now contemplating introducing Philosophy into their curricula. This paper gives a brief history of collaborative philosophical inquiry before surveying the evidence as to its effectiveness. The evidence is (...)
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  21. Mary Ellen Macdonald & Franco A. Carnevale (2008). Qualitative Health Research and the Irb: Answering the “so What?” With Qualitative Inquiry. [REVIEW] Journal of Academic Ethics 6 (1):1-5.score: 18.0
    Qualitative inquiry is increasingly used to foster change in health policy and practice. Research ethics committees often misunderstand qualitative inquiry, assuming its design can be judged by criteria of quantitative science. Traditional health research uses scientific realist standards as a means-to-an-end, answering the question “So what?” to support the advancement of practice and policy. In contrast, qualitative inquiry often draws on constructivist paradigms, generating knowledge either as an end-in-itself or as a means to foster (...)
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  22. Lenore Langsdorf (1997). Argument as Inquiry in a Postmodern Context. Argumentation 11 (3):315-327.score: 18.0
    Argumentation is a form of communication, rather than an application of(formal) logic, and is used in communicative activity as a means forinquiry, although it is more typically thought of as bringing inquiry toclosure. Thus interpretation is an intrinsic and crucial aspect ofconversational (interactive) argumentation. In order to further thisunderstanding of argumentative activity, I propose a procedure forinterpretation that draws upon hermeneutic phenomenology. In response tocriticisms by argumentation theorists (and others) who understand thistradition as oriented to psychological, perceptual, or textual (...)
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  23. L. J. van Vuuren & F. Crous (2005). Utilising Appreciative Inquiry (AI) in Creating a Shared Meaning of Ethics in Organisations. Journal of Business Ethics 57 (4):399-412.score: 18.0
    . The management of ethics within organisations typically occurs within a problem-solving frame of reference. This often results in a reactive, problem-based and externally induced approach to managing ethics. Although basing ethics management interventions on dealing with and preventing current and possible future unethical behaviour are often effective in that it ensures compliance with rules and regulations, the approach is not necessarily conducive to the creation of sustained ethical cultures. Nor does the approach afford (mainly internal) stakeholders the opportunity to (...)
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  24. Richard M. Gale (2006). The Problem of Ineffability in Dewey's Theory of Inquiry. Southern Journal of Philosophy 44 (1):75-90.score: 18.0
    A Deweyan inquiry begins with an indeterminate situation and terminates, when successful, with a determinate situation, both of which Dewey holds to be unique and therefore ineffable. This ineffability requirement has the disastrous consequences that Dewey's beloved collective inquiry is impossible and that there are no objective criteria for the success of inquiry. It is found that Dewey's ineffability requirement results from his misbegotten attempt to aestheticize inquiry so that it is an act of artistic creation. (...)
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  25. Isaac Levi (2012). Pragmatism and Inquiry: Selected Essays. Oxford University Press.score: 18.0
    Corrigibilism without solidarity -- Inquiry, deliberation, and method -- Pragmatism and change of view -- Beware of syllogism : statistical reasoning and conjecturing according to Peirce -- Dewey's logic of inquiry -- Wayward naturalism : saving Dewey from himself -- Seeking truth -- The logic of consistency and the logic of truth -- Belief, doubt, and evidentialism -- Induction, abduction, and oracles -- Knowledge as true full belief.
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  26. Scott L. Pratt (1998). Inquiry and Analysis: Dewey and Russell on Philosophy. Studies in Philosophy and Education 17 (2/3):101-122.score: 18.0
    In an environment characterized by the emergence of new and diverse (and often opposed) philosophical efforts, there is a need for a conception of philosophy that will promote the exchange and critical consideration of divergent insights. Depending upon the operative conception, philosophical efforts can be viewed as significant, insightful and instructive, or unimportant, misguided and not real philosophy. This paper develops John Dewey's conception of philosophy as a mode of inquiry in contrast with Bertrand Russell's conception of philosophy as (...)
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  27. R. Scott Webster (2011). Must Dewey and Kierkegaard's Inquiry for World Peace Be Violent? Educational Philosophy and Theory 43 (5):521-533.score: 18.0
    Amongst the many aims of education, surely the pursuit of global peace must be one of the most significant. The mandate of UNESCO is to pursue world peace through education by primarily promoting collaboration. The sort of collaboration that UNESCO endorses involves democratic dialogue, where various persons from differing backgrounds can come together, listen, negotiate and discuss possible ways in which peace might be pursued. While this sort of democratic dialogue with its associated free intellectual inquiry is more readily (...)
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  28. Elizabeth Victor (2013). Scientific Research and Human Rights: A Response to Kitcher on the Limitations of Inquiry. Science and Engineering Ethics:1-19.score: 18.0
    In his recent work exploring the role of science in democratic societies Kitcher (Science in a democratic society. Prometheus Books, New York, 2011) claims that scientists ought to have a prominent role in setting the agenda for and limits to research. Against the backdrop of the claim that the proper limits of scientific inquiry is John Stuart Mill’s Harm Principle (Kitcher in Science, truth, and democracy. Oxford University Press, New York, 2001), he identifies the limits of inquiry as (...)
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  29. Paul Weithman (2012). On John Rawls'sa Brief Inquiry Into the Meaning of Sin and Faith. Journal of Religious Ethics 40 (4):557-582.score: 18.0
    This essay challenges the view that John Rawls's recently published undergraduate thesis A Brief Inquiry into the Meaning of Sin and Faith provides little help in understanding his mature work. Two crucial strands of Rawls's Theory of Justice are its critique of teleology and its claims about our moral nature and its expression. These strands are brought together in a set of arguments late in Theory which are important but have attracted little sustained attention. I argue that the target (...)
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  30. David L. Hildebrand (2011). Pragmatic Democracy: Inquiry, Objectivity, and Experience. Metaphilosophy 42 (5):589-604.score: 18.0
    This essay argues that to understand Dewey's vision of democracy as “epistemic” requires consideration of how experiential and communal aspects of inquiry together produce what is named here “pragmatic objectivity.” Such pragmatic objectivity provides an alternative to absolutism and self-interested relativism by appealing to certain norms of empirical experimentation. Pragmatic objectivity, it is then argued, can be justified by appeal to Dewey's conception of primary experience. This justification, however, is not without its own complications, which are highlighted with objections (...)
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  31. John Lyne (1994). Social Epistemology as a Rhetoric of Inquiry. Argumentation 8 (2):111-124.score: 18.0
    Fuller's program of social epistemology engages a rhetoric of inquiry that can be usefully compared and contrasted with other discursive theories of knowledge, such as that of Richard Rorty. Resisting the model of “conversation,” Fuller strikes an activist posture and lays the groundwork for normative “knowledge policy,” in which persuasion and credibility play key roles. The image of investigation is one that overtly rejects the “storehouse” conception of knowledge and invokes the metaphors of distributive economics. Productive questions arise as (...)
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  32. Lynn Butler-Kisber & Tiiu Poldma (2011). The Power of Visual Approaches in Qualitative Inquiry: The Use of Collage Making and Concept Mapping in Experiential Research. Journal of Research Practice 6 (2):Article M18.score: 18.0
    The burgeoning interest in arts-informed research and the increasing variety of visual possibilities as a result of new technologies have paved the way for researchers to explore and use visual forms of inquiry. This article investigates how collage making and concept mapping are useful visual approaches that can inform qualitative research. They are experiential ways of doing/knowing that help to get at tacit aspects of both understanding and process and to make these more explicit to the researcher and more (...)
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  33. Louise Cummings (2002). Reasoning Under Uncertainty: The Role of Two Informal Fallacies in an Emerging Scientific Inquiry. Informal Logic 22 (2).score: 18.0
    lt is now commonplace in fallacy inquiry for many of the traditional informal fallacies to be viewed as reasonable or nonfallacious modes of argument. Central to this evaluative shift has been the attempt to examine traditional fallacies within their wider contexts of use. However, this pragmatic turn in fallacy evaluation is still in its infancy. The true potential of a contextual approach in the evaluation of the fallacies is yet to be explored. I examine how, in the context of (...)
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  34. Oscar E. Firbank (2008). Unpacking the Meaning of Quality in Quebec's Health-Care System: The Input of Commissions of Inquiry. [REVIEW] Health Care Analysis 16 (4):375-396.score: 18.0
    The paper explores how several commissions of inquiry established in Quebec, Canada, have, over time, contributed in redefining the meaning of quality in health-care and its management. Adopting an interpretive analysis of commissions’ reports, the paper examines the particular ‘conceptual boxes’ used by their members to tackle quality and the embedded nature of their work. It is shown that although quality was always considered, this was generally done by bringing into focus specific quality domains and issues, some new, others (...)
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  35. Catherine C. McCall (2009). Transforming Thinking: Philosophical Inquiry in the Primary and Secondary Classroom. Routledge.score: 18.0
    The origins and development of community of philosophical inquiry -- The theoretical landscape -- Philosophising with five year olds -- Creating a community of philosophical inquiry (CoPI) with all ages -- Different methods of group philosophical discussion -- What you need to know to chair a CoPI with six to sixteen year olds -- Implementing CoPI in primary and secondary schools -- CoPI, citizenship, moral virtue, and academic performance with primary and secondary children.
     
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  36. Kristina Niedderer & Linden Reilly (2011). Research Practice in Art and Design: Experiential Knowledge and Organised Inquiry. Journal of Research Practice 6 (2):Article E2.score: 18.0
    Experiential knowledge is not often associated with research and organized inquiry, and even less often with the rigour of debating and honing research methods and methodology. However, many researchers in art and design and related fields perceive experiential knowledge or tacit knowledge as an integral part of their practice. The editorial article for the special issue on "Research Practice in Art and Design: Experiential Knowledge and Organised Inquiry" explores how research can recognise the relationship between creative practice, experience, (...)
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  37. Chase Wrenn (2005). Pragmatism, Truth, and Inquiry. Contemporary Pragmatism 2 (1):95-113.score: 15.0
    C. S. Peirce once defined pragmatism as the opinion that metaphysics is to be largely cleared up by the application of the following maxim for attaining clearness of apprehension: ‘Consider what effects that might conceivably have practical bearings we conceive the object of our conception to have. Then, our conception of these effects is the whole of our conception of the object.’ (Peirce 1982a: 48) More succinctly, Richard Rorty has described the position in this way.
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  38. Nick Treanor (2012). Trivial Truths and the Aim of Inquiry. Philosophy and Phenomenological Research.score: 15.0
  39. Daniel Watts (2007). The Paradox of Beginning: Hegel, Kierkegaard and Philosophical Inquiry. Inquiry 50 (1):5 – 33.score: 15.0
    This paper reconsiders certain of Kierkegaard's criticisms of Hegel's theoretical philosophy in the light of recent interpretations of the latter. The paper seeks to show how these criticisms, far from being merely parochial or rhetorical, turn on central issues concerning the nature of thought and what it is to think. I begin by introducing Hegel's conception of "pure thought" as this is distinguished by his commitment to certain general requirements on a properly philosophical form of inquiry. I then (...)
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  40. James Cargile (1996). Evidence and Inquiry by Susan Haack. Philosophy and Phenomenological Research 56 (3):621-625.score: 15.0
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  41. Michael Robertson (2011). Symposium: Neuroethics and Mental Health—Old Wine in New Bottles or a Legitimate New Field of Bioethical Inquiry. [REVIEW] Journal of Bioethical Inquiry 8 (1):13-14.score: 15.0
    Neuroethics is a relatively novel field of investigation. Applied to mental health practice and research, neuroethics would seem to enlighten many traditional ethical connundra. This editorial introduces this symposium on neuroethics in the Journal of Bioethical Inquiry.
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  42. Peter Skagestad (1981). The Road of Inquiry. Columbia University Press.score: 15.0
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  43. A. C. Genova (1967). Inquiry as a Transcendental Activity. Inquiry 10 (1-4):1 – 20.score: 15.0
    We examine the notion of inquiry and argue that philosophic inquiry is a transcendental activity. Activities, viewed as conforming to intelligible canons, applying to appropriate contexts, and directed to specifiable ends, are contrasted with their empirical descriptions. Inquiry, characterized as an internalized, continuous activity directed to an intrinsic end, and fundamentally presupposed by other activities, is considered at the levels of (1) science, (2) philosophy and (3) transcendental philosophy. We argue that (2) is a transcendental activity which (...)
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  44. Tim Sprod (1997). What is a Community of Inquiry? Inquiry 17 (1):4-28.score: 15.0
    In early 1997, participants on the p4c-list, an email discussion list, reacted to an anecdote about Wittgenstein’s lectures at Cambridge by engaging in a three month long exchange on the nature of a Community of Inquiry. This article is a lightly edited transcript of that discussion and, as such, not only addresses many aspects of the substantive issue, but also provides an exemplar of at least one type of Community of Inquiry.
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  45. Marjorie McIntyre (2003). Cultivating a Worldly Repose: The Contribution of Sally Gadow's Work to Interpretive Inquiry. Nursing Philosophy 4 (2):111-120.score: 15.0
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  46. Oliver Schulte (1999). The Logic of Reliable and Efficient Inquiry. Journal of Philosophical Logic 28 (4):399-438.score: 15.0
    This paper pursues a thorough-going instrumentalist, or means-ends, approach to the theory of inductive inference. I consider three epistemic aims: convergence to a correct theory, fast convergence to a correct theory and steady convergence to a correct theory (avoiding retractions). For each of these, two questions arise: (1) What is the structure of inductive problems in which these aims are feasible? (2) When feasible, what are the inference methods that attain them? Formal learning theory provides the tools for a complete (...)
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  47. William Hare (2004). Open-Minded Inquiry. Inquiry 23 (3):37-41.score: 15.0
    This is a brief guide to the ideal of open-minded inquiry by way of a survey of related notions. Making special reference to the educational context, the aim is to offer teachers an insight into what it wouldmean for their work to be influenced by this ideal, and to lead students to a deeper appredation of open-minded inquiry. From assumptions to zealotry, the glossary provides an account of a wide rangeof concepts in this family of ideas, reflecting a (...)
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  48. Olav Gjelsvik (2013). Philosophy, Addiction and Inquiry. Inquiry 56 (5):417 - 427.score: 15.0
    ABSTRACT This introductory paper raises, partly as a preparation for the other papers in this issue, questions about how philosophy ought to proceed in the light of knowledge we have in surrounding disciplines, with a focus on the case of addiction. It also raises issues about how addiction research might be enlightened by philosophical work. In the background for the paper are two competing approaches to the evidential grounding of philosophical insight. According to a widespread view, philosophical knowledge rests on (...)
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  49. Michael J. Pardales & Mark Girod (2006). Community of Inquiry: Its Past and Present Future. Educational Philosophy and Theory 38 (3):299–309.score: 15.0
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  50. Steven Trickey (2010). How Can Students Be Encouraged to Think Critically? Infusing Inquiry Across Subject Disciplines. Inquiry 25 (3):14-21.score: 15.0
    This paper discusses the use of collaborative inquiry approaches to promote critical thinking and ‘deep’ learning across different subject domains and at different educational stages. The content of this paper follows on from a four-year evaluation of the Thinking through Philosophy project that took place in a number of schools in Scotland. Although the original research focused on developing thinking in young students (aged 10 to 12 years), the project subsequently widened the targeted age range both down to younger (...)
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