Results for 'Hatcher, Donald L.'

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  1.  43
    Reflections on Critical Thinking: Theory, Practice, and Assessment.Donald L. Hatcher - 2013 - Inquiry: Critical Thinking Across the Disciplines 28 (2):4-24.
    This autobiographical piece is in response to Frank Fair’s kind invitation to write a reflective piece on my involvement over the last 30 years in the critical thinking movement, with special attention given to 18 years of assessment data as I assessed students’ critical thinking outcomes at Baker University. The first section of the paper deals with my intellectual history and how I came to a specific understanding of CT. The second deals with the Baker Experiment in combining instruction in (...)
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  2.  38
    Is critical thinking across the curriculum a plausible goal?Donald L. Hatcher - unknown
    Critical thinking is considered an essential educational goal. As a result, many philosophers dreamed their departments would offer multiple sections of CT, hence justifying hiring additional staff. Unfortunately, this dream did not materialize. So, similar to a current theory about teaching writing, “critical thinking across the curriculum” has become a popular idea. While the idea has appeal and unquestionable merit, I will argue that the likelihood the skills necessary for effective CT will actually be taught is minimal.
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  3. Why Formal Logic is Essential for Critical Thinking.Donald L. Hatcher - 1999 - Informal Logic 19 (1).
    After critiquing the arguments against using formal logic to teach critical thinking, this paper argues that for theoretical, practical, and empirical reasons, instruction in the fundamentals of formal logic is essential for critical thinking, and so should be included in every class that purports to teach critical thinking.
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  4.  49
    Critical Thinking, Postmodernism, and Rational Evaluation.Donald L. Hatcher - 1994 - Informal Logic 16 (3).
    In this paper, after showing how the postmodern critiques of Enlightenment rationality apply to critical thinking, I argue that a critical discussion on any subject must assume specific principles of rationality. I then show how these principles can be used to critique and reject postmodern claims about the contextual nature of rationality.
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  5.  38
    Existential ethics and why it's immoral to be a housewife.Donald L. Hatcher - 1989 - Journal of Value Inquiry 23 (1):59-68.
  6.  61
    Why Critical Thinking Should Be Combined With Written Composition.Donald L. Hatcher - 1999 - Informal Logic 19 (2).
    This paper provides evidence and arguments that, given the choice of teaching critical thinking and written composition as separate, stand-alone courses or combining them, the two should be combined into an integrated sequence.
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  7.  15
    Why Percy can't think: A response to Bailin.Donald L. Hatcher - 2001 - Informal Logic 21 (2).
    In "The Problem with Percy: Epistemology, Understanding and Critical Thinking," Sharon Bailin argues that critical thinking skills do not generalize because students do not understand the larger epistemological picture in which to situate the importance of arguments and reasons. More plausible explanations are: (I) instructors across the disciplines do not give assignments requiring critical thinking (CT) skills, (2) single courses in CT have little effect, (3) pragmatic arguments showing the effectiveness of CT are more effective than epistemological arguments with the (...)
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  8.  38
    Achieving Extraordinary Ends: An Essay on Creativity.Donald L. Hatcher - 1991 - Informal Logic 13 (1).
  9.  32
    Combining Critical Thinking and Written Composition.Donald L. Hatcher - 1995 - Inquiry: Critical Thinking Across the Disciplines 15 (2):20-36.
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  10.  14
    Combining Critical Thinking and Written Composition.Donald L. Hatcher - 1995 - Inquiry: Critical Thinking Across the Disciplines 15 (2):20-36.
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  11.  24
    Epistemology and Pedagogy.Donald L. Hatcher - 1992 - Inquiry: Critical Thinking Across the Disciplines 10 (2):1-1.
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  12.  23
    Epistemology and Pedagogy.Donald L. Hatcher - 1992 - Inquiry: Critical Thinking Across the Disciplines 10 (2):1-1.
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  13.  6
    Reasoning and Writing: An Introduction to Critical Thinking.Donald L. Hatcher & L. Anne Spencer - 1993 - Lanham, MD, USA: Rowman & Littlefield.
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  14.  24
    The Halpern Critical Thinking Assessment: A Review.Donald L. Hatcher - 2013 - Inquiry: Critical Thinking Across the Disciplines 28 (3):18-23.
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  15.  14
    Understanding "The Second Sex".Donald L. Hatcher - 1984 - New York: P. Lang.
    While all who are interested in the philosophical issues surrounding feminism should read Simone de Beauvoir's seminal work The Second Sex, many who begin the long journey do not understand the philo- sophical traditions from which her analyses and arguments grow. This makes understanding and appreciating the cogency of her position very difficult. Understanding The Second Sex introduces the naive reader to the necessary philosophical tradition, explicates major portions of the text, and analyzes Simone de Beauvoir's criticisms of marriage and (...)
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  16.  6
    When Poets Teach Critical Thinking.Donald L. Hatcher - 1991 - Thinking: The Journal of Philosophy for Children 9 (3):46-47.
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  17.  33
    A training procedure for obtaining contrast-sensitivity functions within a single session in monkeys.Terry L. Devietti, John A. D’Andrea, Donald J. Hatcher & Michael D. Reddix - 1993 - Bulletin of the Psychonomic Society 31 (4):245-248.
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  18.  9
    Aperture of Absence: Jean-Luc Marion on the God Who 'Is Not'.Donald L. Wallenfang - 2013 - In Jeanine Diller & Asa Kasher (eds.), Models of God and Alternative Ultimate Realities. Springer. pp. 861--874.
  19.  8
    Awaken, O Spirit.Donald L. Wallenfang - 2012 - Logos: A Journal of Catholic Thought and Culture 15 (4):57-74.
  20.  30
    Critical Thinking Instruction.Donald Hatcher - 2015 - Inquiry: Critical Thinking Across the Disciplines 30 (3):4-19.
    Since the 80s, educators have supported instruction in critical thinking as “an Educational Ideal.” This should not be a surprise given some of the more common conceptions, e.g., Ennis’s “reasonable reflective thinking on what to believe or do,” or Siegel’s “being appropriately moved by reasons,” as opposed to bias, emotion or wishful thinking. Who would want a doctor, lawyer, or mechanic who could not skillfully evaluate arguments, causes, and cures? So, educators endorsed the dream that, through proper CT instruction, students’ (...)
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  21.  49
    Arguments for Another Definition of Critical Thinking.Donald Hatcher - 2000 - Inquiry: Critical Thinking Across the Disciplines 20 (1):3-8.
  22.  12
    Hatcher.Donald Hatcher - 1991 - Inquiry: Critical Thinking Across the Disciplines 7 (1):16-17.
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  23.  17
    Hatcher (continued from page 9).Donald Hatcher - 1991 - Inquiry: An Interdisciplinary Journal of Philosophy 7 (1):16-17.
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  24.  7
    Does One’s Major Affect Critical Thinking Scores?Donald Hatcher & Molly Ireland - 2024 - Inquiry: Critical Thinking Across the Disciplines 33 (1):74-93.
    Some researchers have claimed that there is no significant correlation between students’ majors and their performance on standardized critical thinking tests. This paper provides both evidence and arguments that that claim may well be false. Besides arguments based on the correlation between students’ majors and other standardized tests, data from Baker University’s Critical Thinking and Writing Program show large differences in effect size gains relative to students’ majors.
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  25.  11
    The Role of Personal Values in Argument Evaluation.Donald Hatcher - unknown
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  26.  29
    Can Critical Thinking Survive the Postmodern Challenge?Donald Hatcher - 1991 - Inquiry: Critical Thinking Across the Disciplines 7 (1):8-9.
  27.  4
    A Critique of Critical Thinking.Donald Hatcher - 1986 - Thinking: The Journal of Philosophy for Children 6 (4):14-16.
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  28.  20
    Critical Thinking and Rational Emotive Behavior Therapy.Donald Hatcher, Tony Brown & Kelli Gariglietti - 2001 - Inquiry: Critical Thinking Across the Disciplines 20 (3):6-18.
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  29.  46
    CriticaI Thinking and Epistemic Obligations.Donald Hatcher - 1995 - Inquiry: Critical Thinking Across the Disciplines 14 (3):28-40.
  30.  16
    Effect Size and Critical Thinking Assessment.Donald Hatcher - 2015 - Inquiry: Critical Thinking Across the Disciplines 30 (3):32-37.
    This is a brief response to David Wright’s commentary on my paper, “Critical Thinking Instruction: A Realistic Evaluation: The Dream vs. Reality.” Wright claims that if one looks more closely at the literature on critical thinking assessment that the reported effect sizes for CT instruction are quite respectable and my standards are too high. My comments will focus is on whether effect size is both problematic and an adequate measure for assessment.
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  31.  36
    Should Anti-Realists Teach Critical Thinking?Donald Hatcher - 1995 - Inquiry: Critical Thinking Across the Disciplines 14 (4):29-35.
  32.  85
    Plantinga and Reformed Epistemology.Donald Hatcher - 1986 - Philosophy and Theology 1 (1):84-95.
    After summarizing Plantinga’s critique of “classical foundationalism” and his substitute, Reformed epistemology, the paper argues that Reformed epistemology has so many problems that it is not an adequate substitute for classical foundationalism. Given Plantinga’s reformed epistemology, believers of any religion could have “knowledge of their God.” This is because Plantinga has not set forth the justifying conditions necessary to distinguish between “properly basic beliefs” as opposed to improperly basic beliefs. Given such problems, it is more reasonable to stick with classical (...)
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  33.  15
    Should critical thinking courses include the critique of religious beliefs?Donald Hatcher & Mark Battersby - unknown
    Over the last few years, there have been five best sellers critical of religion and religious belief. It seems that there is great interest in questions about religious belief. Ironically, critical thinking texts seldom examine the topic. This paper will evaluate eight arguments to exempt religious belief from rational critique. I conclude that the topic of religious belief should not be exempt from critical thinking classes.
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  34.  15
    Commentary on: Tracy Bowell and Justine Kingsbury's "Critical thinking and the argumentational and epistemic virtues".Donald Hatcher - unknown
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  35.  16
    Plato’s “Meno”.Donald Hatcher - 1996 - Inquiry: Critical Thinking Across the Disciplines 16 (1):1-8.
  36.  8
    Plato’s “Meno”.Donald Hatcher - 1996 - Inquiry: Critical Thinking Across the Disciplines 16 (1):1-8.
  37.  14
    Reasoning and Writing.Donald Hatcher - 1990 - Inquiry: Critical Thinking Across the Disciplines 6 (4):18-18.
  38.  11
    Reasoning and Writing.Donald Hatcher - 1990 - Inquiry: Critical Thinking Across the Disciplines 6 (4):18-18.
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  39.  59
    Richard Paul and the Philosophical Foundations of Critical Thinking.Donald Hatcher - 2016 - Inquiry: Critical Thinking Across the Disciplines 31 (1):86-97.
    The late Richard Paul was arguably the most well-known and influential person in the history of the critical thinking movement. This reflection on and tribute to his work focuses on Paul’s genius in applying his knowledge of important works in the history of philosophy to the development of a robust conception of critical thinking, one that has wide appeal, not only to philosophers, but to faculties across academe. I also discuss the debt so many of us who teach critical thinking (...)
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  40.  27
    Some problems with Plantinga's reformed epistemology.Donald Hatcher - 1989 - American Journal of Theology and Philosophy 10 (1):21 - 31.
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  41.  36
    Should Religious Beliefs Be Exempt from the Duty to Think Critically?Donald Hatcher - 2014 - Inquiry: Critical Thinking Across the Disciplines 29 (1):17-31.
    Recently, there have been at least five best sellers critical of religion and religious belief. It seems, at least among readers in the U.S., that there is great interest in questions about the rationality of religious belief. Ironically, critical thinking texts seldom examine the topic. After reviewing a series of previous arguments that people have an ethical duty to think critically, this paper will evaluate a number of arguments intended to exempt religious belief from the sorts of rational critique covered (...)
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  42.  30
    Three Theories of Rationality.Donald Hatcher - 1997 - Inquiry: Critical Thinking Across the Disciplines 17 (2):4-19.
  43.  29
    Why Critical Thinking and Composition Belong Together (and vice versa).Donald Hatcher & Lucy Price - 1998 - Inquiry: Critical Thinking Across the Disciplines 17 (4):19-30.
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  44.  61
    The Ethical Context in Organizations: Influences on Employee Attitudes and Behaviors.Donald L. McCabe - 1998 - Business Ethics Quarterly 8 (3):447-476.
    Abstract:This field survey focused on two constructs that have been developed to represent the ethical context in organizations: ethical climate and ethical culture. We first examined issues of convergence and divergence between these constructs through factor analysis and correlational analysis. Results suggested that the two constructs are measuring somewhat different, but strongly related dimensions of the ethical context. We then investigated the relationships between the emergent ethical context factors and an ethics-related attitude (organizational commitment) and behavior (observed unethical conduct) for (...)
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  45.  78
    A New Perspective on Ethics, Ecology, and Economics.Donald L. Adolphson - 2004 - Journal of Business Ethics 54 (3):201-213.
    This paper introduces the important concept of a biophysical perspective on economics into the business ethics literature. The biophysical perspective recognizes that ecological processes determine what can be done in an economy and how best to do it. A biophysical perspective places the economic system into a larger context of the ecologic system. This changes the perception of ethical issues by identifying a larger scope of management decisions. The paper examines the changing ethical landscape in such issues as biotechnology, planned (...)
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  46. Identity, Discernibility, and Composition.Donald L. M. Baxter - 2014 - In A. J. Cotnoir & Donald L. M. Baxter (eds.), Composition as Identity. Oxford University Press. pp. 244-253.
    There is more than one way to say that composition is identity. Yi has distinguished the Weak Composition thesis from the Strong Composition thesis and attributed the former to David Lewis while noting that Lewis associates something like the latter with me. Weak Composition is the thesis that the relation between the parts collectively and their whole is closely analogous to identity. Strong Composition is the thesis that the relation between the parts collectively and their whole is identity. Yi is (...)
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  47.  48
    Sacramental Givenness.Donald L. Wallenfang - 2010 - Philosophy and Theology 22 (1-2):131-154.
    The notion of givenness (Gegebenheit/donation) serves a key role in the phenomenological paradigms of Edmund Husserl, Martin Heidegger and Jean-Luc Marion, yet can this notion be applied directly or analogously within the context of sacramental theology? This essay demonstrates how the respective understandings of givenness, in the works of Husserl, Heidegger and Marion, can be employed as hermeneutical centers for exploring the paradoxical phenomenon of the sacrament, whereby the phenomenalities of the visible and the invisible coincide. The Eucharist is called (...)
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  48.  14
    The Heart of the Matter.Donald L. Wallenfang - 2014 - Logos: A Journal of Catholic Thought and Culture 17 (3):118-142.
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  49. Oneness, Aspects, and the Neo-Confucians.Donald L. M. Baxter - 2018 - In Philip J. Ivanhoe, Owen Flanagan, Victoria S. Harrison, Hagop Sarkissian & Eric Schwitzgebel (eds.), The Oneness Hypothesis: Beyond the Boundary of Self. New York, NY, USA: Columbia University Press.
    Confucius gave counsel that is notoriously hard to follow: "What you do not wish for yourself, do not impose on others" (Huang 1997: 15.24). People tend to be concerned with themselves and to be indifferent to most others. We are distinct from others so our self-concern does not include them, or so it seems. Were we to realize this distinctness is merely apparent--that our true self includes others--Confucius's counsel would be easier to follow. Concern for our true self would extend (...)
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  50. Aspects and the Alteration of Temporal Simples.Donald L. M. Baxter - 2016 - Manuscrito 39 (4):169-181.
    ABSTRACT According to David Lewis, alteration is "qualitative difference between temporal parts of something." It follows that moments, since they are simple and lack temporal parts, cannot alter from future to present to past. Here then is another way to put McTaggart's paradox about change in tense. I will appeal to my theory of Aspects to rebut the thought behind this rendition of McTaggart. On my theory, it is possible that qualitatively differing things be numerically identical. I call these differing, (...)
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