Citations of work:

Harvey Siegel (2005). Truth, Thinking, Testimony and Trust: Alvin Goldman on Epistemology and Education.

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  1. Lucky Belief in Science Education.Richard Brock - 2018 - Science and Education 27 (3-4):247-258.
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    Social Epistemology and the Aim of Education.Luke A. Buckland - 2016 - South African Journal of Philosophy 35 (1):103-110.
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  3. Knowledge, Belief, and Science Education.Tiago Alfredo S. Ferreira, Charbel N. El-Hani & Waldomiro José da Silva-Filho - 2016 - Science & Education 25 (7-8):775-794.
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    Epistemology in Excess? A Response to Williams.Siegel Harvey - 2016 - Journal of Philosophy of Education 50 (4).
    Emma Williams’ ‘In Excess of Epistemology’ admirably endeavours to open the way to an account of critical thinking that goes beyond the one I have defended ad nauseum in recent decades by developing, via the work of Charles Taylor and Martin Heidegger, ‘a radically different conception of thinking and the human being who thinks’, one that ‘does more justice to receptive and responsible conditions of human thought.’ In this response I hope to show that much of Williams’ alternative approach is (...)
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    Fairtrade in Schools: Teaching Ethics or Unlawful Marketing to the Defenceless?Peter Griffiths - 2014 - Ethics and Education 9 (3):369-384.
    Schools in the UK teach pupils about Fairtrade as part of Religious Education, Personal and Social Education, Citizenship, Geography and so on. There are also Fairtrade Schools, where the whole school, including staff and parents, is committed to promoting the brand. It is argued here that promoting this commercial brand to schoolchildren and using the schoolchildren to press adults to buy a product amounts to indoctrination using criteria of intent, methods of teaching and the subject matter. This conflicts with educational (...)
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    Introduction: Education, Social Epistemology and Virtue Epistemology.Ben Kotzee - 2013 - Journal of Philosophy of Education 47 (2):157-167.
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    The Role of Authority in Science and Religion with Implications for Science Teaching and Learning.Mike U. Smith - 2013 - Science & Education 22 (3):605-634.
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    Critical Thinking is Epistemically Responsible.Juho Ritola - 2012 - Metaphilosophy 43 (5):659-678.
    Michael Huemer () argues that following the epistemic strategy of Critical Thinking—that is, thinking things through for oneself—leaves the agent epistemically either worse off or no better off than an alternative strategy of Credulity—that is, trusting the authorities. Therefore, Critical Thinking is not epistemically responsible. This article argues that Reasonable Credulity entails Critical Thinking, and since Reasonable Credulity is epistemically responsible, the Critical Thinking that it entails is epistemically responsible too.
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    Is 'Education' a Thick Epistemic Concept?Harvey Siegel - 2008 - Philosophical Papers 37 (3):455-469.
    Is 'education' a thick epistemic concept? The answer depends, of course, on the viability of the 'thick/thin' distinction, as well as the degree to which education is an epistemic concept at all. I will concentrate mainly on the latter, and will argue that epistemological matters are central to education and our philosophical thinking about it; and that, insofar, education is indeed rightly thought of as an epistemic concept. In laying out education's epistemological dimensions, I hope to clarify the degree to (...)
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    Credibility and Credulity: Monitoring Teachers for Trustworthiness.William Hare - 2007 - Journal of Philosophy of Education 41 (2):207–219.