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Dennis Earl [14]Dennis Edward Earl [1]
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  1. The Four-Sentence Paper.Dennis Earl - 2015 - Teaching Philosophy 38 (1):49-76.
    They say that argumentative writing skills are best learned through writing argumentative essays. I say that while this is excellent practice for argumentative writing, an important exercise to practice structuring such essays and build critical thinking skills simultaneously is what I call the four-sentence paper. The exercise has the template They say..., I say..., one might object..., I reply... One might object that the assignment oversimplifies argumentative writing, stifles creativity, promotes an adversarial attitude, or that students can’t consider objections well (...)
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  2.  14
    Ontology and the Paradox of Future Generations.Dennis Earl - 2011 - Public Reason 3 (1).
  3. A Semantic Resolution of the Paradox of Analysis.Dennis Earl - 2007 - Acta Analytica 22 (3):189-205.
    The paradox of analysis has been a problem for analytic philosophers at least since Moore’s time, and it is especially significant for those who seek an account of analysis along classical lines. The present paper offers a new solution to the paradox, where a theory of analysis is given where (1) analysandum and analysans are distinct concepts, due to their failing to share the same conceptual form, yet (2) they are related in virtue of satisfying various semantic constraints on the (...)
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    Divine Intimacy and the Problem of Horrendous Evil.Dennis Earl - 2011 - International Journal for Philosophy of Religion 69 (1):17-28.
    The problem of horrendous evil is the problem of reconciling the existence of horrendous evils with the existence of a God that is nevertheless good to individuals. A solution to the problem along the lines of that proposed by Morilyn McCord Adams resolves the problem by appeal to various sorts of intimacy with God on the part of the participants in horrendous evils. One half of the problem concerns the victims of horrendous evils. A second half of the problem of (...)
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  5. Concepts and Properties.Dennis Earl - 2006 - Metaphysica 7 (1):67-85.
  6. The Classical Theory of Concepts.Dennis Earl - 2005 - Internet Encyclopedia of Philosophy.
     
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  7.  95
    Vague Analysis.Dennis Earl - 2010 - Metaphysica 11 (2):223-233.
    It might be thought that vagueness precludes the possibility of classical conceptual analysis and, thus, that the classical or definitional view of the nature of complex concepts is incorrect. The present paper argues that classical analysis can be had for concepts expressed by vague language since (1) all of the general theories of vagueness are compatible with the thesis that all complex concepts have classical analyses and also that (2) the meaning of vague expressions can be analyzed by having the (...)
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    Analyticity and the Analysis Relation.Dennis Earl - 2009 - Acta Analytica 24 (2):139-148.
    Quine famously argued that analyticity is indefinable, since there is no good account of analyticity in terms of synonymy, and intensions are of no help since there are no intensions. Yet if there are intensions, the question still remains as to the right account of analyticity in terms of them. On the assumption that intensions must be admitted, the present paper considers two such accounts. The first analyzes analyticity in terms of concept identity, and the second analyzes analyticity in terms (...)
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    Getting Started: A First-Day Activity in Philosophical Thinking.Renée Smith & Dennis Earl - 2005 - Teaching Philosophy 28 (3):249-259.
    Given the inexperience, misconceptions and misgivings students often bring to a first course in philosophy, we present an activity that acquaints students with the main areas of philosophical inquiry and the tools philosophers use. Students engage in philosophical thinking by reflecting on and answering questions, defending and discussing their answers, and modifying or rejecting views in light of this discussion. The activity introduces students to conceptual analysis, argument, thought-experiment, and the use of counterexampleswhile simultaneously emphasizing and illuminating students’ natural tendency (...)
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    Getting Started.Dennis Earl - 2005 - Teaching Philosophy 28 (3):249-259.
    Given the inexperience, misconceptions and misgivings students often bring to a first course in philosophy, we present an activity that acquaints students with the main areas of philosophical inquiry and the tools philosophers use. Students engage in philosophical thinking by reflecting on and answering questions, defending and discussing their answers, and modifying or rejecting views in light of this discussion. The activity introduces students to conceptual analysis, argument, thought-experiment, and the use of counterexampleswhile simultaneously emphasizing and illuminating students’ natural tendency (...)
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  11.  14
    Supervaluationist Entailment and Definitions.Dennis Earl - 2014 - Conceptus: Zeitschrift Fur Philosophie 40 (98):1-12.
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    Reason in a Dark Time: Why the Struggle Against Climate Change Failed—And What It Means for Our Future, by Dale Jamieson. Oxford: Oxford University Press, 2014. 288 Pp. ISBN: 978-0199337668. [REVIEW]Dennis Earl - 2015 - Business Ethics Quarterly 25 (4):583-586.
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  13. Concepts.Dennis Earl - 2007 - Internet Encyclopedia of Philosophy.
     
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  14. An Improved Reply to the Argument From Categorization.Dennis Earl - 2007 - Journal of Mind and Behavior 28 (3-4):279-288.
    One argument raised against the classical view of concepts is the argument from categorization, which infers from empirical evidence concerning acts of categorization that the best explanation for that evidence is inconsistent with the classical view. Building on an argument and basic distinction drawn by Georges Rey, the present paper gives an improved response to the argument from categorization by drawing further distinctions among various epistemic and satisfaction conditions for concepts. The paper shows that given such further distinctions, one sort (...)
     
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