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Harvey Siegel [142]Harvey Joseph Siegel [1]
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Profile: Harvey Siegel (University of Miami)
  1. Educating Reason Rationality, Critical Thinking and Education.Harvey Siegel - 1988 - Routledge.
     
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  2.  49
    Rationality Redeemed?: Further Dialogues on an Educational Ideal.Harvey Siegel - 1997 - Routedge.
    In Educating Reason, Harvey Siegel presented the case regarding rationality and critical thinking as fundamental education ideals. In Rationality Redeemed? , a collection of essays written since that time, he develops this view, responds to major criticisms raised against it, and engages those critics in dialogue. In developing his ideas and responding to critics, Siegel addresses main currents in contemporary thought, including feminism, postmodernism and multiculturalism.
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  3. Multiculturalism, Universalism, and Science Education: In Search of Common Ground.Harvey Siegel - 2002 - Science Education 86 (6):803-820.
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  4.  3
    On the Relationship Between Belief and Acceptance of Evolution as Goals of Evolution Education.Mike U. Smith & Harvey Siegel - 2016 - Science & Education 25 (5-6):473-496.
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  5. Knowing, Believing, and Understanding: What Goals for Science Education?Mike U. Smith & Harvey Siegel - 2004 - Science and Education 13 (6):553-582.
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  6.  59
    Truth, Thinking, Testimony and Trust: Alvin Goldman on Epistemology and Education.Harvey Siegel - 2005 - Philosophy and Phenomenological Research 71 (2):345–366.
    In his recent work in social epistemology, Alvin Goldman argues that truth is the fundamental epistemic end of education, and that critical thinking is of merely instrumental value with respect to that fundamental end. He also argues that there is a central place for testimony and trust in the classroom, and an educational danger in over-emphasizing the fostering of students’ critical thinking. In this paper I take issue with these claims, and argue that (1) critical thinking is a fundamental end (...)
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  7. Justification, Discovery and the Naturalizing of Epistemology.Harvey Siegel - 1980 - Philosophy of Science 47 (2):297-321.
    Reichenbach's well-known distinction between the context of discovery and the context of justification has recently come under attack from several quarters. In this paper I attempt to reconsider the distinction and evaluate various recent criticisms of it. These criticisms fall into two main groups: those which directly challenge Reichenbach's distinction; and those which (I argue) indirectly but no less seriously challenge that distinction by rejecting the related distinction between psychology and epistemology, and defending the "naturalizing" of epistemology. I argue that (...)
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  8.  17
    Critical Thinking.Sharon Bailin & Harvey Siegel - 2003 - In Nigel Blake (ed.), The Blackwell Guide to the Philosophy of Education. Blackwell. pp. 181--193.
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  9.  83
    Argumentation, Arguing, and Arguments.John Biro & Harvey Siegel - 2011 - Theoria: Revista de Teoría, Historia y Fundamentos de la Ciencia 26 (3):279-287.
    ABSTRACT: While we applaud several aspects of Lilian Bermejo-Luque's novel theory of argumentation and especially welcome its epistemological dimensions, in this discussion we raise doubts about her conception of argumentation, her account of argumentative goodness, and her treatments of the notion of “giving reasons” and of justification.RESUMEN: Aunque aprobamos varios aspectos de la nueva teoría de la argumentación propuesta por Lilian Bermejo Luque y, en particular, su dimensión epistemológica, en este debate planteamos algunas dudas sobre su concepción de la argumentación, (...)
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  10.  37
    In Defense of the Objective Epistemic Approach to Argumentation.John Biro & Harvey Siegel - 2006 - Informal Logic 26 (1):91-101.
    In this paper we defend a particular version of the epistemic approach to argumentation. We advance some general considerations in favor of the approach and then examine the ways in which different versions of it play out with respect to the theory of fallacies, which we see as central to an understanding of argumentation. Epistemic theories divide into objective and subjective versions. We argue in favor of the objective version, showing that it provides a better account than its subjectivist rival (...)
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  11. What is the Question Concerning the Rationality of Science?Harvey Siegel - 1985 - Philosophy of Science 52 (4):517-537.
    The traditional views of science as the possessor of a special method, and as the epitome or apex of rationality, have come under severe challenges for a variety of historical, psychological, sociological, political, and philosophical reasons. As a result, many philosophers are either denying science its claim to rationality, or else casting about for a new account of its rationality. In this paper a defense of the traditional view is offered. It is argued that contemporary philosophical discussion regarding the rationality (...)
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  12.  7
    Relativism.Harvey Siegel - 2004 - In M. Sintonen, J. Wolenski & I. Niiniluoto (eds.), Handbook of Epistemology. Kluwer Academic Publishers. pp. 747--780.
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  13.  38
    Laudan's Normative Naturalism.Harvey Siegel - 1990 - Studies in History and Philosophy of Science Part A 21 (2):295-313.
    Unlike more standard non-normative naturalizations of epistemology and philosophy of science, Larry Laudan's naturalized philosophy of science explicitly maintains a normative dimension. This paper critically assesses Laudan's normative naturalism. After summarizing Laudan's position, the paper examines (1) Laudan's construal of methodological rules as 'instrumentalities' connecting methodological means and cognitive ends; (2) Laudan's instrumental conception of scientific rationality; (3) Laudan's naturalistic account of the axiology of science; and (4) the extent to which a normative philosophy of science can be naturalized. It (...)
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  14.  62
    Epistemology and Education: An Incomplete Guide to the Social-Epistemological Issues.Harvey Siegel - 2004 - Episteme 1 (2):129-137.
    Recent work in epistemology has focused increasingly on the social dimensions of knowledge and inquiry. Education is one important social arena in which knowledge plays a leading role, and in which knowledge-claims are presented, analyzed, evaluated, and transmitted. Philosophers of education have long attended to the epistemological issues raised by the theory and practice of education . While historically philosophical issues concerning education were treated alongside other philosophical issues, in recent times the former set of issues have been largely neglected (...)
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  15. Instrumental Rationality and Naturalized Philosophy of Science.Harvey Siegel - 1996 - Philosophy of Science 63 (3):124.
    In two recent papers, I criticized Ronald N. Giere's and Larry Laudan's arguments for 'naturalizing' the philosophy of science (Siegel 1989, 1990). Both Giere and Laudan replied to my criticisms (Giere 1989, Laudan 1990b). The key issue arising in both interchanges is these naturalists' embrace of instrumental conceptions of rationality, and their concomitant rejection of non-instrumental conceptions of that key normative notion. In this reply I argue that their accounts of science's rationality as exclusively instrumental fail, and consequently that their (...)
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  16.  36
    Empirical Psychology, Naturalized Epistemology, and First Philosophy.Harvey Siegel - 1984 - Philosophy of Science 51 (4):667-676.
    In his 1983 article, Paul A. Roth defends the Quinean project of naturalized epistemology from the criticism presented in my 1980 article. In this note I would like to respond to Roth's effort. I will argue that, while helpful in advancing and clarifying the issues, Roth's defense of naturalized epistemology does not succeed. The primary topic to be clarified is Quine's "no first philosophy" doctrine; but I will address myself to other points as well.
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  17.  26
    Rationality, Reasonableness, and Critical Rationalism: Problems with the Pragma-Dialectical View. [REVIEW]Harvey Siegel & John Biro - 2008 - Argumentation 22 (2):191-203.
    A major virtue of the Pragma-Dialectical theory of argumentation is its commitment to reasonableness and rationality as central criteria of argumentative quality. However, the account of these key notions offered by the originators of this theory, Frans van Eemeren and Rob Grootendorst, seems to us problematic in several respects. In what follows we criticize that account and suggest an alternative, offered elsewhere, that seems to us to be both independently preferable and more in keeping with the epistemic approach to arguments (...)
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  18.  57
    Epistemic Normativity, Argumentation, and Fallacies.Harvey Siegel & John Biro - 1997 - Argumentation 11 (3):277-292.
    In Biro and Siegel we argued that a theory of argumentation mustfully engage the normativity of judgments about arguments, and we developedsuch a theory. In this paper we further develop and defend our theory.
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  19. Justification by Balance.Harvey Siegel - 1992 - Philosophy and Phenomenological Research 52 (1):27-46.
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  20.  88
    Autonomy, Critical Thinking and the Wittgensteinian Legacy: Reflections on Christopher Winch, Education, Autonomy and Critical Thinking.Harvey Siegel - 2008 - Journal of Philosophy of Education 42 (1):165-184.
    In this review of Christopher Winch's new book, Education, Autonomy and Critical Thinking (2006), I discuss its main theses, supporting some and criticising others. In particular, I take issue with several of Winch's claims and arguments concerning critical thinking and rationality, and deplore his reliance on what I suggest are problematic strains of the later Wittgenstein. But these criticisms are not such as to upend Winch's powerful critique of antiperfectionism and 'strong autonomy' or his defence of 'weak autonomy'. His account (...)
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  21.  71
    The Rationality of Science, Critical Thinking, and Science Education.Harvey Siegel - 1989 - Synthese 80 (1):9 - 41.
    This paper considers two philosophical problems and their relation to science education. The first involves the rationality of science; it is argued here that the traditional view, according to which science is rational because of its adherence to (a non-standard conception of) scientific method, successfully answers one central question concerning science''s rationality. The second involves the aims of education; here it is argued that a fundamental educational aim is the fostering of rationality, or its educational cognate, critical thinking. The ramifications (...)
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  22.  6
    The Pragma-Dialectician's Dilemma: Reply to Garssen and van Laar.Harvey Siegel & John Biro - 2010 - Informal Logic 30 (4):457-480.
    Garssen and van Laar in effect concede our main criticism of the pragma-dialectical approach. The criticism is that the conclusions of arguments can be ‘P-D reasonable’ yet patently unreasonable, epistemically speaking. The concession consists in the claim that the theory “remains restricted to the investigation of standpoints in the light of particular sets of starting points” which are “up to individual disputants to create” and the admission that all the relevant terms of normative appraisal have been redefined. We also discuss (...)
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  23.  42
    Multiculturalism and the Possibility of Transcultural Educational and Philosophical Ideals.Harvey Siegel - 1999 - Philosophy 74 (3):387-409.
    How should we think about the interrelationships that obtain among Philosophy, Education, and Culture? In this paper I explore the contours of one such interrelationship: namely, the way in which educational and (other) philosophical ideals transcend individual cultures. I do so by considering the contemporary educational and philosophical commitment to multiculturalism. Consideration of multiculturalism, I argue, reveals important aspects of the character of both educational and philosophical ideals. Specifically, I advance the following claims: i) We are obliged to embrace the (...)
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  24.  20
    Philosophy of Science Naturalized? Some Problems with Giere's Naturalism.Harvey Siegel - 1989 - Studies in History and Philosophy of Science Part A 20 (3):365-375.
    The main thesis is that the study of science must itself be a science. the only viable philosophy of science is a naturalized philosophy of science.
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  25. Knowledge and Its Place in Nature.Harvey Siegel - 2006 - Philosophical Review 115 (2):246-251.
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  26.  26
    Rationality and Judgment.Harvey Siegel - 2004 - Metaphilosophy 35 (5):597-613.
  27.  9
    What (Good) Are Thinking Dispositions?Harvey Siegel - 1999 - Educational Theory 49 (2):207-221.
  28.  36
    Israel Scheffler’s “Moral Education and the Democratic Ideal”.Harvey Siegel - 1997 - Inquiry: Critical Thinking Across the Disciplines 16 (3):25-26.
  29.  41
    Objectivity and Rationality in Epistemology and Education: Scheffler's Middle Road.Alven Neiman & Harvey Siegel - 1993 - Synthese 94 (1):55 - 83.
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  30.  9
    Neither Humean nor (Fully) Kantian Be: Reply to Cuypers.Harvey Siegel - 2005 - Journal of Philosophy of Education 39 (3):535–547.
  31.  57
    Relativism Refuted.Harvey Siegel - 1982 - Educational Philosophy and Theory 14 (2):47–50.
  32. Relativism, Truth, and Incoherence.Harvey Siegel - 1986 - Synthese 68 (2):225-259.
    There are many contemporary sources and defenders of epistemological relativism which have not been considered thus far. I have, for example, barely touched on the voluminous literature regarding frameworks, conceptual schemes, and Wittgensteinian forms of life. Davidson's challenge to the scheme/content distinction and thereby to conceptual relativism, Rorty's acceptance of the Davidsonian argument and his use of it to defend a relativistic position, Winchian and other sociological and anthropological arguments for relativism, recent work in the sociology of science, and Goodman's (...)
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  33.  40
    Educating Reason: Critical Thinking, Informal Logic, and the Philosophy of Education.Harvey Siegel - 1985 - Informal Logic 7 (2).
    Educating Reason: Critical Thinking, Informal logic, and the Philosophy of Education.
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  34.  36
    Goodmanian Relativism.Harvey Siegel - 1984 - The Monist 67 (3):359-375.
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  35.  22
    Goldman, Alvin I. (1999), Knowledge in a Social World.Harvey Siegel - 2002 - Argumentation 16 (3):369-382.
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  36.  58
    Farewell to Feyerabend.Harvey Siegel - 1989 - Inquiry : An Interdisciplinary Journal of Philosophy 32 (3):343 – 369.
    It is with some trepidation that I offer this critical review of Feyerabend's new book. I do not relish the prospect of getting involved in one of the nasty little fights Feyerabend picks with those who criticize his work. Nevertheless, Feyerabend's work cries out for critical attention. Of particular interest is the degree to which this new work deepens or enhances Feyerabend's earlier castigations of Reason. Fans of Feyerabend will be disappointed to learn that Feyerabend's philosophy is not deepened or (...)
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  37.  34
    Relativism, Incoherence, and the Strong Programme.Harvey Siegel - 2011 - In Richard Schantz & Markus Seidel (eds.), The Problem of Relativism in the Sociology of (Scientific) Knowledge. ontos. pp. 41-64.
  38.  39
    Objectivity, Rationality, Incommensurability, and More. [REVIEW]Harvey Siegel - 1980 - British Journal for the Philosophy of Science 31 (4):359-375.
  39.  4
    Book Review. [REVIEW]Harvey Siegel - 2002 - Argumentation 16 (3):369-382.
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  40.  51
    Is Confirmation Differential?Edward Erwin & Harvey Siegel - 1989 - British Journal for the Philosophy of Science 40 (1):105-119.
  41.  30
    Incommensurability, Rationality and Relativism: In Science, Culture and Science Education.Harvey Siegel - 2001 - In Paul Hoyningen-Huene & Howard Sankey (eds.), Incommensurability and Related Matters. Kluwer Academic Publishers. pp. 207--224.
  42.  73
    The Oxford Handbook of Philosophy of Education.Harvey Siegel (ed.) - 2009 - Oxford University Press.
    Philosophy of education has an honored place in the history of Western philosophical thought. Its questions are as vital now, both philosophically and practically, as they have ever been. In recent decades, however, philosophical thinking about education has largely fallen off the philosophical radar screen. Philosophy of education has lost intimate contact with the parent discipline to a regrettably large extent--to the detriment of both. The Oxford Handbook of Philosophy of Education is intended to serve as a general introduction to (...)
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  43.  50
    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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  44.  2
    Naturalism, Instrumental Rationality and the Normativity of Epistemology.Harvey Siegel - 1996 - ProtoSociology 8:97-110.
    Advocates of naturalized epistemology who wish to secure epistemology’s normativity want that normativity to be restricted to instrumental concerns, because these can be understood naturalistically. But epistemic normativity cannot be so limited; a ‘categorical’ sort of normativity must be acknowledged. Naturalism can neither account for nor do away with this sort of normativity. Hence naturalism is at best a seriously incomplete and therefore inadequate meta-epistemological position.
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  45.  13
    The Response to Creationism.Harvey Siegel - 1984 - Educational Studies 15 (4):349-364.
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  46.  1
    Israel Scheffler Interviewed By.Harvey Siegel - 2005 - Journal of Philosophy of Education 39 (4).
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  47.  28
    The Generalizability of Critical Thinking.Harvey Siegel - 1991 - Educational Philosophy and Theory 23 (1):18–30.
  48.  27
    Epistemological Relativism in its Latest Form.Harvey Siegel - 1980 - Inquiry : An Interdisciplinary Journal of Philosophy 23 (1):107 – 117.
    Gerald Doppelt's recent ?Kuhn's Epistemological Relativism: An Interpretation and Defense? (Inquiry, Vol. 21 [1978], pp. 33?86) offers a reconstruction of Thomas Kuhn's views concerning theory choice in science in which Kuhn's ?incommensurability thesis?, and his epistemological relativism, are defended. It is argued that Doppelt's reconstruction fails to provide an adequate defense, and that both Kuhn's incommensurability thesis, and his epistemological relativism, as reconstructed by Doppelt, remain philosophically unacceptable.
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  49.  23
    The Limits of A Priori Philosophy.Harvey Siegel - 1992 - Studies in Philosophy and Education 11 (3):265-284.
  50.  45
    Philosophy of Education.Harvey Siegel - 1997 - Teaching Philosophy 20 (1):83-88.
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