78 found
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  1.  50
    Four Dialogue Systems.Jim Mackenzie - 1990 - Studia Logica 49 (4):567 - 583.
    The paper describes four dialogue systems, developed in the tradition of Charles Hamblin. The first system provides an answer for Achilles in Lewis Carroll's parable, the second an analysis of the fallacy of begging the question, the third a non-psychologistic account of conversational implicature, and the fourth an analysis of equivocation and of objections to it. Each avoids combinatorial explosions, and is intended for real-time operation.
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  2.  23
    Distinguo: The Response to Equivocation. [REVIEW]Jim Mackenzie - 1988 - Argumentation 2 (4):465-482.
    Logical guarantees of validity must be understood as subject to the proviso that no equivocation is committed. But we do not have a formal theory of equivocation. This paper attempts to formulate rules for responding to equivocal arguments in the context of dialogue. What occurs when one distinguishes meanings of an equivocal expression turns out to be rather different from definition.
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  3.  93
    Reasoning and Logic.Jim Mackenzie - 1989 - Synthese 79 (1):99 - 117.
    Gilbert Harman, in Logic and Reasoning (Synthese 60 (1984), 107–127) describes an unsuccessful attempt ... to develop a theory which would give logic a special role in reasoning. Here reasoning is psychological, a procedure for revising one''s beliefs. In the present paper, I construe reasoning sociologically, as a process of linguistic interaction; and show how both reasoning in the psychologistic sense and logic are related to that process.
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  4.  56
    No Logic Before Friday.Jim Mackenzie - 1985 - Synthese 63 (3):329 - 341.
  5.  14
    Frege and Illogical Behaviour.Jim Mackenzie - 1984 - American Philosophical Quarterly 21 (4):339 - 348.
    Frege argued that though it is logically possible for an illogical community to exist, It is not possible that it should be right. Neither the assertion of false statements nor the acceptance of invalid arguments suffices to render a community illogical. The kinds of behavior which would suffice prove, On examination, To be very rare, But to justify frege's rather obscure remarks on illogicality and the universality of logical laws. The laws of logic are to be understood as constraints on (...)
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  6.  21
    Street Phronesis.Jim Mackenzie - 1991 - Journal of Philosophy of Education 25 (2):153–169.
  7.  15
    Confirmation of a Conjecture of Peter of Spain Concerning Question-Begging Arguments.Jim Mackenzie - 1984 - Journal of Philosophical Logic 13 (1):35 - 45.
  8.  30
    From Speech Acts to Semantics.Jim Mackenzie - 2014 - Studies in Logic, Grammar and Rhetoric 36 (1):121-142.
    Frege introduced the notion of pragmatic force as what distinguishes statements from questions. This distinction was elaborated by Wittgenstein in his later works, and systematised as an account of different kinds of speech acts in formal dialogue theory by Hamblin. It lies at the heart of the inferential semantics more recently developed by Brandom. The present paper attempts to sketch some of the relations between these developments.
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  9.  30
    Peters and Marshall on the Philosophy of the Subject.Jim Mackenzie - 1995 - Educational Philosophy and Theory 27 (1):25–40.
  10.  22
    Religious Upbringing is Not as Michael Hand Describes.Jim Mackenzie - 2004 - Journal of Philosophy of Education 38 (1):129–142.
  11.  6
    Street Phronesis.Jim Mackenzie - 1991 - Philosophy of Education 25 (2):153-169.
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  12.  47
    No Logic Before Friday.Jim Mackenzie - 1984 - Synthese 58 (2):329 - 341.
  13.  31
    Forms of Knowledge and Forms of Discussion.Jim Mackenzie - 1998 - Educational Philosophy and Theory 30 (1):27–49.
  14.  36
    Peers on Socrates and Plato.Jim Mackenzie - 2014 - Educational Philosophy and Theory 46 (7):1-14.
    There is more to be said about two of the topics Chris Peers addresses in his article Freud, Plato and Irigaray: A morpho-logic of teaching and learning, namely the Socratic method of teaching and Plato’s stance with regard to women and feminism. My purpose in this article is to continue Peers’s discussion of these two topics.
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  15.  31
    Equivocation as a Point of Order.Jim Mackenzie - 2007 - Argumentation 21 (3):223-231.
    Equivocation, or multiple meaning, is explained through the introduction of an additional response, the distinction, to points of order in formal dialogue objecting to immediate inconsistency.
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  16.  31
    I Guess.Jim Mackenzie - 1987 - Australasian Journal of Philosophy 65 (3):290 – 300.
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  17.  25
    Contexts of Begging the Question.Jim Mackenzie - 1994 - Argumentation 8 (3):227-240.
    In this paper a dialogical account of begging the question is applied to various contexts which are not obviously dialogues: - reading prose, working through a deductive system, presenting a legal case, and thinking to oneself. The account is then compared with that in chapter eight of D. Walton'sBegging the Question (New York; Greenwood, 1991).
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  18.  40
    Religious Upbringing: A Rejoinder and Responses.Michael Hand, Jim Mackenzie, Peter Gardner & Charlene Tan - 2004 - Philosophy of Education 38 (4):639-662.
  19.  52
    The Quantitative-Qualitative Distinction and the Null Hypothesis Significance Testing Procedure.Nimal Ratnesar & Jim Mackenzie - 2006 - Journal of Philosophy of Education 40 (4):501–509.
  20.  22
    Postmodernism and Science Education: An Appraisal.Jim Mackenzie, Ron Good & James Robert Brown - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 1057-1086.
    Over the past 50 years, postmodernism has been a progressively growing and influential intellectual movement inside and outside the academy. Postmodernism is characterised by rejection of parts or the whole of the Enlightenment project that had its roots in the birth and embrace of early modern science. While Enlightenment and ‘modernist’ ideas of universalism, of intellectual and cultural progress, of the possibility of finding truths about the natural and social world and of rejection of absolutism and authoritarianism in politics, philosophy (...)
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  21.  30
    On Teaching Critical Thinking.Jim Mackenzie - 1991 - Educational Philosophy and Theory 23 (1):56–78.
  22.  33
    Authority.Jim Mackenzie - 1988 - Philosophy of Education 22 (1):57-67.
  23.  5
    The Quantitative-Qualitative Distinction and the Null Hypothesis Significance Testing Procedure.Nimal Ratnesar & Jim Mackenzie - 2006 - Philosophy of Education 40 (4):501-509.
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  24.  24
    Evers & Walker and Forms of Knowledge.Jim Mackenzie - 1985 - Journal of Philosophy of Education 19 (2):199–209.
  25.  8
    Religious Upbringing is Not as Michael Hand Describes.Jim Mackenzie - 2004 - Philosophy of Education 38 (1):129-142.
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  26.  9
    Still Irrelevant to Us.Jim Mackenzie - 2004 - Journal of Philosophy of Education 38 (4):639–662.
  27.  12
    Evers & Walker and Forms of Knowledge.Jim Mackenzie - 1985 - Philosophy of Education 19 (2):199-209.
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  28.  5
    Hamblin's Case for Commitment: A Reply to Johnson.Jim Mackenzie & Phil Staines - 1999 - Philosophy and Rhetoric 32 (1):14 - 39.
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  29.  36
    Christopher Winch on the Representational Theory of Language and its Pedagogic Relevance.Jim Mackenzie - 2001 - Educational Philosophy and Theory 33 (1):35-56.
    In his recent paper, Winch attacks a group of theories he calls cognitivism. These theories agree in holding that ‘the ability to think, both consciously and subconsciously, amounts to an ability to internally manipulate symbolic representations of that which we think about.The relevance of this attack to education is that ‘Cognitivism’ supplies plausible‐looking reasons for thinking that learning can take place without instruction, practice, memorisation or training and its prestige as a theory of learning devalues those activities within education.Its rejection (...)
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  30.  24
    Woods on Ideals of Rationality in Dialogue.Jim Mackenzie - 1988 - Argumentation 2 (4):409-417.
    Woods' paper “Ideals of Rationality in Dialogue” raises six problems for dialogue theory. Woods is right about the seriousness of the problems, but one school of dialogue, that stemming from the work of Charles Hamblin, avoids each of Woods' problems by using commitment instead of belief and by using only immediate logical relations. This paper summarises the reasons Hamblin's school took this course, and explains how Woods' problems are thereby avoided.
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  31.  23
    The New Professor of Theology.Jim Mackenzie - 1994 - Journal of Philosophy of Education 28 (1):5–15.
    ABSTRACTThis paper consists of a story about unorthodox assessment procedures in theology, and a discussion of their implications. Among the issues raised are the possibility of testing values, the relationship of test validity to test reliability and ethical questions involved in assessment.
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  32.  13
    The New Professor of Theology.Jim Mackenzie - 1994 - Philosophy of Education 28 (1):5-15.
    ABSTRACTThis paper consists of a story about unorthodox assessment procedures in theology, and a discussion of their implications. Among the issues raised are the possibility of testing values, the relationship of test validity to test reliability and ethical questions involved in assessment.
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  33.  13
    Vague and Ambiguous Questions on Multiple‐Choice Exercises: The Case For.Jim Mackenzie - 1994 - Educational Philosophy and Theory 26 (1):23-33.
  34.  13
    Stalky & Co.: The Adversarial Curriculum.Jim Mackenzie - 2002 - Journal of Philosophy of Education 36 (4):609–620.
  35.  3
    Stalky & Co.: The Adversarial Curriculum.Jim Mackenzie - 2002 - Philosophy of Education 36 (4):609-620.
  36.  1
    Forms of Knowledge and Forms of Discussion.Jim Mackenzie - 1998 - Educational Philosophy and Theory 30 (1):27-49.
  37.  30
    Alpha Centauri IV.Jim Mackenzie - 1986 - Philosophia 16 (1):115-116.
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  38. A Pragmatic Requirement for Classically Valid Arguments.Jim Mackenzie - 1985 - Logique Et Analyse 28 (109):75-78.
     
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  39.  32
    A Reply on Behalf of the Relativist to Mark Mason's Justification of Universal Ethical Principles.Jim Mackenzie - 2007 - Educational Philosophy and Theory 39 (6):657–675.
    Mark Mason, in his ‘A Justification, After the Postmodern Turn, of Universal Ethical Principles and Educational Ideals’ Educational Philosophy and Theory, 37 , attempts to justify transcultural multiculturalism. In this paper I argue that he fails to refute moral relativism, and that multiculturalism as he interprets it is not morally acceptable.
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  40.  13
    A Reply on Behalf of the Relativist to Mark Mason's Justification of Universal Ethical Principles.Jim Mackenzie - 2007 - Educational Philosophy and Theory 39 (6):657-675.
    Mark Mason, in his ‘A Justification, After the Postmodern Turn, of Universal Ethical Principles and Educational Ideals’ Educational Philosophy and Theory, 37, attempts to justify transcultural multiculturalism. In this paper I argue that he fails to refute moral relativism, and that multiculturalism as he interprets it is not morally acceptable.
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  41.  1
    Book Review. [REVIEW]Jim MacKenzie - 1999 - Argumentation 13 (1):115-119.
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  42.  3
    Because R. T. Allen Says So.Jim Mackenzie - 1988 - Journal of Philosophy of Education 22 (1):107–113.
  43.  1
    Because R. T. Allen Says So.Jim Mackenzie - 1988 - Philosophy of Education 22 (1):107-113.
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  44.  15
    Charles Leonard Hamblin, 1922-1985.Jim Mackenzie & Philip Staines - 1985 - Australasian Journal of Philosophy 63 (3):384.
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  45.  12
    Dahlbeck and Pure Ontology.Jim Mackenzie - 2016 - Educational Philosophy and Theory 48 (9).
    This article responds to Johan Dahlbeck’s ‘Towards a pure ontology: Children’s bodies and morality’, 2014, pp. 8–23). His arguments from Nietzsche and Spinoza do not carry the weight he supposes, and the conclusions he draws from them about pedagogy would be ill-advised in practice.
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  46.  20
    David Carr on Religious Knowledge and Spiritual Education.Jim Mackenzie - 1998 - Journal of Philosophy of Education 32 (3):409–427.
  47.  17
    David Carr on Religious Knowledge and Spiritual Education.Jim Mackenzie - 1998 - Philosophy of Education 32 (3):409-427.
  48.  70
    Evidence‐Based Education Policy: What Evidence? What Basis? Whose Policy? – Edited by D. Bridges, P. Smeyers and R. Smith. [REVIEW]Jim Mackenzie - 2012 - Educational Philosophy and Theory 44 (1):117-119.
  49.  31
    Fallacies: Classical and Contemporary Readings.Jim MacKenzie - 1996 - Informal Logic 18 (2).
  50.  39
    Holden's Public University and its Rawlsian Silence on Religion.Jim Mackenzie - 2012 - Educational Philosophy and Theory 44 (7):686-706.
    Robert H. Holden, in ‘The Public University's Unbearable Defiance of Being’ argues that the public university ought to welcome the infusion of relevant beliefs, including religious ones, in carrying out its research and teaching responsibilities. In this paper, I examine whether he has shown that some opinions are suppressed, whether he has shown that other views are hegemonic, the central argument that lies behind his thinking, and then consider the educational consequences of his position.
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