88 found
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  1.  26
    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.  9
    Religious Upbringing is Not as Michael Hand Describes.Jim Mackenzie - 2004 - Journal of Philosophy of Education 38 (1):129–142.
  3.  14
    From Speech Acts to Semantics.Jim Mackenzie - 2014 - Studies in Logic, Grammar and Rhetoric 36 (1):121-142.
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  4.  10
    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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  5.  12
    Street Phronesis.Jim Mackenzie - 1991 - Journal of Philosophy of Education 25 (2):153–169.
  6.  7
    Forms of Knowledge and Forms of Discussion.Jim Mackenzie - 1998 - Educational Philosophy and Theory 30 (1):27–49.
  7.  6
    Confirmation of a Conjecture of Peter of Spain Concerning Question-Begging Arguments.Jim Mackenzie - 1984 - Journal of Philosophical Logic 13 (1):35 - 45.
  8.  11
    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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  9.  22
    Religious Upbringing: A Rejoinder and Responses.Michael Hand, Jim Mackenzie, Peter Gardner & Charlene Tan - 2004 - Journal of Philosophy of Education 38 (4):639-662.
  10.  70
    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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  11.  7
    Peters and Marshall on the Philosophy of the Subject.Jim Mackenzie - 1995 - Educational Philosophy and Theory 27 (1):25–40.
  12.  34
    No Logic Before Friday.Jim Mackenzie - 1984 - Synthese 58 (2):329 - 341.
  13.  10
    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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  14.  32
    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.
  15.  14
    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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  16.  14
    I Guess.Jim Mackenzie - 1987 - Australasian Journal of Philosophy 65 (3):290 – 300.
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  17.  43
    No Logic Before Friday.Jim Mackenzie - 1985 - Synthese 63 (3):329 - 341.
  18.  24
    Alpha Centauri IV.Jim Mackenzie - 1986 - Philosophia 16 (1):115-116.
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  19.  6
    On Teaching Critical Thinking.Jim Mackenzie - 1991 - Educational Philosophy and Theory 23 (1):56–78.
  20.  2
    Still Irrelevant to Us.Jim Mackenzie - 2004 - Journal of Philosophy of Education 38 (4):639–662.
  21.  21
    Philosophical Abstracts.Jim Mackenzie - 1986 - Australasian Journal of Philosophy 64 (2):435-457.
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  22. Religious Upbringing is Not as Michael Hand Describes.Jim Mackenzie - 2004 - Philosophy of Education 38 (1):129-142.
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  23.  3
    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 (...)
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  24.  3
    Stalky & Co.: The Adversarial Curriculum.Jim Mackenzie - 2002 - Journal of Philosophy of Education 36 (4):609–620.
  25.  19
    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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  26.  9
    Evers & Walker and Forms of Knowledge.Jim Mackenzie - 1985 - Journal of Philosophy of Education 19 (2):199–209.
  27.  17
    Authority.Jim Mackenzie - 1988 - Journal of Philosophy of Education 22 (1):57–67.
  28.  5
    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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  29.  5
    Vague and Ambiguous Questions on Multiple-Choice Exercises: The Case For.Jim Mackenzie - 1994 - Educational Philosophy and Theory 26 (1):23–33.
  30.  26
    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.
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  31.  27
    Positivism and Constructivism, Truth and 'Truth'.Jim Mackenzie - 2011 - Educational Philosophy and Theory 43 (5):534-546.
    This paper is concerned with the reversal in meaning of the word positivism, which has come to mean ‘theory which assumes the existence of a world beyond our ideas’ whereas once it meant ‘theory which is agnostic about the existence of a world beyond our ideas', and with educational writers’ persistent mistakes in using quotation marks, as a consequence of this reversal.
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  32. Street Phronesis.Jim Mackenzie - 1991 - Philosophy of Education 25 (2):153-169.
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  33. A Pragmatic Requirement for Classically Valid Arguments.Jim Mackenzie - 1985 - Logique Et Analyse 28 (109):75-78.
     
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  34.  23
    The Idea of Literacy.Jim MacKenzie - 2000 - Journal of Philosophy of Education 34 (2):209–228.
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  35.  22
    What the Good Samaritan Didn't Know.Jim Mackenzie - 1993 - Journal of Value Inquiry 27 (1):39-41.
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  36.  9
    Walton, Douglas (Ed.), Fallacies Arising From Ambiguity (1996).Jim MacKenzie - 1999 - Argumentation 13 (1):115-119.
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  37.  9
    What Hamblin's Book Fallacies Was About.Jim Mackenzie - 2011 - Informal Logic 31 (4):262-278.
    I finished my undergraduate degree at Monash University and joined Charles Hamblin’s seminar at the University of NSW in March, 1968. Phil Staines from the University of Newcastle joined at the same time, and Vic Dudman was an established member. Hamblin’s book Fallacies would be published in 1970, but the seminar discussions rarely concerned fallacies. This may have been because Hamblin had been working for so long and so closely with those ideas that he was now ready to turn elsewhere. (...)
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  38.  5
    Dahlbeck and Pure Ontology.Jim Mackenzie - 2016 - Educational Philosophy and Theory 48 (9).
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  39.  7
    Peers on Socrates and Plato.Jim Mackenzie - 2014 - Educational Philosophy and Theory 46 (7):1-14.
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  40.  7
    The Philosophy of the Subject: Back to the Future.Jim Mackenzie - 1998 - Educational Philosophy and Theory 30 (2):135–162.
    The author discusses why the philosophy of the subject has been important\nto postmodernists. The author commences with a discussion on the\nintellectual background of postmodernism and its relations with other\nkinds of philosophy and with history. This paper concludes with a\ndiscussion about Michel Foucault's views on education and training\nand what impact this had on development of policy in New Zealand.
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  41.  14
    Plato – by Robin Barrow.Jim Mackenzie - 2010 - Educational Philosophy and Theory 42 (4):501-503.
  42.  11
    David Carr on Religious Knowledge and Spiritual Education.Jim Mackenzie - 1998 - Journal of Philosophy of Education 32 (3):409–427.
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  43.  11
    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’ (2009, Educational Philosophy and Theory, 41:5, pp. 575–591) 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 (...)
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  44.  7
    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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  45.  11
    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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  46.  5
    The Ballad of Ugly Dave.Jim Mackenzie - 2004 - In Frank Jackson & Graham Priest (eds.), Lewisian Themes: The Philosophy of David K. Lewis. Oxford University Press. pp. 138.
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  47.  9
    Charles Leonard Hamblin, 1922-1985.Jim Mackenzie & Philip Staines - 1985 - Australasian Journal of Philosophy 63 (3):384.
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  48.  8
    Reason and Rationality – By Jon Elster, Trans. By Simon Rendall.Jim Mackenzie - 2011 - Educational Philosophy and Theory 43 (7):791-791.
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  49.  4
    Fallacies: Classical and Contemporary Readings.Jim MacKenzie - 1996 - Informal Logic 18 (2).
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  50.  8
    Wilson on Relativism and Teaching.Jim Mackenzie - 1987 - Journal of Philosophy of Education 21 (1):119–130.
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