Results for 'Jonathan E. Duchac'

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  1. An Academic Publisher’s Response to Plagiarism.Bruce R. Lewis, Jonathan E. Duchac & S. Douglas Beets - 2011 - Journal of Business Ethics 102 (3):489-506.
    Plagiarism strikes at the heart of academe, eroding the fundamental value of academic research. Recent evidence suggests that acts of plagiarism and awareness of these acts are on the rise in academia. To address this issue, a vein of research has emerged in recent years exploring plagiarism as an area of academic inquiry. In this new academic subject, case studies and analysis have been one of the most influential methodologies employed. Case studies provide a venue where acts of plagiarism can (...)
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  2. Epistemological problems of testimony.Jonathan E. Adler - 2006 - Stanford Encyclopedia of Philosophy.
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  3.  79
    Testimony, Trust, Knowing.Jonathan E. Adler - 1994 - Journal of Philosophy 91 (5):264-275.
  4. Lying, deceiving, or falsely implicating.Jonathan E. Adler - 1997 - Journal of Philosophy 94 (9):435-452.
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  5. Akratic believing?Jonathan E. Adler - 2002 - Philosophical Studies 110 (1):1 - 27.
    Davidson's account of weakness of will dependsupon a parallel that he draws between practicaland theoretical reasoning. I argue that theparallel generates a misleading picture oftheoretical reasoning. Once the misleadingpicture is corrected, I conclude that theattempt to model akratic belief on Davidson'saccount of akratic action cannot work. Thearguments that deny the possibility of akraticbelief also undermine, more generally, variousattempts to assimilate theoretical to practicalreasoning.
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  6.  89
    Muslim Medical Ethics: From Theory to Practice.Jonathan E. Brockopp & Thomas Eich (eds.) - 2008 - University of South Carolina Press.
    Muslim Medical Ethics draws on the work of historians, health-care professionals, theologians, and social scientists to produce an interdisciplinary view of ...
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  7. Transmitting knowledge.Jonathan E. Adler - 1996 - Noûs 30 (1):99-111.
  8.  27
    Abstraction is uncooperative.Jonathan E. Adler - 1984 - Journal for the Theory of Social Behaviour 14 (2):165–181.
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  9. Islamic ethics of life: abortion, war, and euthanasia.Jonathan E. Brockopp (ed.) - 2003 - Columbia, S.C.: University of South Carolina Press.
    o ne -taking -Life ana Oavmg .Life The Islamic Context Jonathan E. Brockopp The great ethicists of the western world, Augustine, Aquinas, Kant, and others, ...
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  10. The ethics of belief: Off the wrong track.Jonathan E. Adler - 1999 - Midwest Studies in Philosophy 23 (1):267–285.
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    Fallacies and alternative interpretations.Jonathan E. Adler - 1994 - Australasian Journal of Philosophy 72 (3):271 – 282.
  12. Taking life and saving life : The islamic context.Jonathan E. Brockopp - 2003 - In Islamic Ethics of Life: Abortion, War, and Euthanasia. University of South Carolina Press.
  13. Another argument for the knowledge Norm.Jonathan E. Adler - 2009 - Analysis 69 (3):407-411.
    The knowledge norm of assertion is mainly in competition with a high probability or rational credibility norm. The argument for the knowledge norm that I offer turns on cases in which a hearer responds to a speaker's assertion by asserting another sentence that would lower the probability of the speaker's assertion, were its probability less than one. In cases like this, though with qualifications, is the hearer's contribution a challenge to the speaker's assertion or complementary to it? My answer is (...)
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  14. Withdrawal and contextualism.Jonathan E. Adler - 2006 - Analysis 66 (4):280–285.
  15. Contextualism and fallibility: pragmatic encroachment, possibility, and strength of epistemic position.Jonathan E. Adler - 2012 - Synthese 188 (2):247-272.
    A critique of conversational epistemic contextualism focusing initially on why pragmatic encroachment for knowledge is to be avoided. The data for pragmatic encroachment by way of greater costs of error and the complementary means to raise standards of introducing counter-possibilities are argued to be accountable for by prudence, fallibility and pragmatics. This theme is sharpened by a contrast in recommendations: holding a number of factors constant, when allegedly higher standards for knowing hold, invariantists still recommend assertion (action), while contextualists do (...)
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  16. Skepticism and universalizability.Jonathan E. Adler - 1981 - Journal of Philosophy 78 (3):143-156.
  17. Moore's paradox and the transparency of belief.Jonathan E. Adler & Bradley Armour-Garb - 2007 - In Mitchell S. Green & John N. Williams (eds.), Moore's Paradox: New Essays on Belief, Rationality, and the First Person. Oxford University Press.
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    Conservatism and tacit confirmation.Jonathan E. Adler - 1990 - Mind 99 (396):559-570.
  19. Reliabilist justification (or knowledge) as a good truth-ratio.Jonathan E. Adler - 2005 - Pacific Philosophical Quarterly 86 (4):445–458.
    Fair lotteries offer familiar ways to pose a number of epistemological problems, prominently those of closure and of scepticism. Although these problems apply to many epistemological positions, in this paper I develop a variant of a lottery case to raise a difficulty with the reliabilist's fundamental claim that justification or knowledge is to be analyzed as a high truth-ratio (of the relevant belief-forming processes). In developing the difficulty broader issues are joined including fallibility and the relation of reliability to understanding.
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  20. Luckless desert is different desert.Jonathan E. Adler - 1987 - Mind 96 (382):247-249.
  21.  32
    Charity, Interpretation, Fallacy.Jonathan E. Adler - 1996 - Philosophy and Rhetoric 29 (4):329 - 343.
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  22.  14
    Knowledge, Truth, and Learning.Jonathan E. Adler - 2003 - In Randall Curren (ed.), A Companion to the Philosophy of Education. Oxford, UK: Blackwell. pp. 285–304.
    This chapter contains sections titled: Epistemological Background Educational Applications On Not Addressing Epistemological Controversies.
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  23. Presupposition, attention, and why questions.Jonathan E. Adler - 2008 - In Jonathan Eric Adler & Lance J. Rips (eds.), Reasoning: Studies of Human Inference and its Foundations. Cambridge University Press. pp. 748--764.
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    Particullary, Gilligan, and the two-levels view: A reply.Jonathan E. Adler - 1989 - Ethics 100 (1):149-156.
  25.  60
    Why Be Charitable?Jonathan E. Adler - 1981 - Informal Logic 4 (2).
  26.  21
    Fallacies Not Fallacious: Not!Jonathan E. Adler - 1997 - Philosophy and Rhetoric 30 (4):333 - 350.
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  27.  47
    Knowing, Betting and Cohering.Jonathan E. Adler - 1986 - Philosophical Topics 14 (1):243-257.
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  28.  86
    Stove on Hume's inductive scepticism.Jonathan E. Adler - 1975 - Australasian Journal of Philosophy 53 (2):167 – 170.
  29.  21
    In Defense of Radical Empiricism: Essays and Lectures.Jonathan E. Adler, Roderick Firth & John Troyer - 2000 - Philosophical Review 109 (3):453.
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  30.  48
    Belief and Negation.Jonathan E. Adler & J. Anthony Blair - 2000 - Informal Logic 20 (3).
    This paper argues for the importance of the distinction between internal and external negation over expressions for belief. The common fallacy is to confuse statement like (1) and (2): (1) John believes that the school is not closed on Tuesday; (2) John does not believe that the school is closed on Tuesday. The fallacy has ramifications in teaching, reasoning, and argumentation. Analysis of the fallacy and suggestions for teaching are offered.
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  31. The good death in islamic theology and law.Jonathan E. Brockopp - 2003 - In Islamic Ethics of Life: Abortion, War, and Euthanasia. University of South Carolina Press.
  32. Resisting the Force of Argument.Jonathan E. Adler - 2009 - Journal of Philosophy 106 (6):339-364.
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  33.  2
    Der heilige Krieg (Ǧihād) aus der Sicht der mālikitischen Rechtsschule (Ibn Abī Zayd al-Qayrawānī)Der heilige Krieg (Gihad) aus der Sicht der malikitischen Rechtsschule.Jonathan E. Brockopp & Mathias von Bredow - 1997 - Journal of the American Oriental Society 117 (1):179.
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  34.  16
    The Rationality of Science.Jonathan E. Adler - 1983 - Philosophical Quarterly 33 (130):90-92.
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  35.  14
    Contingency in a Sacred Law: Legal and Ethical Norms in the Muslim Fiqh.Jonathan E. Brockopp & Baber Johansen - 2001 - Journal of the American Oriental Society 121 (1):108.
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  36.  12
    A defense of ignorance.Jonathan E. Adler - 1984 - Behavioral and Brain Sciences 7 (4):621.
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  37.  43
    Argument Evaluation Contest Results.Jonathan E. Adler - 1991 - Informal Logic 13 (3).
    In Vol. XI, No.1, this journal announced an argument analysis contest. Two eminent colleagues agreed to serve as judges-Professor Henry W. Johnstone, Jr. and Professor Michael Scriven. In short order, four entries were received and sent off to the judges, who had no knowledge of the contestants' identities, and in due course the judges' verdicts were delivered. Immediately below we have reproduced the argument which was to be analyzed, along with the rules of the contest, followed by the four entries. (...)
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  38.  3
    Excerpts From A Philosophy Class With Six Graders.Jonathan E. Adler - 1979 - Thinking: The Journal of Philosophy for Children 1 (3-4):107-114.
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  39.  30
    Gareth Matthews on philosophy and the young child.Jonathan E. Adler - 1983 - Metaphilosophy 14 (1):63–71.
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  40.  24
    Indirect learning and the aims-curricula fallacy.Jonathan E. Adler - 1993 - Journal of Philosophy of Education 27 (2):223–232.
    ABSTRACT I have two main theses. The first is that the inference from accepting an educational aim, especially an ideal aim such as self-realization or critical thinking, to a conclusion as to the content or structure of a curriculum is fallacious. The first thesis should not be controversial. But even if so, the aims-curricula fallacy is readily committed, and that calls for explanation. My second thesis is that the aims–curricula fallacy is often committed because the possibilities for realizing educational aims (...)
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  41.  11
    Indirect Learning and the Aims-Curricula Fallacy.Jonathan E. Adler - 1993 - Journal of Philosophy of Education 27 (2):223-232.
    I have two main theses. The first is that the inference from accepting an educational aim, especially an ideal aim such as self-realization or critical thinking, to a conclusion as to the content or structure of a curriculum is fallacious. The first thesis should not be controversial. But even if so, the aims-curricula fallacy is readily committed, and that calls for explanation. My second thesis is that the aims–curricula fallacy is often committed because the possibilities for realizing educational aims through (...)
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  42.  76
    Sticks and stones: A reply to Warren.Jonathan E. Adler - 2008 - Journal of Social Philosophy 39 (4):639-655.
  43.  16
    The rationality of the scientist: Toward reconciliation.Jonathan E. Adler - 1983 - Behavioral and Brain Sciences 6 (3):487.
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  44.  26
    Patronizing.Jonathan E. Alder - 2001 - Journal of Social Philosophy 32 (4):621–635.
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  45.  21
    Bioethics of public commenting: Manipulation, data risk, and public participation in E‐Rulemaking.Jonathan Beever & Lakelyn E. Taylor - 2021 - Bioethics 36 (1):18-24.
    Bioethics, Volume 36, Issue 1, Page 18-24, January 2022.
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  46. Critical Thinking, A Deflated Defense: A Critical Study of John E. McPeck's Teaching Critical Thinking: Dialogue and Dialectic.Jonathan E. Adler - 1991 - Informal Logic 13 (2).
    A critical study of McPeck's recent book, in which he strengthens and develops his arguments against teaching critical thinking (CT). Accepting McPeck's basic claim that there is no unitary skill of reasoning or thinking, I argue that his strictures on CT courses or programs do not follow. I set out what I consider the proper justification that programs in CT have to meet, and argue both that McPeck demands much more than is required, and also that it is plausible that (...)
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  47. William James and What Cannot be Believed.Jonathan E. Adler - 2005 - The Harvard Review of Philosophy 13 (1):65-79.
    My critical comments focus mainly on premises,, and. However, in treating these I will address other of James’s assumptions—particularly, the presupposition of his argument that it is possible to will to believe. Later I will try to accommodate existential aspects of James’s argument that retain value, even if my objections to his argument stand.
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  48.  78
    Constrained belief and the reactive attitudes.Jonathan E. Adler - 1997 - Philosophy and Phenomenological Research 57 (4):891-905.
    Evidentialism implies that, for epistemic purposes, belief should be responsive only to evidence. Focusing on our reactive attitude such as resentment or indignation, I construct an argument that the beliefs or judgments accompanying those attitudes are constrained in advance by circumstances to be full, rather than being open to the whole range of partial beliefs. These judgments or beliefs imply strong claims to justification. But the circumstances in which those attitudes are formed allow only very limited evidence. Nevertheless, we cannot (...)
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    Critique of an epistemic account of fallacies.Jonathan E. Adler - 1993 - Argumentation 7 (3):263-272.
    An epistemic account of fallacies is one which takes it as a necessary condition for a fallacy that it has a tendency to produce false or unwarranted beliefs. The most sophisticated form of this account occurs in an article by Robert J. Fogelin and Timothy J. Duggan (“Fallacies,”Argumentation 1, 1987, pp. 255–262). I criticize the Fogelin and Duggan proposal, in particular, and epistemic accounts, more generally. Though an epistemic approach is attractive, it enlarges the class of fallacies, beyond what would (...)
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  50. Epistemics and the total evidence requirement.Jonathan E. Adler - 1989 - Philosophia 19 (2-3):227-243.
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