Results for 'Kathleen Ennis'

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  1.  38
    Legal and Ethical Considerations in Allowing Parental Exemptions From Newborn Critical Congenital Heart Disease (CCHD) Screening.Lisa A. Hom, Tomas J. Silber, Kathleen Ennis-Durstine, Mary Anne Hilliard & Gerard R. Martin - 2016 - American Journal of Bioethics 16 (1):11-17.
    Critical congenital heart disease screening is rapidly becoming the standard of care in the United States after being added to the Recommended Uniform Screening Panel in 2011. Newborn screens typically do not require affirmative parental consent. In fact, most states allow parents to exempt their baby from receiving the required screen on the basis of religious or personally held beliefs. There are many ethical considerations implicated with allowing parents to exempt their child from newborn screening for CCHD. Considerations include the (...)
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  2. I—Kathleen Stock: Fictive Utterance and Imagining.Kathleen Stock - 2011 - Aristotelian Society Supplementary Volume 85 (1):145-161.
    A popular approach to defining fictive utterance says that, necessarily, it is intended to produce imagining. I shall argue that this is not falsified by the fact that some fictive utterances are intended to be believed, or are non-accidentally true. That this is so becomes apparent given a proper understanding of the relation of what one imagines to one's belief set. In light of this understanding, I shall then argue that being intended to produce imagining is sufficient for fictive utterance (...)
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  3.  23
    More Brain Lesions: Kathleen V. Wilkes.Kathleen V. Wilkes - 1980 - Philosophy 55 (214):455-470.
    As philosophers of mind we seem to hold in common no very clear view about the relevance that work in psychology or the neurosciences may or may not have to our own favourite questions—even if we call the subject ‘philosophical psychology’. For example, in the literature we find articles on pain some of which do, some of which don't, rely more or less heavily on, for example, the work of Melzack and Wall; the puzzle cases used so extensively in discussions (...)
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  4.  19
    II–Kathleen Lennon.Kathleen Lennon - 1997 - Aristotelian Society Supplementary Volume 71 (1):37-54.
  5. Critical Thinking.Robert Ennis - 2011 - Inquiry: Critical Thinking Across the Disciplines 26 (1):4-18.
    This is Part I of a two-part reflection by Robert Ennis on his involvement in the critical thinking movement. Part I deals with how he got started in the movement and with the development of his influential definition of critical thinking and his conception of what critical thinking involves. Part II of the reflection will appear in the next issue of INQUIRY, Vol. 26, No. 2, and it will cover topics concerned with assessing critical thinking, teaching critical thinking, and (...)
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  6. Critical Thinking.Robert Ennis - 2011 - Inquiry: Critical Thinking Across the Disciplines 26 (2):5-19.
    This is the second part of a two-part reflection by Robert Ennis on his involvement in, and the progress of, the critical thinking movement. It provides a summary of Part I, including his definition/conception of critical thinking, the definition being “reasonable reflective thinking focused on deciding what to believe or do.” It then examines the assessment and the teaching of critical thinking, and makes suggestions regarding the future of critical thinking. He urges that now is the time to make (...)
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  7.  29
    How Many Selves Make Me?1: Kathleen V. Wilkes.Kathleen V. Wilkes - 1991 - Royal Institute of Philosophy Supplement 29:235-243.
    The answer to the title question which I want to defend in this paper is ‘none’. That is: I doubt strongly that the notion of ‘a self’ has any use whatsoever as part of an explanans for the explanandum ‘person’.Put another way: I shall argue that the question itself is misguided, pointing the inquirer in quite the wrong direction by suggesting that the term ‘self’ points to something which can sustain a philosophically interesting or important degree of reification.
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  8. Critical Thinking.Robert Ennis - 1991 - Teaching Philosophy 14 (1):4-18.
    This is Part I of a two-part reflection by Robert Ennis on his involvement in the critical thinking movement. Part I deals with how he got started in the movement and with the development of his influential definition of critical thinking and his conception of what critical thinking involves. Part II of the reflection will appear in the next issue of INQUIRY, Vol. 26, No. 2 (Summer 2011), and it will cover topics concerned with assessing critical thinking, teaching critical (...)
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  9. Critical Thinking Dispositions: Their Nature and Assessability.Robert H. Ennis - 1996 - Informal Logic 18 (2).
    Assuming that critical thinking dispositions are at least as important as critical thinking abilities, Ennis examines the concept of critical thinking disposition and suggests some criteria for judging sets of them. He considers a leading approach to their analysis and offers as an alternative a simpler set, including the disposition to seek alternatives and be open to them. After examining some gender-bias and subject-specificity challenges to promoting critical thinking dispositions, he notes some difficulties involved in assessing critical thinking dispositions, (...)
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  10. Critical Thinking: Reflection and Perspective Part I.Robert Ennis - 2011 - Inquiry: Critical Thinking Across the Disciplines 26 (1):4-18.
    This is Part I of a two-part reflection by Robert Ennis on his involvement in the critical thinking movement. Part I deals with how he got started in the movement and with the development of his influential definition of critical thinking and his conception of what critical thinking involves. Part II of the reflection will appear in the next issue of INQUIRY, Vol. 26, No. 2 , and it will cover topics concerned with assessing critical thinking, teaching critical thinking, (...)
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  11.  72
    Feminist Epistemology as Local Epistemology: Kathleen Lennon.Kathleen Lennon - 1997 - Aristotelian Society Supplementary Volume 71 (1):37–54.
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  12. Enumerative Induction and Best Explanation.Robert H. Ennis - 1968 - Journal of Philosophy 65 (18):523-529.
  13.  94
    Continental Realism.Paul Ennis - 2011 - Zero Books.
    In Continental Realism Paul Ennis tackles the rise of realist metaphysics in contemporary continental philosophy. Pitted against the dominant antirealist and transcendental continental hegemony Ennis argues that continental thinking must establish an alliance between metaphysics, speculation, and realism if we are to truly get back to the things themselves.
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  14.  74
    Identifying Implicit Assumptions.Robert H. Ennis - 1982 - Synthese 51 (1):61 - 86.
  15.  21
    Feminist Epistemology as Local Epistemology: Kathleen Lennon.Kathleen Lennon - 1997 - Supplement to the Proceedings of the Aristotelian Society 71 (1):37-54.
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  16. Critical Thinking Across the Curriculum: The Wisdom CTAC Program.Robert H. Ennis - 2013 - Inquiry: Critical Thinking Across the Disciplines 28 (2):25-45.
    Discussions of critical thinking across the curriculum typically make and explain points and distinctions that bear on one or a few standard issues. In this article Robert Ennis takes a different approach, starting with a fairly comprehensive concrete proposal for a four-year higher-education curriculum incorporating critical-thinking at hypothetical Wisdom University. Aspects of the Program include a one-year critical thinking freshman course with practical everyday-life and academic critical thinking goals; extensive infusion of critical thinking in other courses; a senior project; (...)
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  17. Critical Thinking Across the Curriculum: A Vision.Robert Ennis - 2018 - Topoi 37 (1):165-184.
    This essay offers a comprehensive vision for a higher education program incorporating critical thinking across the curriculum at hypothetical Alpha College, employing a rigorous detailed conception of critical thinking called “The Alpha Conception of Critical Thinking”. The program starts with a 1-year, required, freshman course, two-thirds of which focuses on a set of general critical thinking dispositions and abilities. The final third uses subject-matter issues to reinforce general critical thinking dispositions and abilities, teach samples of subject matter, and introduce subject-specific (...)
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  18. Critical Thinking Across the Curriculum.Robert H. Ennis - unknown
    Implementing critical thinking across the curriculum is challenging, involving securing substantial agreement on the nature of critical thinking, areas of prospective application, degree of need for a separate course, and the nature of coordination, including leadership, a glossary, selection of courses for incorporation, avoidance of duplication and gaps, acquiring required subject matter, and assessment of the total effort, teaching methods used, and decrease or increase in retention of subject matter.
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  19.  25
    Critical Thinking.Robert Ennis - 1991 - Teaching Philosophy 14 (1):5-24.
  20. Critical Thinking: A Streamlined Conception.Robert Ennis - 1991 - Teaching Philosophy 14 (1):5-24.
  21. Real People: Personal Identity Without Thought Experiments.Kathleen V. Wilkes - 1988 - Oxford University Press.
    This book explores the scope and limits of the concept of personDS a vexed question in contemporary philosophy. The author begins by questioning the methodology of thought-experimentation, arguing that it engenders inconclusive and unconvincing results, and that truth is stranger than fiction. She then examines an assortment of real-life conditions, including infancy, insanity andx dementia, dissociated states, and split brains. The popular faith in continuity of consciousness, and the unity of the person is subjected to sustained criticism. The author concludes (...)
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  22. Not the Social Kind: Anti-Naturalist Mistakes in the Philosophical History of Womanhood.Kathleen Stock -
    I trace a brief history of philosophical discussion of the concept WOMAN and identify two key points at which, I argue, things went badly wrong. The first was where when it was agreed that the concept WOMAN must identify a social not biological kind. The second was where it was decided that the concept WOMAN faced a legitimate challenge of being insufficiently “inclusive”, understood in a certain way. I’ll argue that both of these moves are only intelligible, if at all, (...)
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  23.  16
    Heidegger in the Twenty-First Century.Paul Ennis & Tziovanis Georgakis (eds.) - 2015 - Springer.
    Responsibility has traditionally been associated with a project of appropriation, understood as the securing of a sphere of mastery for a willful subject, and enframed in a metaphysics of will, causality and subjectivity. In that tradition, responsibility is understood in terms of the subjectum that lies at the basis of the act, as ground of imputation, and opens onto the project of a self-legislation and self-appropriation of the subject. However, one finds in Heidegger and Derrida the reversal—indeed, the deconstruction—of such (...)
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  24.  27
    Reply by Kathleen Stock.Kathleen Stock - 2019 - British Journal of Aesthetics 59 (2):219-225.
    I am extremely grateful to all commentators for such patient, generous, and stimulating contributions. What follows are some thoughts to enrich the conversation, but these are by no means intended to be definitive answers to the worries they have raised.
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  25.  19
    Consciousness and Commissurotomy: Kathleen V. Wilkes.Kathleen V. Wilkes - 1978 - Philosophy 53 (204):185-199.
    Commissurotomy surgery has lately attracted considerable philosophical attention. It has seemed to some that the surgical scalpel that bisects the brain bisects consciousness and the mind as well; and that the ordinary concept of a person is thereby most seriously threatened. I shall assess the extent of the threat, arguing that it is overestimated. The argument begins with section III; section II, which describes the operation and its effects, should be omitted by those already familiar with these facts.
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  26. Critical Thinking: Reflection and Perspective Part II.Robert Ennis - 2011 - Inquiry: Critical Thinking Across the Disciplines 26 (2):5-19.
    This is the second part of a two-part reflection by Robert Ennis on his involvement in, and the progress of, the critical thinking movement. It provides a summary of Part I, including his definition/conception of critical thinking, the definition being “reasonable reflective thinking focused on deciding what to believe or do.” It then examines the assessment and the teaching of critical thinking, and makes suggestions regarding the future of critical thinking. He urges that now is the time to make (...)
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  27. Gender Bias in Critical Thinking: Continuing the Dialogue.Jennifer Wheary & Robert H. Ennis - 1995 - Educational Theory 45 (2):213-224.
  28.  47
    Applying Soundness Standards to Qualified Reasoning.Robert H. Ennis - 2004 - Informal Logic 24 (1):23-39.
    Defining qualified reasoning as reasoning containing such loose qualifying words as 'probably,' 'usually,' 'probable, 'likely,' 'ceteris paribus,' and 'primafacie, Ennis argues that typical cases of qualified reasoning, though they might be good arguments, are deductively invalid, implying that such arguments fail soundness standards. He considers and rejects several possible alternative ways of viewing such cases, ending with a proposal for applying qualified soundness standards, which requires employment of sufficient background knowledge, sensitivity, experience and understanding of the situation. All of (...)
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  29.  15
    The Greek Aulos. By Kathleen Schlesinger. Pp. 1 + 577; Pl. 18. London: Methuen, 1939. £2 2s.R. P. Winnington-Ingram & Kathleen Schlesinger - 1939 - Journal of Hellenic Studies 59 (2):305-307.
  30.  15
    Logic in Teaching.Robert Hugh Ennis - 1969 - Englewood Cliffs, N.J., Prentice-Hall.
  31.  34
    Argument Appraisal Strategy: A Comprehensive Approach.Robert H. Ennis - 2001 - Informal Logic 21 (2).
    A popular three-stage argument appraisal strategy calls for (1) identifying the parts of the argument, (2) classifYing the argument as deductive, inductive, or some other type, and (3) appraising the argument using the standards appropriate for the type. This strategy fails for a number of reasons. I propose a comprehensive alternative approach that distinguishes between inductive, deductive, and other standards; calls for the successive application of standards combined with assumption-ascription, according to policies that depend for their selection on the goals (...)
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  32. Is Consciousness Important?Kathleen V. Wilkes - 1984 - British Journal for the Philosophy of Science 35 (September):223-43.
    The paper discusses the utility of the notion of consciousness for the behavioural and brain sciences. It describes four distinctively different senses of 'conscious', and argues that to cope with the heterogeneous phenomena loosely indicated thereby, these sciences not only do not but should not discuss them in terms of 'consciousness'. It is thus suggested that 'the problem' allegedly posed to scientists by consciousness is unreal; one need neither adopt a realist stance with respect to it, nor include the term (...)
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  33.  47
    Only Imagine: Fiction, Interpretation and Imagination.Kathleen Stock - 2017 - Oxford: Oxford University Press.
    In the first half of this book, I offer a theory of fictional content or, as it is sometimes known, ‘fictional truth’.The theory of fictional content I argue for is ‘extreme intentionalism’. The basic idea – very roughly, in ways which are made precise in the book - is that the fictional content of a particular text is equivalent to exactly what the author of the text intended the reader to imagine. The second half of the book is concerned with (...)
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  34.  32
    Equality of Educational Opportunity.Robert H. Ennis - 1976 - Educational Theory 26 (1):3-18.
  35.  9
    Probably.Robert H. Ennis - unknown
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  36.  2
    The Bodily Nature of Consciousness: Sartre and Contemporary Philosophy of Mind.Kathleen V. Wider - 2018 - Cornell University Press.
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  37. The Bodily Nature of Consciousness: Sartre and Contemporary Philosophy of Mind.Kathleen Wider - 1997 - Ithaca: Cornell University Press.
    In this work, Kathleen V. Wider discusses Jean-Paul Sartre's analysis of consciousness in Being and Nothingness in light of recent work by analytic philosophers ...
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  38. Is Critical Thinking Culturally Biased?Robert H. Ennis - 1998 - Teaching Philosophy 21 (1):15-33.
    This paper attempts to respond to the critique that critical thinking courses may reflect a cultural bias. After elaborating a list of constitutive dispositions and abilities taught in the critical thinking curriculum , the author considers arguments for why several of these might reflect Western, non-universal values. In each case, the author argues for the conclusion that these values, though they could be applied in ways that reflect a cultural bias, are not inherently biased. Next, the author offers an outline (...)
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  39. A Conception of Rational Thinking.Robert H. Ennis - forthcoming - Philosophy of Education.
     
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  40.  63
    Incorporating Critical Thinking in the Curriculum: An Introduction to Some Basic Issues.Robert Ennis - 1997 - Inquiry: Critical Thinking Across the Disciplines 16 (3):1-9.
  41. Interviews: Graham Harman, Jane Bennett, Tim Morton, Ian Bogost, Levi Bryant and Paul Ennis.Peter Gratton, Graham Harman, Jane Bennett, Tim Morton, Levi Bryant & Paul Ennis - 2010 - Speculations 1 (1):84-134.
    The context for these interviews was a seminar [Peter Gratton] conducted on speculative realism in the Spring 2010. There has been great interest in speculative realism and one reason Gratton surmise[s] is not just the arguments offered, though [Gratton doesn't] want to take away from them; each of these scholars are vivid writers and great pedagogues, many of whom are in constant contact with their readers via their weblogs. Thus these interviews provided an opportunity to forward student questions about their (...)
     
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  42.  43
    A Conception of Deductive Logic Competence.Robert H. Ennis - 1981 - Teaching Philosophy 4 (3/4):337-385.
  43.  13
    The Possibility Of Neutrality.Robert Ennis - 1969 - Educational Theory 19 (4):347-356.
  44.  79
    Physicalism.Kathleen V. Wilkes - 1973 - Routledge and Kegan Paul.
    The primary aim of this study is to dissolve the mind-body problem. It shows how the ‘problem’ separates into two distinct sets of issues, concerning ontology on the one hand, and explanation on the other, and argues that explanation – whether or not human behaviour can be explained in physical terms – is the more crucial. The author contends that a functionalist methodology in psychology and neurophysiology will prove adequate to explain human behaviour. Defence of this thesis requires: an examination (...)
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  45.  15
    Is Answering Questions Teaching?Robert H. Ennis - 1986 - Educational Theory 36 (4):343-347.
  46.  29
    Problems in Testing Informal Logic Critical Thinking Reasoning Ability.Robert H. Ennis - 1984 - Informal Logic 6 (1).
  47.  33
    An Elaboration of a Cardinal Goal of Science Instruction: Scientific Thinking.Robert H. Ennis - 1991 - Educational Philosophy and Theory 23 (1):31-44.
    SummaryIn this essay I offer a set of characteristic scientific activities, accompanied by principles to be used as guides in performing these activities, and dispositions that are desirable for the person performing these activities to have. This set is intended to provide a rough and ready elaboration of scientific thinking as a goal for our schools and colleges.Although they are here labeled scientific, they are intended to apply to other activities than doing what is standardly called science. This wider application (...)
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  48.  39
    Post-Continental Voices: Selected Interviews.Paul Ennis (ed.) - 2010 - Zero Books.
    This collection of interviews brings together seven post-continental thinkers to discuss their own personal academic development, their experiences of graduate school and their hopes for post-continental philosophy. Each thinker has been chosen for their importance, popularity and potential. Opening with a short introduction this book offers a rare insight into the world of academic philosophy from the inside. Acting as a handbook to post-continental philosophy this book will prepare students for the unique challenges facing academic philosophy in the coming years. (...)
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  49. Corporate Responses to Shareholder Activists: Considering the Dialogue Alternative.Kathleen Rehbein, Jeanne M. Logsdon & Harry J. Van Buren - 2013 - Journal of Business Ethics 112 (1):137-154.
    This empirical study examines corporate responses to activist shareholder groups filing social-policy shareholder resolutions. Using resource dependency theory as our conceptual framing, we identify some of the drivers of corporate responses to shareholder activists. This study departs from previous studies by including a fourth possible corporate response, engaging in dialogue. Dialogue, an alternative to shareholder resolutions filed by activists, is a process in which corporations and activist shareholder groups mutually agree to engage in ongoing negotiations to deal with social issues. (...)
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  50. Imagining and Fiction: Some Issues.Kathleen Stock - 2013 - Philosophy Compass 8 (10):887-896.
    In this paper, I survey in some depth three issues arising from the connection between imagination and fiction: (i) whether fiction can be defined as such in terms of its prescribing imagining; (ii) whether imagining in response to fiction is de se, or de re, or both; (iii) the phenomenon of ‘imaginative resistance’ and various explanations for it. Along the way I survey, more briefly, several other prominent issues in this area too.
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