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Martin A. Lipman
Leiden University
Martin Lipman
University of St. Andrews
  1. Thinking in Education.Matthew Lipman - 2003 - British Journal of Educational Studies 51 (3):303-305.
     
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  2.  89
    Thinking in Education.Matthew Lipman - 1992 - British Journal of Educational Studies 40 (2):187-189.
  3. On Fine’s Fragmentalism.Martin A. Lipman - 2015 - Philosophical Studies 172 (12):3119-3133.
    Fragmentalism is the view that reality is not a metaphysically unified place, but fragmented in a certain sense, and constituted by incompatible facts across such fragments. It was introduced by Kit Fine in a discussion of tense realist theories of time. Here I discuss the conceptual foundations of fragmentalism, identify several open questions in Fine’s characterization of the view, and propose an understanding of fragmentalism that addresses these open questions.
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  4.  68
    Philosophy Goes to School.Matthew Lipman - 1988 - Temple University Press.
    Author note: Matthew Lipman, Professor of Philosophy at Montclair State College and Director of the Institute for the Advancement of Philosophy for Children, is ...
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  5.  99
    Philosophy in the Classroom.Matthew Lipman - 1977 - Temple University Press.
    This is a textbook for teachers that demonstrates how philosophical thinking can be used in teaching children.
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  6. Against Fundamentality‐Based Metaphysics.Martin A. Lipman - 2018 - Noûs 52 (3):587-610.
    Metaphysical views typically draw some distinction between reality and appearance, endorsing realism about some subject matters and antirealism about others. There are different conceptions of how best to construe antirealist theories. A simple view has it that we are antirealists about a subject matter when we believe that this subject matter fails to obtain. This paper discusses an alternative view, which I will call the fundamentality-based conception of antirealism. We are antirealists in this sense when we think that the relevant (...)
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  7. Philosophy in the Classroom.Matthew Lipman, Ann Margaret Sharp & Frederick S. Oscanyan - 1977 - Proceedings and Addresses of the American Philosophical Association 51 (2):213-214.
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  8.  53
    Perspectival Variance and Worldly Fragmentation.Martin A. Lipman - 2016 - Australasian Journal of Philosophy 94 (1):42-57.
    Objects often manifest themselves in incompatible ways across perspectives that are epistemically on a par. The standard response to such cases is to deny that the properties that things appear to have from different perspectives are properties that things really have out there. This type of response seems worrying: too many properties admit of perspectival variance and there are good theoretical reasons to think that such properties are genuinely instantiated. So, we have reason to explore views on which things can (...)
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  9. A Passage Theory of Time.Martin A. Lipman - 2018 - In Karen Bennett & Dean Zimmerman (eds.), Oxford Studies in Metaphysics: Volume 11. Oxford University Press. pp. 95-122.
    This paper proposes a view of time that takes passage to be the most basic temporal notion, instead of the usual A-theoretic and B-theoretic notions, and explores how we should think of a world that exhibits such a genuine temporal passage. It will be argued that an objective passage of time can only be made sense of from an atemporal point of view and only when it is able to constitute a genuine change of objects across time. This requires that (...)
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  10. Caring as Thinking.Matthew Lipman - 1995 - Inquiry: Critical Thinking Across the Disciplines 15 (1):1-13.
  11. Harry Stottlemeier's Discovery.Matthew Lipman & Institute for the Advancement of Philosophy for Children - 1974 - Institute for the Advancement of Philosophy for Children.
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  12.  25
    On the Fragmentalist Interpretation of Special Relativity.Martin A. Lipman - forthcoming - Philosophical Studies:1-17.
    Fragmentalism was first introduced by Kit Fine in his ‘Tense and Reality’. According to fragmentalism, reality is an inherently perspectival place that exhibits a fragmented structure. The current paper defends the fragmentalist interpretation of the special theory of relativity, which Fine briefly considers in his paper. The fragmentalist interpretation makes room for genuine facts regarding absolute simultaneity, duration and length. One might worry that positing such variant properties is a turn for the worse in terms of theoretical virtues because such (...)
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  13.  78
    Philosophy for Children: Some Assumptions and Implications.Matthew Lipman - 2009 - In Eva Marsal, Takara Dobashi & Barbara Weber (eds.), Children Philosophize Worldwide: Theoretical and Practical Concepts. Peter Lang. pp. 9--23.
  14.  71
    Studies in Philosophy for Children: Harry Stottlemeier's Discovery.Ann Margaret Sharp, Ronald F. Reed & Matthew Lipman (eds.) - 1992 - Temple University Press.
    In this first part, Matthew Lipman offers the reader a glimpse at the thought processes that resulted in Philosophy for Children and, in so doing, ...
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  15.  23
    Growing Up with Philosophy.Matthew Lipman & Ann Margaret Sharp (eds.) - 1978 - Temple University Press.
  16.  3
    Critical Thinking: What Can It Be?Matthew Lipman - 1987 - Analytic Teaching and Philosophical Praxis 8 (1).
    Critical thinking is in vogue - in colleges and universities as well as in elementary and secondary schools. This fact alone is enough to give us pause: seldom do shifts in academic fashion happen concurrently at all educational levels.
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  17.  14
    Growing Up with Philosophy.William F. Losito, Matthew Lipman & Ann Margaret Sharp - 1980 - British Journal of Educational Studies 28 (2):148.
  18.  56
    Good Thinking.Matthew Lipman - 1995 - Inquiry: Critical Thinking Across the Disciplines 15 (2):37-41.
  19. Lisa.Matthew Lipman, Frederick S. Oscanyan, Ann Margaret Sharp & Institute for the Advancement of Philosophy for Children - 1976
     
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  20.  17
    On Relativist Approaches to Many-One Identity.Martin A. Lipman - forthcoming - Synthese:1-13.
    Composition as identity is the view that a whole is identical to its parts taken collectively. Such a view raises the question of how the same portion of reality can be both one thing and many things. A primitivist view holds that there is no explanation to be had and that we simply need to accept that being one thing and being many things are compatible. One might think that we can do better by resorting to relativization. A relativist view (...)
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  21. Pixie.Matthew Lipman, Ann Margaret Sharp & Theresa L. Smith - 1981
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  22.  54
    Rediscovering the Vygotsky Trail.Matthew Lipman - 1991 - Inquiry: Critical Thinking Across the Disciplines 7 (2):14-16.
  23. Education for Critical Thinking.Matthew Lipman - 2007 - In Randall R. Curren (ed.), Philosophy of Education: An Anthology. Blackwell.
     
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  24. Mark.Matthew Lipman & Ann Margaret Sharp - 1980
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  25. Natural Obligation, Natural Appropriation.Matthew Lipman - 1959 - Journal of Philosophy 56 (5):246-252.
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  26.  55
    Critical Thinking and Education.Matthew Lipman - 1988 - Inquiry: Critical Thinking Across the Disciplines 2 (2):1-2.
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  27. The Aesthetic Presence of the Body.Matthew Lipman - 1957 - Journal of Aesthetics and Art Criticism 15 (4):425-434.
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  28. Harry Stottlemeier's Discovery.Matthew Lipman, Ann Margaret Sharp & Frederick S. Oscanyan - 1974 - Institute for the Advancement of Philosophy for Children.
     
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  29. Can Non-Aesthetic Consequences Justify Aesthetic Values?Matthew Lipman - 1975 - Journal of Aesthetics and Art Criticism 34 (2):117-123.
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  30. Suki.Matthew Lipman, Ann Margaret Sharp & Institute for the Advancement of Philosophy for Children - 1978
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  31.  34
    Thinking in Community.Matthew Lipman - 1997 - Inquiry: Critical Thinking Across the Disciplines 16 (4):6-21.
  32.  81
    Philosophy for Children.Matthew Lipman - 1976 - Metaphilosophy 7 (1):17–33.
  33.  44
    Critical Thinking and the Use of Criteria.Matthew Lipman - 1988 - Inquiry: Critical Thinking Across the Disciplines 1 (2):2-2.
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  34.  4
    Philosophy For Children.Matthew Lipman - 1980 - Analytic Teaching and Philosophical Praxis 1 (1).
    Word of the inauguration of a newsletter on the program in Analytical Thinking that is based in the School of Education at Texas Wesleyan College is indeed welcome. Knowing the energy and expertise of the two administrators of the program, Dean Joe Mitchell and Professor Ronald Reed, I have no doubt that the newsletter will be a success, and I shall look forward to receiving every issue.
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  35.  13
    Philosophy for Children and Critical Thinking.Matthew Lipman - 1988 - Thinking: The Journal of Philosophy for Children 7 (4):40-42.
  36.  31
    Criteria and Judgment in Critical Thinking.Matthew Lipman - 1992 - Inquiry: Critical Thinking Across the Disciplines 9 (4):3-4.
  37. Looking for Meaning Instructional Manual to Accompany Pixie.Matthew Lipman & Ann Margaret Sharp - 1984
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  38. Philosophical Inquiry an Instructional Manual to Accompany Harry Stottlemeier's Discovery.Matthew Harry Stottlemeier'S. Discovery Lipman, Frederick S. Oscanyan & Ann Margaret Sharp - 1984 - University Press of America.
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  39. Philosophical Discussion Plans and Exercises.Matthew Lipman - 1995 - Analytic Teaching and Philosophical Praxis 16 (2):64-77.
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  40. What is Happening with P4C?Matthew Lipman - 1999 - The Proceedings of the Twentieth World Congress of Philosophy 3:21-26.
    The aim of philosophy for children (P4C) is to stimulate children to think carefully, to develop better reasoning and judgments, and to engage in the analysis of some general but ill-defined concepts. A different sort of approach is exemplified by Gareth Matthews, who demonstrates how adults attuned to philosophy can engage children in conversations that disclose and enlarge upon the philosophical dimension of children’s thinking. There are still other approaches. In this essay, I outline many of the highlights in the (...)
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  41.  8
    Suki.Matthew Lipman, Frederck S. Oscanyan & Theresa Smith - 1979 - Journal of Aesthetics and Art Criticism 38 (1):106-107.
  42.  35
    Ethical Reasoning and the Craft of Moral Practice.Matthew Lipman - 1987 - Journal of Moral Education 16 (2):139-147.
    Non-indoctrinational moral education involves teaching children to engage in ethical inquiry. This means that, since ethical inquiry has the status of a craft, the students will be apprentices in that craft. The classroom becomes, for this purpose, a community of ethical inquiry - an ethical atelier where students learn the tools, methods, practices and procedures which craftsmen associated with that tradition customarily utilize. It is only when one is adept at the generic procedures of reasoning that one can be adept (...)
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  43.  33
    Critical Thinking Across the Disciplines.Matthew Lipman - 1988 - Inquiry: Critical Thinking Across the Disciplines 1 (1):3-4.
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  44. On Writing a Philosophical Novel.Matthew Lipman - 1992 - In Ann Margaret Sharp, Ronald F. Reed & Matthew Lipman (eds.), Studies in Philosophy for Children: Harry Stottlemeier's Discovery. Temple University Press. pp. 3--7.
  45.  12
    Proceedings of the 1973 Conference on Pre-College Philosophy.Matthew Lipman - 1993 - Thinking: The Journal of Philosophy for Children 10 (3):37-41.
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  46.  5
    Philosophy and the Cultivation of Reasoning.Matthew Lipman - 1985 - Thinking: The Journal of Philosophy for Children 5 (4):33-41.
  47.  33
    A Fragmented World.Martin A. Lipman - 2015 - Dissertation, University of St Andrews
    Objects often manifest themselves in incompatible ways across perspectives that are on a par. Phenomena of this kind have been responsible for crucial revisions to our conception of the world, both philosophical and scientific. The standard response to them is to deny that the way things appear from different perspectives are ways things really are out there, a response that is based on an implicit metaphysical assumption that the world is a unified whole. This dissertation explores the possibility that this (...)
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  48.  21
    La Dramatización de la Filosofía.Matthew Lipman - 2001 - Utopía y Praxis Latinoamericana 6 (14):94-100.
    For Lipman, philosophy needs to approximate human interests by being dramatized, as proposed here with a new viewpoint: “to reveal life is to reveal drama.” The life of a philosopher is “revitalized in a comprehensive re-telling,” in the philosophical question and the reflective concerns of wh..
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  49.  6
    Philosophy for Children.Matthew Lipman & Ann Margaret Sharp - 1988 - Thinking: The Journal of Philosophy for Children 7 (4):32-35.
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  50.  24
    Lipman, From Page One.Matthew Lipman - 1992 - Inquiry: Critical Thinking Across the Disciplines 10 (3):18-22.
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