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Mark Weinstein [99]Mark L. Weinstein [6]Mark Leonard Weinstein [1]
  1.  27
    Towards a Research Agenda for Informal Logic and Critical Thinking.Mark Weinstein - 1990 - Informal Logic 12 (3).
    Towards a Research Agenda for Informal Logic and Critical Thinking.
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  2.  63
    Three Naturalistic Accounts of the Epistemology of Argument.Mark Weinstein - 2006 - Informal Logic 26 (1):63-89.
    Three contrasting approaches to the epistemology of argument are presented. Each one is naturalistic, drawing upon successful practices as the basis for epistemological virtue. But each looks at very different sorts of practices and they differ greatly as to the manner with which relevant practices may be described. My own contribution relies on a metamathematical reconstruction of mature science, and as such, is a radical break with the usual approaches within the theory of argument.
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  3.  18
    Exemplifying an Internal Realist Model of Truth.Mark Weinstein - 2002 - Philosophica 69.
  4.  24
    The Periodic Table and the Model of Emerging Truth.Mark Weinstein - 2016 - Foundations of Chemistry 18 (3):195-212.
    The periodic table may be seen as the most successful example of inquiry in the history of science, both in terms of practical application and theoretic understanding. As such, it serves as a model for truth as it emerges from inquiry. This paper offers a sketch of a central moment in the history of chemistry that illustrates an intuitive metamathematical construction, a model of emerging truth. The MET, reflecting the structure the surrounds the periodic table, attempts to capture the salient (...)
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  5.  54
    Arguing Towards Truth: The Case of the Periodic Table. [REVIEW]Mark Weinstein - 2011 - Argumentation 25 (2):185-197.
    Recently Erik Scerri has published an influential philosophical history of the development of the Periodic Table. Following Scerri’s account, I will explore the main thread of the arguments responsible for the remarkable advancement of scientific understanding that the Periodic Table represents. I will argue that the history of disputation at crucial junctures in the debate shows sensitivity to the aspects of truth that are captured by my model of truth in inquiry. The availability of a clear and explicit model of (...)
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  6.  24
    Towards an Account of Argumentation in Science.Mark Weinstein - 1990 - Argumentation 4 (3):269-298.
    In this article it is argued that a complex model that includes Toulmin's functional account of argument, the pragma-dialectical stage analysis of argumentation offered by the Amsterdam School, and criteria developed in critical thinking theory, can be used to account for the normativity and field-dependence of argumentation in science. A pragma-dialectical interpretation of the four main elements of Toulmin's model, and a revised account of the double role of warrants, illuminates the domain specificity of scientific argumentation and the restrictions to (...)
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  7.  6
    A Metamathematical Model for A/O Opposition in Scientific Inquiry.Mark Weinstein - 2012 - In J.-Y. Beziau & Dale Jacquette (eds.), Around and Beyond the Square of Opposition. Birkhäuser. pp. 357--379.
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  8.  39
    Critical Thinking and Education for Democracy.Mark Weinstein - 1991 - Educational Philosophy and Theory 23 (2):9–29.
  9.  10
    Critical Thinking: The Great Debate.Mark Weinstein - 1993 - Educational Theory 43 (1):99-117.
  10.  2
    Reason and Critical Thinking.Mark Weinstein - 1988 - Informal Logic 10 (1).
  11.  25
    Critical Thinking From the Margins: A Personal Narrative.Mark Weinstein - 2012 - Inquiry: Critical Thinking Across the Disciplines 27 (2):5-14.
    A narrative review of a 35-year career in critical thinking reflecting an idiosyncratic approach to both practical and theoretical matters. The social as well as the intellectual context is described. Critical thinking across the disciplines and metamathematics are discussed as alternatives to more standard perspectives such as informal logic.
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  12.  7
    Critical Thinking and Education for Democracy.Mark Weinstein - 1991 - Educational Philosophy and Theory 23 (2):9-29.
  13.  36
    Reason and Refutation: A Review of Two Recent Books by Harvey Siegel. [REVIEW]Mark Weinstein - 1992 - Studies in Philosophy and Education 11 (3):231-263.
  14.  14
    Critical Thinking and the Goals of Science Education.Mark Weinstein - 1992 - Inquiry: Critical Thinking Across the Disciplines 9 (1):3-3.
  15.  11
    How to Get From Ought to Is: Postmodern Epistemology and Social Justice.Mark Weinstein - 1994 - Inquiry: Critical Thinking Across the Disciplines 13 (3/4):26-32.
  16. Reasoning Skills: An Overview.Dale Cannon & Mark Weinstein - 1985 - Analytic Teaching and Philosophical Praxis 6 (1).
    The problem of what Philosophy is and how it relates to the contemporary concern with thinking and reasoning is one of the first items on the agenda when introducing teachers to Philosophy for Children. Professor Cannon began offering the teachers he trains an overview of these subjects in an attempt to give them a map to some of the areas he and they were to examine during the subsequent workshop. The following is a result of our collaboration in refining this (...)
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  17.  15
    Two Contrasting Cultures.Mark Weinstein - unknown
    I have argued that argumentation theorists should concern themselves with scientific argument as a source for images of epistemic virtue in argument. In this paper I will contrast the lessons learned from this endeavour with their counterpart in the evaluation of political arguments. Despite obvious differences, fundamental symmetries between the two argumentation cultures point to the need for a more serious engagement with rigorous disciplinary arguments in argument theory.
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  18.  9
    How to Get From Ought to Is.Mark Weinstein - 1994 - Inquiry: An Interdisciplinary Journal of Philosophy 13 (3-4):26-32.
  19.  11
    Between the Two Images: Reconciling the Scientific and Manifest Images.Mark Weinstein - unknown
    The paper bridges between a science-based metamathematical model of emerging truth and truth emerging from inquiry within ordinary contexts of argumentation. This requires that the underlying intuitions driving the notion of truth in the scientific image be made clear and analogues identified in a manner that permits their application within the ordinary contexts found in the manifest image.
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  20.  33
    Critical Thinking Across the Disciplines.Mark Weinstein - 1988 - Inquiry: Critical Thinking Across the Disciplines 2 (3):2-2.
  21.  21
    Weinstein, From Page 3.Mark Weinstein - 1992 - Inquiry: Critical Thinking Across the Disciplines 9 (1):17-22.
  22.  20
    Critical Thinking and Basic Skills Reading.Mark Weinstein - 1989 - Inquiry: Critical Thinking Across the Disciplines 3 (4):7-8.
  23.  18
    Weinstein, From Page One.Mark Weinstein - 1993 - Inquiry: Critical Thinking Across the Disciplines 11 (3):16-22.
  24.  17
    Critical Thinking and Scientific Method.Mark Weinstein - 1990 - Inquiry: Critical Thinking Across the Disciplines 5 (3):15-17.
  25.  1
    Social Justice, Epistemology and Educational Reform.Mark Weinstein - 1995 - Philosophy of Education 29 (3):369-386.
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  26.  12
    The Faculty Development Program of the Institute for Critical Thinking: Critical Thinking Across the Disciplines.Mark Weinstein & Wendy Oxman-Michelli - 1989 - Inquiry: Critical Thinking Across the Disciplines 4 (3):9-13.
  27.  15
    Weinstein (From Page 1).Mark Weinstein - 1991 - Inquiry: An Interdisciplinary Journal of Philosophy 7 (1):14-14.
  28.  10
    Weinstein.Mark Weinstein - 1991 - Inquiry: Critical Thinking Across the Disciplines 7 (4):34-43.
  29.  10
    The Faculty Development Program of the Institute for Critical Thinking: Critical Thinking Across the Disciplines.Mark Weinstein & Wendy Oxman-Michelli - 1989 - Inquiry: Critical Thinking Across the Disciplines 4 (3):9-13.
  30.  6
    Logic in Context.Mark Weinstein - unknown
  31.  5
    Critical Thinking: Expanding the Paradigm.Mark Weinstein - 1995 - Inquiry: Critical Thinking Across the Disciplines 15 (1):23-39.
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  32.  5
    Social Justice, Epistemology and Educational Reform.Mark Weinstein - 1995 - Journal of Philosophy of Education 29 (3):369–386.
  33.  18
    Reasoning Skills.Dale Cannon & Mark Weinstein - 1985 - Thinking: The Journal of Philosophy for Children 6 (1):29-33.
  34.  24
    Book Review Section 2. [REVIEW]Ralph H. Hunkins, Mark Weinstein, Douglas Stewart, Charles T. Banner-Haley, Cho-Yee To, Jurgen Herbst, Nancy R. King, Peg Taylor, Seymour W. Itzkoff & Nancy L. Arnez - 1989 - Educational Studies 20 (4):408-454.
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  35.  6
    A Review of District 24 Philosophy for Children Program. [REVIEW]John Lorio, Mark Weinstein & John Martin - 1984 - Thinking: The Journal of Philosophy for Children 5 (2):28-35.
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  36. Thinking Skills and Philosophy for Children: The Bethlehem Program, 1982 - 1983.John F. Martin & Mark L. Weinstein - 1984 - Analytic Teaching and Philosophical Praxis 5 (2).
    During the past decade, the Philosophy for Children Program has offered teacher-training workshops throughout the United States and elsewhere. The workshops frequently supported by grants, enable teachers to work with a professional philosopher in developing the skills required for teaching critical thinking to elementary and intermediate schools.
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  37.  6
    Collegiate Models of Teaching for Critical Thinking.Wendy Oxman-Michelli & Mark Weinstein - 1988 - Inquiry: Critical Thinking Across the Disciplines 1 (3):4-5.
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  38.  27
    Critical Thinking and the Work of Stephen Toulmin.Wendy Oxman-Michelli & Mark Weinstein - 1988 - Inquiry: Critical Thinking Across the Disciplines 2 (4):11-15.
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  39.  21
    Montclair at Sonoma.Wendy Oxman & Mark Weinstein - 1992 - Inquiry: Critical Thinking Across the Disciplines 10 (1):12-13.
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  40.  21
    After Virtue: A Quest for Moral Objectivity.Madhu Suri Prakash & Mark Weinstein - 1982 - Educational Theory 32 (1):35-44.
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  41.  13
    Philosophy, Criteria, and Scholarship.Mark Weinstein - 1988 - Inquiry: Critical Thinking Across the Disciplines 2 (1):3-3.
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  42. A Bit More on Generalizing Philosophy for Children.Mark Weinstein - 1983 - Analytic Teaching and Philosophical Praxis 4 (2).
    Richard Morehouse has identified two crucial areas, central to the pedagogical core of Philosophy for Children. These, he claims enable techniques associated with P4C to be generalized to other contexts. After Lipman, he reminds us that the power of the P4C curriculum is found, first in the novels which are written to be "captivating and beguilding, designed to liberate the literary and illustrative powers of the children and to stimulate their thinking." This philosophical 'liberation' is both enabled by and enables (...)
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  43. A Role For Formal Logic In Informal Logic Courses.Mark Weinstein - 1981 - Informal Logic 4 (2).
     
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  44.  55
    A Review of Lorenzo Magnani, 2000, Abduction, Reason, and Science: Processes of Discovery and Explanation. [REVIEW]Mark Weinstein - 2004 - Studies in Philosophy and Education 23 (4):283-292.
  45. A Survey of Philosophical Thought in Children.Mark Weinstein & Dale Cannon - 1985 - Analytic Teaching and Philosophical Praxis 6 (2).
    In a number of recent discussions of non-standard, Philosophy programs vaarious ages have been identified as the focus for spontaneous or exceptional interest in philosophising. Such claims, supporting a particular population as naturally suited to philosophical inquiry, are based as often as not, on anecdotes that exhibit telling instances of philosophical activity. Needless to say, such motivated activity occurring spontaneously and outside of a formal classroom may occur in many contexts and at various ages. If professional educators egar to support (...)
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  46.  26
    Basic Applied Logic.Mark L. Weinstein - 1983 - Teaching Philosophy 6 (3):308-310.
  47.  9
    Lipman’s Definition of Critical Thinking.Mark Weinstein - 1988 - Inquiry: Critical Thinking Across the Disciplines 1 (2):3-3.
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  48.  2
    Context and Criteria.Mark Weinstein - 1988 - Inquiry: Critical Thinking Across the Disciplines 1 (2):3-3.
  49.  2
    Creativity and Discovery.Mark Weinstein - 1993 - Journal of Philosophy of Education 27 (2):275–280.
  50. Creativity and Discovery.Mark Weinstein - 1993 - Philosophy of Education 27 (2):275-280.
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