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Mark Weinstein [130]Mark L. Weinstein [6]Mark Leonard Weinstein [1]
  1.  6
    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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  2.  1
    Reason and Critical Thinking.Mark Weinstein - 1988 - Informal Logic 10 (1).
  3.  6
    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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  4.  3
    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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  5.  25
    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.
  6.  16
    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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  7.  19
    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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  8.  7
    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.
  9.  45
    Introduction to Critical Thinking.Mark Weinstein - 1992 - Inquiry: An Interdisciplinary Journal of Philosophy 10 (1):21-21.
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  10.  2
    The Philosophy of Philosophy for Children: An Agenda for Research.Mark Weinstein - 1989 - Analytic Teaching and Philosophical Praxis 10 (1).
    The integrity of a practice requires critical self-reflection. Such critical self-reflection, it can be argued, requires for its objectivity the participation of reasonable individuals constituting a community whose members present their reasoned analyses for inter-subjective interpretation and assessment. Philosophy for Children, therefore, must demand of its participants an on-going consideration of its theory and its practice. This paper is a call for such continued and reasonable critical self-reflection.
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  11.  8
    How to Get From Ought to Is.Mark Weinstein - 1994 - Inquiry: An Interdisciplinary Journal of Philosophy 13 (3-4):26-32.
  12.  3
    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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  13.  13
    Exemplifying an Internal Realist Model of Truth.Mark Weinstein - 2002 - Philosophica 69.
  14.  4
    Reasoning Skills.Dale Cannon & Mark Weinstein - 1985 - Thinking: The Journal of Philosophy for Children 6 (1):29-33.
  15.  9
    Critical Thinking and the Goals of Science Education.Mark Weinstein - 1992 - Inquiry: Critical Thinking Across the Disciplines 9 (1):3-3.
  16.  23
    Techniques for Teaching Thinking.Mark Weinstein - 1991 - Teaching Philosophy 14 (1):89-91.
  17.  9
    Weinstein (From Page 1).Mark Weinstein - 1991 - Inquiry: An Interdisciplinary Journal of Philosophy 7 (1):14-14.
  18.  5
    Weinstein.Mark Weinstein - 1991 - Inquiry: Critical Thinking Across the Disciplines 7 (4):34-43.
  19.  7
    Weinstein, From Page One.Mark Weinstein - 1993 - Inquiry: An Interdisciplinary Journal of Philosophy 11 (3):16-22.
  20.  42
    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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  21.  29
    Informal Logic and the Foundations of Argument.Mark Weinstein - 2007 - The Proceedings of the Twenty-First World Congress of Philosophy 5:19-24.
    Informal logic offers a radical new perspective on the evaluation of arguments. But little work has been done on how deep concepts in the logical foundations of argument need to be modified in light of such efforts. This paper offers an indication of what might be done by sketching a new approach to the theory of entailment, truth and relevance.
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  22.  1
    Extending Philosophy for Children Into the Standard Curriculum.Mark Weinstein - 1987 - Analytic Teaching and Philosophical Praxis 8 (2).
    For those of us who have experienced Philosophy for Children in the schools, it has become increasingly clear that the program meets the educational needs of school children viewed as autonomous and thoughtful rational agents. As expressed by Matthew Lipman, philosophy is concerned with "the improvement of reasoning proficiencies, clarification of concepts, analysis of meanings, and fostering of attitudes that dispose us to wonder, inquire, and seek meaning and truth." These traditional philosophical goals, as implemented through the various curricula developed (...)
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  23.  22
    Guest Editor's Introduction.Mark Weinstein - 1997 - Inquiry: Critical Thinking Across the Disciplines 17 (2):1-3.
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  24.  21
    Some Foundational Problems with Informal Logic and Their Solutions.Mark Weinstein - 1996 - Inquiry: Critical Thinking Across the Disciplines 15 (4):27-43.
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  25.  1
    Weinstein, From Page One.Mark Weinstein - 1993 - Inquiry: Critical Thinking Across the Disciplines 11 (3):16-22.
  26.  29
    Philosophy and Critical Thinking.Mark Weinstein - 1988 - Inquiry: An Interdisciplinary Journal of Philosophy 1 (4):3-3.
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  27.  19
    Some Thoughts...; Continued From P. 6.Mark Weinstein - 1988 - Inquiry: An Interdisciplinary Journal of Philosophy 2 (2):9-9.
  28.  1
    Weinstein, From Page 3.Mark Weinstein - 1992 - Inquiry: Critical Thinking Across the Disciplines 9 (1):17-22.
  29.  18
    The Forest and the Trees.Mark Weinstein - 1992 - Studies in Philosophy and Education 11 (3):285-291.
  30.  12
    Philosophy, Criteria, and Scholarship.Mark Weinstein - 1988 - Inquiry: Critical Thinking Across the Disciplines 2 (1):3-3.
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  31.  24
    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.
  32.  22
    Basic Applied Logic.Mark L. Weinstein - 1983 - Teaching Philosophy 6 (3):308-310.
  33.  17
    Critical Thinking From the Margins.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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  34.  23
    Critical Thinking and Education for Democracy.Mark Weinstein - 1991 - Educational Philosophy and Theory 23 (2):9–29.
  35.  11
    Critical Thinking and Scientific Method.Mark Weinstein - 1990 - Inquiry: An Interdisciplinary Journal of Philosophy 5 (3):15-17.
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  36.  11
    Critical Thinking Across the Disciplines.Mark Weinstein - 1988 - Inquiry: An Interdisciplinary Journal of Philosophy 2 (3):2-2.
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  37.  17
    After Virtue: A Quest for Moral Objectivity.Madhu Suri Prakash & Mark Weinstein - 1982 - Educational Theory 32 (1):35-44.
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  38.  8
    Philosophy, From P. 3.Mark Weinstein - 1988 - Inquiry: An Interdisciplinary Journal of Philosophy 1 (4):6-6.
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  39.  8
    Weinstein, From Page 3.Mark Weinstein - 1992 - Inquiry: An Interdisciplinary Journal of Philosophy 9 (1):17-22.
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  40.  8
    Reflections on Democracy and Education.Mark Weinstein - 1990 - Inquiry: An Interdisciplinary Journal of Philosophy 6 (2):1-1.
  41.  8
    Montclair at Sonoma.Wendy Oxman & Mark Weinstein - 1992 - Inquiry: An Interdisciplinary Journal of Philosophy 10 (1):12-13.
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  42.  1
    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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  43.  1
    Philosophy for Children and the Improvement of Thinking Skills in Queens, New York.Mark L. Weinstein & John F. Martin - 1982 - Thinking: The Journal of Philosophy for Children 4 (2):36-36.
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  44.  9
    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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  45.  4
    Critical Thinking and Education.Mark Weinstein - 1991 - Inquiry: Critical Thinking Across the Disciplines 7 (4):1-1.
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  46.  7
    The Faculty Development Program of the Institute for Critical Thinking.Mark Weinstein & Wendy Oxman-Michelli - 1989 - Inquiry: An Interdisciplinary Journal of Philosophy 4 (3):9-13.
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  47.  13
    Critical Thinking.Mark Weinstein - 1995 - Inquiry: An Interdisciplinary Journal of Philosophy 15 (1):23-39.
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  48.  13
    Ruminations on Philosophical Practice.Mark Weinstein - 2004 - International Journal of Applied Philosophy 18 (2):153-162.
    An autobiographical narrative forms the basis for the exploration of a tension at the heart of philosophical practice. This paper considers whether Philosophy should be construed as a text-driven, expert-based endeavor as is typical in University programs or whether there is a primordial philosophical experience that grounds a more informal process of philosophical engagement? That is, is Philosophy a natural extension of human perplexity available as a tool for understanding without the trappings of Professorial scholarship and the authority of canonical (...)
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  49.  8
    Three Socratic Lessons.Mark Weinstein - 1994 - Inquiry: An Interdisciplinary Journal of Philosophy 13 (1-2):1-1.
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  50.  8
    Critical Thinking Across the Disciplines, Continued From P. 2.Mark Weinstein - 1988 - Inquiry: An Interdisciplinary Journal of Philosophy 2 (3):4-7.
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1 — 50 / 135