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 (...) epistemological elements that warrant truth claims based on sets of models that are progressive in light of both empirical and theoretical advance seen over time. (shrink)
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 (...) philsophical programs on the basis of the naturalness of the philosophical enterprise are to warrant their interest on the basis of claims to age-appropriateness, some reasonable attempt at gathering empirical data is required. We offer the questionaire on the following pages as a probe to be used by interested educators and others. (shrink)
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.
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 (...) which the confrontation and opening stages of scientific critical discussions are subjected. In regard to the argumentation stage, examples are given to show that a general account of argumentation, as advocated by informal logicians, is not applicable to arguments in science. Furthermore, although patterns of inference differ in various scientific practices, deductive validity is argued to be a crucial notion in the assessment of scientific arguments. Finally, some remarks are made concerning the burden of proof and the concluding stage of scientific argumentation. (shrink)
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.
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.
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 (...) truth in inquiry is of crucial importance as a response to post-modernist and other relativistic accounts of inquiry. It shows that despite such apparent sociological constraints as acceptability a robust theory of truth is available as a foundation for evaluating argumentation. (shrink)
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.
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 (...) by the Institute for the Advancement of Philosophy for Children yield benefits that rebound to the advantage of both teachers and students. (shrink)
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.
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 (...) texts, or has the historical development of Philosophy so constructed its practice that it is beholden to sophisticated scholarship and the professional interpretation of a definitive body of classical and contemporary sources? (shrink)