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Michael Bentley [8]Michael L. Bentley [5]
  1.  19
    Science education, conceptual change and breaking with everyday experience.James W. Garrison & Michael L. Bentley - 1990 - Studies in Philosophy and Education 10 (1):19-35.
    Science educators and those who investigate science learning have tended, for good reason, to focus their attention on students' conceptual development, Such a focus is, however, too narrow to provide full and proper understanding of the complexities of original science learning. Recently developmental cognitive psychologists have called on the work of postpositivistic philosophers of science, especially Thomas Kuhn, to bolster their research into conceptual development in science acquisition. What these psychologists have not recognized is that Kuhn's position is actually a (...)
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  2.  12
    Epistemological Undercurrents in Scientists' Reporting of Research to Teachers.George E. Glasson & Michael L. Bentley - 2000 - Science Education 84 (4):469-485.
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  3.  28
    Beyond the “Decorated Landscapes” of Educational Reform: Toward Landscapes of Pluralism in Science Education.Michael P. Mueller & Michael L. Bentley - 2007 - Science Education 91 (2):321-338.
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  4.  20
    Stefan Collini's Absent Minds.James F. English, Barbara Caine, Michael Bentley, Jeremy Jennings, Daniel T. Rodgers & Stefan Collini - 2007 - Journal of the History of Ideas 68 (3):363-405.
  5. Report: Creationism Through the Back Door—The Case of Liberty Baptist College.Michael L. Bentley - 1984 - Science, Technology, and Human Values 9 (4):49-53.
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  6. African Philosophy and the Universalist Thesis.Michael P. Mueller & Michael L. Bentley - forthcoming - Metaphilosophy.
  7.  28
    Michael Bentley, Stephen C. Fleury, & Jim Garrison.Michael Bentley - forthcoming - Journal of Thought.
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  8.  50
    Herbert Butterfield and the Ethics of Historiography.Michael Bentley - 2005 - History and Theory 44 (1):55–71.
    At the center of this important writer’s thought lies a paradox in his constant implicating of ethical norms in historical writing while simultaneously deriding all forms of moral judgment in history. This article investigates the relationship between Butterfield’s ethics and his religion in order to suggest ways of resolving the paradox. It focuses on his unconventional style of Augustinianism and the levels of historical analysis involved in what he called “technical history,” on the one hand, and his own search for (...)
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  9.  20
    Critical Constructivism for Teaching and Learning in a Democratic Society.Michael Bentley, Stephen C. Fleury & Jim Garrison - 2007 - Journal of Thought 42 (2):9-22.
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  10.  31
    5. Past and "Presence": Revisiting Historical Ontology.Michael Bentley - 2006 - History and Theory 45 (3):349–361.
    The last thirty years have brought about a fundamental revision of historical epistemology. So intense a concentration on the nature of history as a form of inquiry has diminished attention given to the thing that history inquires into: the nature of the past itself. Too readily, that entire domain has turned into a place for dreams, as Hayden White put it: a lost world only available now through the imagination of the author and subject to aesthetic whim. The next thirty (...)
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  11.  8
    News From Nowhere.Michael Bentley - 2007 - Journal of the History of Ideas 68 (3):375-379.