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Michael Hand [70]Michael Robert Hand [1]
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Michael Hand
University of Birmingham
  1.  12
    A Theory of Moral Education.Michael Hand - 2017 - London: Routledge.
    Children must be taught morality. They must be taught to recognise the authority of moral standards and to understand what makes them authoritative. But there’s a problem: the content and justification of morality are matters of reasonable disagreement among reasonable people. This makes it hard to see how educators can secure children’s commitment to moral standards without indoctrinating them. -/- In A Theory of Moral Education, Michael Hand tackles this problem head on. He sets out to show that moral education (...)
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  2.  21
    Philosophy of Education in a New Key: Future of Philosophy of Education.Liz Jackson, MichaelA Peters, Lei Chen, Zhongjing Huang, Wang Chengbing, Ezekiel Dixon-Román, Aislinn O'Donnell, Yasushi Maruyama, Lisa A. Mazzei, Alison Jones, Candace R. Kuby, Rowena Azada-Palacios, Elizabeth Adams St Pierre, Jacoba Matapo, Gina A. Opiniano, Peter Roberts, Michael Hand, Alecia Y. Jackson, Jerry Rosiek, Te Kawehau Hoskins, Kathy Hytten & Marek Tesar - 2022 - Educational Philosophy and Theory 54 (8):1234-1255.
    What is the future of Philosophy of education? Or as many of scholars and thinkers in this final ‘future-focused’ collective piece from the philosophy of education in a new key Series put it, what are the futures—plural and multiple—of the intersections of ‘philosophy’ and ‘education?’ What is ‘Philosophy’; and what is ‘Education’, and what role may ‘enquiry’ play? Is the future of education and philosophy embracing—or at least taking seriously—and thinking with Indigenous ethicoontoepistemologies? And, perhaps most importantly, what is that (...)
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  3.  87
    What Should We Teach as Controversial? A Defense of the Epistemic Criterion.Michael Hand - 2008 - Educational Theory 58 (2):213-228.
    There is an emerging consensus that to teach something as controversial is to present it as a matter on which different views are or could be held and to expound those different views as impartially as possible. This raises an important normative question that has yet to receive the attention it deserves from educational theorists: how are we to decide which topics to teach in this way? The answer suggested by Robert Dearden is that we should apply the epistemic criterion: (...)
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  4.  6
    Philosophy in Schools.Michael Hand & Carrie Winstanley (eds.) - 2008 - London: Continuum.
    A collection of original philosophical essays that together make a robust case for the teaching of philosophy in schools. >.
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  5.  48
    Towards a Theory of Moral Education.Michael Hand - 2014 - Journal of Philosophy of Education 48 (4):519-532.
    In this inaugural lecture, delivered at the University of Birmingham in January 2014, I sketch the outline of a theory of moral education. The theory is an attempt to resolve the tension between two thoughts widely entertained by teachers, policy-makers and the general public. The first thought is that morality must be learned: children must come to see what morality requires of them and acquire the motivation to submit to its authority. The second thought is that morality is controversial: there (...)
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  6.  12
    Two Worries About Educational Goods.Michael Hand - 2020 - Journal of Philosophy of Education 54 (5):1371-1374.
    Journal of Philosophy of Education, EarlyView.
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  7.  41
    On the Distinctive Educational Value of Philosophy.Michael Hand - 2018 - Journal of Philosophy in Schools 5 (1):4-19.
    Should philosophy be a compulsory subject in schools? I take it as read that philosophy has general educational value: like other academic disciplines, it cultivates a range of intellectual virtues in those who study it. But that may not be a good enough reason to add it to the roster of established school subjects. The claim I defend in this article is that philosophy also has distinctive educational value: there are philosophical problems that feature prominently and pressingly in ordinary human (...)
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  8. Discussing Controversial Issues in the Classroom.Michael Hand & Ralph Levinson - 2012 - Educational Philosophy and Theory 44 (6):614-629.
    Discussion is widely held to be the pedagogical approach most appropriate to the exploration of controversial issues in the classroom, but surprisingly little attention has been given to the questions of why it is the preferred approach and how best to facilitate it. Here we address ourselves to both questions. We begin by clarifying the concept of discussion and justifying it as an approach to the teaching of controversial issues. We then report on a recent empirical study of the Perspectives (...)
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  9.  36
    Religious Upbringing Reconsidered.Michael Hand - 2002 - Journal of Philosophy of Education 36 (4):545–557.
  10.  37
    On the Worthwhileness of Theoretical Activities.Michael Hand - 2009 - Journal of Philosophy of Education 43 (Supplement s1):109-121.
    R.S. Peters' arguments for the worthwhileness of theoretical activities are intended to justify education per se, on the assumption that education is necessarily a matter of initiating people into theoretical activities. If we give up this assumption, we can ask whether Peters' arguments might serve instead to justify the academic curriculum over other curricular arrangements. For this they would need to show that theoretical activities are not only worthwhile but, in some relevant sense, more worthwhile than activities of other kinds. (...)
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  11.  38
    What Do Kids Know? A Response to Karin Murris.Michael Hand - 2015 - Studies in Philosophy and Education 34 (3):327-330.
    Building on Miranda Fricker’s work on epistemic injustice, Karin Murris has recently argued that children in school characteristically receive a credibility deficit based on a disparaging stereotype of children, and charged teachers with eschewing such stereotypes and committing to epistemic equality. I raise some objections to Murris’s argument.
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  12.  95
    Antirealism and Universal Knowability.Michael Hand - 2010 - Synthese 173 (1):25 - 39.
    Truth’s universal knowability entails its discovery. This threatens antirealism, which is thought to require it. Fortunately, antirealism is not committed to it. Avoiding it requires adoption (and extension) of Dag Prawitz’s position in his long-term disagreement with Michael Dummett on the notion of provability involved in intuitionism’s identification of it with truth. Antirealism (intuitionism generalized) must accommodate a notion of lost-opportunity truth (a kind of recognition-transcendent truth), and even truth consisting in the presence of unperformable verifications. Dummett’s position cannot abide (...)
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  13. Performance and Paradox.Michael Hand - 2009 - In Joe Salerno (ed.), New Essays on the Knowability Paradox. Oxford University Press.
  14.  11
    Religious Upbringing Reconsidered.Michael Hand - 2002 - Journal of Philosophy of Education 36 (4):545-557.
    There is, on the face of it, a logical difficulty as well as a practical one about ascribing to parents both a right to give their children a religious upbringing and a duty to avoid indoctrinating them. Curiously, this logical difficulty was largely overlooked in the debate on religious upbringing and parental rights between Terence McLaughlin, Eamonn Callan and Peter Gardner in the 1980s. In this paper I set out the terms of the logical problem and propose a solution to (...)
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  15.  15
    Patriotism in Schools.Michael Hand - 2011 - Impact 2011 (19):1-40.
    In the face of rising concerns about citizenship, national identity, diversity and belonging in Britain today, politicians from all sides of the political spectrum have looked to schools to inspire and invigorate a strong, modern sense of patriotism and common purpose, which is capable of binding people together and motivating citizens to fulfil their obligations to each other and to the state.In this timely and astute analysis, Michael Hand unpacks the claims made on both sides of the debate to assess (...)
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  16. Religious Education.Michael Hand - 2004 - In John Peter White (ed.), Rethinking the School Curriculum. London, UK:
    Religious Education (RE) currently enjoys the status of a compulsory curriculum subject in state schools in England and Wales. Though it is not part of the National Curriculum, and therefore not subject to a nationally prescribed syllabus, it is part of the basic curriculum to which all children are entitled. The question I raise in this chapter is whether RE merits this status. Is the study of religion sufficiently central to the task of preparing children for adult life to justify (...)
     
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  17.  1
    Consent and Mutuality in Sex Education.Michael Hand - forthcoming - Journal of Philosophy of Education.
    Journal of Philosophy of Education, EarlyView.
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  18.  40
    On Saying That Again.Michael Hand - 1991 - Linguistics and Philosophy 14 (4):349 - 365.
  19.  9
    A New Dawn for Faith‐Based Education? Opportunities for Religious Organisations in the UK's New School System.Michael Hand - 2012 - Journal of Philosophy of Education 46 (4):546-559.
    The ‘new school system’ described in the Schools White Paper (DfE, ) presents religious organisations with two interesting opportunities. The first is an opportunity to play a significantly enhanced role in the management of faith-based schools. The second is an opportunity to rethink quite radically the content of their curricula. In this article I advance a proposal for the consideration of religious organisations: that they take up the opportunity to develop innovative, religiously distinctive curricula whilst eschewing the activity of confessional (...)
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  20.  6
    ``Knowability and Epistemic Truth&Quot.Michael Hand - 2003 - Australasian Journal of Philosophy 81 (2):216-228.
    The so-called knowability paradox results from Fitch's argument that if there are any unknown truths, then there are unknowable truths. This threatens recent versions of semantical antirealism, the central thesis of which is that truth is epistemic. When this is taken to mean that all truths are knowable, antirealism is thus committed to the conclusion that no truths are unknown. The correct antirealistic response to the paradox should be to deny that the fundamental thesis of the epistemic nature of truth (...)
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  21.  86
    Patriotism in British Schools: Principles, Practices and Press Hysteria.Michael Hand & Joanne Pearce - 2009 - Educational Philosophy and Theory 41 (4):453-465.
    How should patriotism be handled in schools? We argue that schools cannot afford to ignore the topic, but nor are they justified in either promoting or discouraging patriotic feeling in students. The only defensible policy is for schools to adopt a stance of neutrality and teach the topic as a controversial issue. We go on to show that there is general support among British teachers and students for school neutrality on patriotism and that the currently preferred classroom practice is to (...)
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  22.  1
    Is Religious Education Possible?: A Philosophical Investigation.Michael Hand - 2006 - London: Continuum.
    This fascinating monograph tackles a well-established problem in the philosophy of education. The problem is the threat posed to the logical possibility of non-confessional religious education by the claim that religion constitutes an autonomous language-game or form of knowledge. Defenders of this claim argue that religion cannot be understood from the outside: it is impossible to impart religious understanding unless one is also prepared to impart religious belief. Michael Hand argues for two central points: first, that non-confessional religious education would (...)
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  23.  26
    How Game-Theoretical Semantics Works: Classical First-Order Logic.Michael Hand - 1988 - Erkenntnis 29 (1):77 - 93.
    The structure of strategies for semantical games is studied by means of a new formalism developed for the purpose. Rigorous definitions of strategy, winning strategy, truth, and falsity are presented. Non-contradiction and bivalence are demonstrated for the truth-definition. The problem of the justification of deduction is examined from this perspective. The rules of a natural deduction system are justified: they are seen to guarantee existence of a winning strategy for the defender in the semantical game for the conclusion, given winning (...)
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  24.  48
    A Number is the Exponent of an Operation.Michael Hand - 1989 - Synthese 81 (2):243 - 265.
  25.  12
    Framing Classroom Discussion of Same‐Sex Marriage.Michael Hand - 2013 - Educational Theory 63 (5):497-510.
    Assuming that the issue of same-sex marriage should be discussed in schools, how should the discussion be framed? Michael Hand first distinguishes this question from the related but distinct question of whether discussion on this topic should be steered. He then examines three possible frames for discussion of same-sex marriage: the perfectionist frame, the antiperfectionist frame, and the practical accommodation frame. He defends the perfectionist frame over the two alternatives: the purpose of state involvement in marriage is to promote valuable (...)
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  26.  80
    Antirealism and Truths Never Known.Michael Hand - 2014 - Journal of Philosophy 111 (3):113-134.
  27.  61
    A Defense of Branching Quantification.Michael Hand - 1993 - Synthese 95 (3):419 - 432.
    Adding branching quantification to a first-order language increases the expressive power of the language,without adding to its ontology. The present paper is a defense of this claim against Quine (1970) and Patton (1991).
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  28.  32
    Mathematical Structuralism and the Third Man.Michael Hand - 1993 - Canadian Journal of Philosophy 23 (2):179 - 192.
    Plato himself would be pleased at the recent emergence of a certain highly Platonic variety of platonism concerning mathematics, viz., the structuralism of Michael Resnik and Stewart Shapiro. In fact, this species of platonism is so Platonic that it is susceptible to an objection closely related to one raised against Plato by Parmenides in the dialogue of that name. This is the Third Man Argument against a view about the relation of Forms to particulars. My objection is not a TMA (...)
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  29.  41
    Religious Upbringing: A Rejoinder and Responses.Michael Hand, Jim Mackenzie, Peter Gardner & Charlene Tan - 2004 - Journal of Philosophy of Education 38 (4):639-662.
  30.  27
    Negations in Conflict.Michael Hand - 1993 - Erkenntnis 38 (1):115 - 129.
  31.  20
    Who Plays Semantical Games?Michael Hand - 1989 - Philosophical Studies 56 (3):251 - 271.
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  32.  15
    Hilbert's Iterativistic Tendencies.Michael Hand - 1990 - History and Philosophy of Logic 11 (2):185-192.
    Serious difficulties attend the reading of David Hilbert's 1925 classic paper ?On the infinite?. I claim that the peculiarities of presentation plaguing certain parts of that paper, as well as of the earlier ?On the Foundations of Logic and Arithmetic? (1904), are due to a tension between two incompatible semantical approaches to numerical statements of elementary arithmetic, and accordingly two incompatible metaphysical conceptions of the natural numbers. One of these approaches is the referential, or model-theoretical one; the other is the (...)
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  33.  1
    Logic Primer.Colin Allen & Michael Hand - 1992 - Cambridge, MA, USA: MIT Press.
    Presents a self-contained introduction to logic suitable for majors and nonmajors, and can be covered entirely in a one-semester course. Natural deduction systems of sentential logic and of first-order logic, truth tables, and the basic ideas of model theory are presented without superfluous discussion.
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  34.  13
    A Rejoinder To Mackenzie, Gardner And Tan.Michael Hand - 2004 - Journal of Philosophy of Education 38 (4):639-662.
  35. Radical Antirealism and Wright's Antideflationary Argument.Michael Hand - 1998 - Noûs 32 (3):320-330.
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  36.  19
    The Dependency Constraint: A Global Constraint on Strategies in Game-Theoretical Semantics. [REVIEW]Michael Hand - 1988 - Linguistics and Philosophy 11 (4):395 - 413.
  37. Meaning, Truth-Conditions, and Substitutional Quantification.Michael Hand - 1992 - Philosophical Studies 68 (2):195 - 216.
  38.  14
    Moral Education in the Community of Inquiry.Michael Hand - 2020 - Journal of Philosophy in Schools 7 (2).
    Moral inquiry - inquiry with children and young people into the justification for subscribing to moral standards - is central to moral education and philosophical in character. The community of inquiry (CoI) method is an established and attractive approach to teaching philosophy in schools. There is, however, a problem with using the CoI method to engage pupils in moral inquiry: some moral standards should be taught directively, with the aim of bringing it about that pupils understand and accept the justification (...)
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  39.  2
    Directing Moral Inquiry: A Rejoinder to Cam, Sowey, Lockrobin, Splitter, Sprod and Knight.Michael Hand - 2020 - Journal of Philosophy in Schools 7 (2).
    In this rejoinder to the foregoing responses to my article ‘Moral education in the community of inquiry’, I address what I take to be the four most fundamental objections to my proposed expansion of the community of inquiry (CoI) method. My proposal is that we make room in the CoI for directive teaching of moral standards we know to be justified or unjustified, in addition to nondirective teaching of moral standards whose justificatory status is unknown. The four objections I consider (...)
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  40.  15
    Semantical Games, Verification Procedures, and Wellformedness.Michael Hand - 1987 - Philosophical Studies 51 (2):271 - 284.
  41.  46
    Is Religious Education Possible? A Response to Philip Barnes.Michael Hand - 2007 - Studies in Philosophy and Education 27 (1):71-75.
  42. Education, Ethics and Experience: Essays in Honour of Richard Pring.Michael Hand & Richard Davies (eds.) - 2015 - Routledge.
    _Education, Ethics and Experience_ is a collection of original philosophical essays celebrating the work of one of the most influential philosophers of education of the last 40 years. Richard Pring’s substantial body of work has addressed topics ranging from curriculum integration to the comprehensive ideal, vocational education to faith schools, professional development to the privatisation of education, moral seriousness to the nature of educational research. The twelve essays collected here explore and build on Pring’s treatment of topics that are central (...)
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  43. Jaakko Hintikka, in Collaboration with Jack Kulas, The Game of Language Reviewed By.Michael Hand - 1986 - Philosophy in Review 6 (4):154-157.
     
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  44. Radu Bogdan, Ed., Jaakko Hintikka. [REVIEW]Michael Hand - 1988 - Philosophy in Review 8:84-86.
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  45. Review [Branching Quantification].Michael Hand - 1998 - Journal of Symbolic Logic 63 (4):1611--4.
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  46.  33
    Informational Variability.Michael Hand - 1994 - Synthese 99 (3):417 - 456.
  47.  13
    Jon Barwise. On Branching Quantifiers in English. Journal of Philosophical Logic, Vol. 8 , Pp. 47–80.Michael Hand - 1998 - Journal of Symbolic Logic 63 (4):1611-1614.
  48.  34
    Classical and Intuitionistic Negation.Michael Hand - 1992 - Southwest Philosophy Review 8 (1):157-164.
  49.  28
    Infinite Totalities and the New Intuitionism.Michael Hand - 1988 - Idealistic Studies 18 (3):230-238.
    The present paper is a response to Hugh Lehman’s “Intuitionism and Platonism on Infinite Totalities,” which appeared in this journal in 1983. I think that Lehman has attributed to the intuitionist a position which is not that of intuitionism, and hence that his criticisms of what he takes to be the intuitionist’s objections to the classical notion of infinity carry no weight against the intuitionist position.
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  50.  38
    Antirealism and Holes in the World.Michael Hand - 1990 - Philosophy 65 (252):218 - 224.
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