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Michael Hand [64]Michael Robert Hand [1]
  1.  18
    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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  2. Performance and Paradox.Michael Hand - 2009 - In Joe Salerno (ed.), New Essays on the Knowability Paradox. Oxford University Press.
  3. Tennant on Knowability.Michael Hand & Jonathan L. Kvanvig - 1999 - Australasian Journal of Philosophy 77 (4):422 – 428.
    The knowability paradox threatens metaphysical or semantical antirealism, the view that truth is epistemic, by revealing an awful consequence of the claim [i] that all truths are knowable. Various attempts have been made to find a way out of the paradox.
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  4.  22
    Religious Upbringing Reconsidered.Michael Hand - 2002 - Journal of Philosophy of Education 36 (4):545–557.
  5.  2
    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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  6.  21
    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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  7.  37
    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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  8.  12
    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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  9.  28
    On the Worthwhileness of Theoretical Activities.Michael Hand - 2009 - Journal of Philosophy of Education 43 (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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  10.  72
    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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  11. Radical Antirealism and Wright's Antideflationary Argument.Michael Hand - 1998 - Noûs 32 (3):320-330.
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  12.  19
    On Saying That Again.Michael Hand - 1991 - Linguistics and Philosophy 14 (4):349 - 365.
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  13. ``Knowability and Epistemic Truth&Quot.Michael Hand - 2003 - Australasian Journal of Philosophy 81 (2):216-228.
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  14.  26
    Hampton on the Expressive Power of Punishment.Heather J. Gert, Linda Radzik & Michael Hand - 2004 - Journal of Social Philosophy 35 (1):79-90.
    This paper provides a critique of Jean Hampton's retributive theory of punishment.
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  15.  19
    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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  16.  52
    Antirealism and Truths Never Known.Michael Hand - 2014 - Journal of Philosophy 111 (3):113-134.
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  17.  4
    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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  18.  11
    Religious Upbringing: A Rejoinder and Responses.Michael Hand, Jim Mackenzie, Peter Gardner & Charlene Tan - 2004 - Journal of Philosophy of Education 38 (4):639-662.
  19.  56
    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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  20.  81
    Meaning, Truth-Conditions, and Substitutional Quantification.Michael Hand - 1992 - Philosophical Studies 68 (2):195 - 216.
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  21.  21
    Informational Variability.Michael Hand - 1994 - Synthese 99 (3):417 - 456.
  22.  43
    Game-Theoretical Semantics, Montague Semantics, and Questions.Michael Hand - 1988 - Synthese 74 (2):207 - 222.
  23.  11
    Negations in Conflict.Michael Hand - 1993 - Erkenntnis 38 (1):115 - 129.
  24.  7
    The Dependency Constraint: A Global Constraint on Strategies in Game-Theoretical Semantics. [REVIEW]Michael Hand - 1988 - Linguistics and Philosophy 11 (4):395 - 413.
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  25.  10
    Semantical Games, Verification Procedures, and Wellformedness.Michael Hand - 1987 - Philosophical Studies 51 (2):271 - 284.
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  26.  41
    A Number is the Exponent of an Operation.Michael Hand - 1989 - Synthese 81 (2):243 - 265.
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  27.  21
    Is Religious Education Possible? A Response to Philip Barnes.Michael Hand - 2007 - Studies in Philosophy and Education 27 (1):71-75.
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  28.  46
    Parataxis and Parentheticals.Michael Hand - 1993 - Linguistics and Philosophy 16 (5):495 - 507.
    I have proposed that the complementizerthat has a pragmatic property of demonstrativity, analogous to that ascribed by demonstrative analyses of the semantics of the complementizer but not impinging on the syntactic analysis of sentential embedding. My account explains a number of phenomena, including the illocutionary peculiarities of parentheticals, the pragmatics ofthat-omission, and consequently the distributional statistics ofthat-omission and related grammatical features of embeddings reported in the literature. By this means these phenomena are theoretically unified under a single hypothesis.Furthermore, this demonstrativity (...)
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  29.  37
    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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  30. Logic Primer.Colin Allen & Michael Hand - 1992
  31. Religious Upbringing Reconsidered.Michael Hand - 2002 - Journal of the Philosophy of Education 36 (4):545-557.
  32. Religious Upbringing Reconsidered.Michael Hand - 2002 - Philosophy of Education 36 (4):545-557.
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  33.  14
    Infinite Totalities and the New Intuitionism.Michael Hand - 1988 - Idealistic Studies 18 (3):230-238.
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  34.  10
    Who Plays Semantical Games?Michael Hand - 1989 - Philosophical Studies 56 (3):251 - 271.
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  35.  19
    Surveyability and the Preface Paradox.Michael Hand - 1996 - Southwest Philosophy Review 12 (1):171-179.
  36.  14
    Classical and Intuitionistic Negation.Michael Hand - 1992 - Southwest Philosophy Review 8 (1):157-164.
  37.  18
    Mathematical Structuralism and the Third Man.Michael Hand - 1993 - Canadian Journal of Philosophy 23 (2):179 - 192.
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  38.  8
    Radical Antirealism and Neutral States of Information.Michael Hand - 1996 - Philosophical Topics 24 (1):35-51.
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  39.  17
    Antirealism and Holes in the World.Michael Hand - 1990 - Philosophy 65 (252):218 - 224.
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  40.  5
    On The Desirability of Education: A Reply to John Wilson.Michael Hand - 2004 - British Journal of Educational Studies 52 (1):18-28.
    In a recent paper in BJES, John Wilson examines the question of the desirability of education and argues that the enterprise can only be justified if it is thought to be necessary 'as a means of salvation'. Here I expose a number of flaws in Wilson's argument and defend a rather more prosaic justificatory strategy.
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  41.  9
    The Point and Perils of Public Engagement.Michael Hand - 2013 - Philosophy Now 95:6-7.
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  42.  12
    What the Null Set Could Not Be.Michael Hand - 1995 - Australasian Journal of Philosophy 73 (3):429 – 431.
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  43.  9
    Kitcher's Circumlocutionary Structuralism.Michael Hand - 1991 - Canadian Journal of Philosophy 21 (1):81 - 89.
  44.  4
    ``Radical AntiRealism and Neutral States of Information&Quot.Michael Hand - 1996 - Philosophical Topics 24 (1):35-51.
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  45.  4
    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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  46.  3
    Patriotism in British Schools: Teachers’ and Students’ Perspectives.Michael Hand & Joanne Pearce - 2011 - Educational Studies 37 (4):405-418.
    Because there are good arguments both for and against loving one’s country, patriotism should be taught as a controversial issue in schools. But is this pedagogical approach practically viable in the British educational context? Here we report on a small‐scale survey of teachers and students in secondary schools and show that their perspectives and practices are highly compatible with our recommended approach.
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  47.  8
    A Rejoinder to MacKenzie, Gardner and Tan.Michael Hand - 2004 - Journal of Philosophy of Education 38 (4):639–662.
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  48.  2
    Review: Jon Barwise, On Branching Quantifiers in English; Dag Westerstahl, Peter Gardenfors, Branching Generalized Quantifiers and Natural Language. Generalized Quantifiers, Linguistic and Logical Approaches; Gila Sher, Ways of Branching Quantifiers. [REVIEW]Michael Hand - 1998 - Journal of Symbolic Logic 63 (4):1611-1614.
  49.  5
    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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  50. Radu Bogdan, Ed., Jaakko Hintikka Reviewed By.Michael Hand - 1988 - Philosophy in Review 8 (3):84-86.
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