67 found
Order:
Disambiguations
Michael Hand [68]Michael Robert Hand [1]
See also
Michael Hand
University of Birmingham
  1.  5
    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 (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   14 citations  
  2.  75
    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: (...)
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark   21 citations  
  3.  1
    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. >.
    Direct download  
     
    Export citation  
     
    Bookmark   10 citations  
  4. 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.
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   20 citations  
  5.  41
    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 (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   7 citations  
  6.  36
    Religious Upbringing Reconsidered.Michael Hand - 2002 - Journal of Philosophy of Education 36 (4):545–557.
  7.  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.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  8.  37
    On the Worthwhileness of Theoretical Activities.Michael Hand - 2009 - 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. (...)
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark   7 citations  
  9.  8
    Two Worries About Educational Goods.Michael Hand - 2020 - Journal of Philosophy of Education 54 (5):1371-1374.
    Journal of Philosophy of Education, EarlyView.
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  10.  91
    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 (...)
    Direct download (12 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  11.  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 (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   6 citations  
  12.  34
    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 (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  13.  92
    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 (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  14.  8
    Religious Upbringing Reconsidered.Michael Hand - 2002 - 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 (...)
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   10 citations  
  15.  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 (...)
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  16.  38
    On Saying That Again.Michael Hand - 1991 - Linguistics and Philosophy 14 (4):349 - 365.
  17.  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 (...)
    Direct download  
     
    Export citation  
     
    Bookmark   7 citations  
  18.  83
    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 (...)
    Direct download (8 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  19.  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 (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   5 citations  
  20.  11
    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 (...)
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  21.  77
    Antirealism and Truths Never Known.Michael Hand - 2014 - Journal of Philosophy 111 (3):113-134.
  22.  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).
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  23.  48
    A Number is the Exponent of an Operation.Michael Hand - 1989 - Synthese 81 (2):243 - 265.
  24.  40
    Religious Upbringing: A Rejoinder and Responses.Michael Hand, Jim Mackenzie, Peter Gardner & Charlene Tan - 2004 - Philosophy of Education 38 (4):639-662.
  25.  31
    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 (...)
    Direct download (7 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  26.  27
    Negations in Conflict.Michael Hand - 1993 - Erkenntnis 38 (1):115 - 129.
  27.  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 (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  28.  13
    A Rejoinder To Mackenzie, Gardner And Tan.Michael Hand - 2004 - Philosophy of Education 38 (4):639-662.
  29.  1
    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 (...)
    Direct download  
     
    Export citation  
     
    Bookmark   2 citations  
  30.  19
    The Dependency Constraint: A Global Constraint on Strategies in Game-Theoretical Semantics. [REVIEW]Michael Hand - 1988 - Linguistics and Philosophy 11 (4):395 - 413.
  31.  15
    Semantical Games, Verification Procedures, and Wellformedness.Michael Hand - 1987 - Philosophical Studies 51 (2):271 - 284.
  32.  6
    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 (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  33.  59
    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 (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  34.  53
    Game-Theoretical Semantics, Montague Semantics, and Questions.Michael Hand - 1988 - Synthese 74 (2):207 - 222.
  35.  20
    What the Null Set Could Not Be.Michael Hand - 1995 - Australasian Journal of Philosophy 73 (3):429 – 431.
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  36.  11
    Radical Antirealism and Neutral States of Information.Michael Hand - 1996 - Philosophical Topics 24 (1):35-51.
    No categories
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  37.  20
    Who Plays Semantical Games?Michael Hand - 1989 - Philosophical Studies 56 (3):251 - 271.
    No categories
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  38.  5
    Notes on Contributorsepat_865 679.. 680.Gert Biesta, Michael Hand & Jeong-Hee Kim - 2012 - Educational Philosophy and Theory 44 (6).
  39.  9
    Making Children Moral.Michael Hand - 2018 - Philosophy Now 127:48-49.
    In the first part of our mini-series on moral education, Michael Hand considers whether schools should be involved in trying to make children moral.
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  40.  3
    Book Review: Religion, Education and Post-Modernity. [REVIEW]Michael Hand - 2005 - Journal of Philosophy of Education 39 (1):171-173.
  41.  34
    Classical and Intuitionistic Negation.Michael Hand - 1992 - Southwest Philosophy Review 8 (1):157-164.
  42. 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 (...)
     
    Export citation  
     
    Bookmark  
  43. 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 (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  44.  3
    In Defence of Rational Moral Education: Replies to Aldridge, de Ruyter and Tillson.Michael Hand - 2019 - Journal of Philosophy of Education 53 (4):656-664.
    In the foregoing articles, David Aldridge, Doret de Ruyter and John Tillson offer some weighty and wide-ranging criticisms of my recent book, A Theory of Moral Education (Hand, 2018a). I cannot hope to do justice to the detail of their criticisms in the space available to me, but I shall attempt, in what follows, to defend my account of moral education against their principal lines of attack. I am grateful to Aldridge, de Ruyter and Tillson for their close engagement with (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  45.  44
    Is Religious Education Possible? A Response to Philip Barnes.Michael Hand - 2007 - Studies in Philosophy and Education 27 (1):71-75.
  46. Is Religious Education Possible? An Examination of the Logical Possibility of Teaching for Religious Understanding Without Religious Belief.Michael Hand - 2001 - Dissertation, Oxford University
  47. 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 (...)
    Direct download  
     
    Export citation  
     
    Bookmark   2 citations  
  48.  27
    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.
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark  
  49.  33
    Informational Variability.Michael Hand - 1994 - Synthese 99 (3):417 - 456.
  50.  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.
1 — 50 / 67