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Michael Katz [9]Michael Jay Katz [5]Michael J. Katz [4]Michael S. Katz [4]
Michael B. Katz [2]
  1. Ontophyletics: Studying Evolution Beyond the Genome.Michael J. Katz - 1983 - Perspectives in Biology and Medicine 26 (2):323-335.
  2. Respect for Persons and Students: Charting Some Ethical Territory.Michael S. Katz - forthcoming - Philosophy of Education: Proceedings of the Forty-Seventh Annual Meeting of the Philosophy of Education Society.
     
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  3. R. S. Peters' Normative Conception of Education and Educational Aims.Michael S. Katz - 2009 - Journal of Philosophy of Education 43 (1):97-108.
    This article aims to highlight why R. S. Peters' conceptual analysis of ‘education’ was such an important contribution to the normative field of philosophy of education. In the article, I do the following: 1) explicate Peters' conception of philosophy of education as a field of philosophy and explain his approach to the philosophical analysis of concepts; 2) emphasize several (normative) features of Peters' conception of education, while pointing to a couple of oversights; and 3) suggest how Peters' analysis might be (...)
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  4.  37
    An Exact Philosophy of Inexactness.Michael Katz - 1984 - Topoi 3 (1):43-53.
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  5.  15
    Real-Valued Models with Metric Equality and Uniformly Continuous Predicates.Michael Katz - 1982 - Journal of Symbolic Logic 47 (4):772-792.
    Two real-valued deduction schemes are introduced, which agree on $\vdash \triangle$ but not on $\Gamma \vdash \triangle$ , where Δ and ▵ are finite sets of formulae. Using the first scheme we axiomatize real-valued equality so that it induces metrics on the domains of appropriate structures. We use the second scheme to reduce substitutivity of equals to uniform continuity, with respect to the metric equality, of interpretations of predicates in structures. This continuity extends from predicates to arbitrary formulae and the (...)
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  6.  18
    Łukasiewicz Logic and the Foundations of Measurement.Michael Katz - 1981 - Studia Logica 40 (3):209 - 225.
    The logic of inexactness, presented in this paper, is a version of the Łukasiewicz logic with predicates valued in [0, ∞). We axiomatize multi-valued models of equality and ordering in this logic guaranteeing their imbeddibility in the real line. Our axioms of equality and ordering, when interpreted as axioms of proximity and dominance, can be applied to the foundations of measurement (especially in the social sciences). In two-valued logic they provide theories of ratio scale measurement. In multivalued logic they enable (...)
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  7.  23
    Was Government the Solution or the Problem? The Role of the State in the History of American Social Policy.Michael B. Katz - 2010 - Theory and Society 39 (3-4):487-502.
  8.  36
    The Logic of Approximation in Quantum Theory.Michael Katz - 1982 - Journal of Philosophical Logic 11 (2):215 - 228.
  9.  16
    Mr Socrates.Michael Katz - 2009 - Philosophy Now 73:52-54.
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  10. Templets and the Explanation of Complex Patterns.Michael J. Katz - 1986
  11.  14
    The Role of Trustworthiness in Teaching: An Examination of The Prime of Miss Jean Brodie.Michael S. Katz - 2014 - Studies in Philosophy and Education 33 (6):621-633.
    The purpose of this paper is to examine the role that trustworthiness plays in the ability of teachers to function as moral role models. Through exploration of Muriel Spark’s novel, The Prime of Miss Jean Brodie, I explain some of the central features of trustworthiness as a moral virtue and suggest how these features are critical to developing moral relationships between teachers and students. I show how and why the character of Miss Jean Brodie fails to embody trustworthiness, and how (...)
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  12.  21
    Scientific Observers with a Human Taint.Michael Jay Katz - 1994 - World Futures 39 (4):243-247.
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  13.  21
    An Introduction to the Essays in This Special Issue.Michael S. Katz & Louis T. Denti - 2000 - Studies in Philosophy and Education 19 (3):225-227.
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  14.  3
    Reflections on the Purpose of Educational Reform.Michael B. Katz - 1980 - Educational Theory 30 (2):77-87.
  15.  6
    Preformation of Ontogenetic Patterns.Michael J. Katz & William Goffman - 1981 - Philosophy of Science 48 (3):438-453.
    Most patterns of an organism develop reproducibly and predictably. Thus, most biological patterns are largely predetermined by the nature of the zygote and by the nature of the surrounding world. Some ontogenetic patterns can also be considered to be preformed. Eighteenth and nineteenth century definitions of 'preformation' suggested that all aspects of a precursor pattern--its elements and its configuration--are preserved during development. Today, the idea of preformed configurations has been lost. To revive this lost idea, we offer the following biologically (...)
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  16.  12
    Book Reviews. [REVIEW]Baruch Brody, R. G. Swinburne, Alex C. Michalos, Gershon Weiler, Geoffrey Sampson, Marcelo Dascal, Shalom Lappin, Yehuda Melzer, Joseph Horovitz, Haim Marantz, Marcelo Dascal, M. Magidor & Michael Katz - 1974 - Philosophia 4 (2-3):279-281.
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  17.  3
    Cause and Effect in Evolution.Michael J. Katz - 1984 - Behavioral and Brain Sciences 7 (4):492.
  18. Applicability of a Mathematical Language of Inexactness and Approximation.Michael Katz - 2012 - Iyyun 61:241-262.
     
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  19. R. S. Peters' Normative Conception Of Education And Educational Aims.Michael Katz - 2009 - Philosophy of Education 43 (Supplement s1):97-108.
    This article aims to highlight why R. S. Peters' conceptual analysis of ‘education’ was such an important contribution to the normative field of philosophy of education. In the article, I do the following: 1) explicate Peters' conception of philosophy of education as a field of philosophy and explain his approach to the philosophical analysis of concepts; 2) emphasize several features of Peters' conception of education, while pointing to a couple of oversights; and 3) suggest how Peters' analysis might be used (...)
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