Results for 'Michael Robert Hand'

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  1.  22
    Models of Decision-Making and the Coevolution of Social Preferences.Henrich Joseph, Boyd Robert, Bowles Samuel, Camerer Colin, Fehr Ernst, Gintis Herbert, McElreath Richard, Alvard Michael, Barr Abigail & Ensminger Jean - 2005 - Behavioral and Brain Sciences 28 (6).
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  2.  61
    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 (...)
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  3.  75
    The Romantic Conception of Robert J. Richards.Ruse Michael - 2004 - Journal of the History of Biology 37 (1):3 - 23.
    In his new book, "The Romantic Conception of Life: Science and Philosophy in the Age of Goethe," Robert J. Richards argues that Charles Darwin's true evolutionary roots lie in the German Romantic biology that flourished around the beginning of the nineteenth century. It is argued that Richards is quite wrong in this claim and that Darwin's roots are in the British society within which he was born, educated, and lived.
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  4.  13
    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 (...)
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  5.  10
    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 (...)
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  6.  87
    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 (...)
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  7.  4
    Présentation.Michael Palencia-Roth & Jean-Noël Robert - 2007 - Diogène 218 (2):3.
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  8.  39
    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. 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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  10.  34
    Religious Upbringing Reconsidered.Michael Hand - 2002 - Journal of Philosophy of Education 36 (4):545–557.
  11. Performance and Paradox.Michael Hand - 2009 - In Joe Salerno (ed.), New Essays on the Knowability Paradox. Oxford University Press.
  12.  7
    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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  13.  6
    ``Knowability and Epistemic Truth&Quot.Michael Hand - 2003 - Australasian Journal of Philosophy 81 (2):216-228.
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  14.  69
    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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  15.  64
    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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  16.  61
    Antirealism and Truths Never Known.Michael Hand - 2014 - Journal of Philosophy 111 (3):113-134.
  17.  70
    Hampton on the Expressive Power of Punishment.Heather J. Gert, Linda Radzik & and Michael Hand - 2004 - Journal of Social Philosophy 35 (1):79–90.
    In her later writings Jean Hampton develops an expressive theory of punishment she takes to be retributivist. Unlike Feinberg, Hampton claims wrongdoings as well as punishments are expressive. Wrongdoings assert that the victim is less valuable than victimizer. On her view we are obligated to punish because we are obligated to respond to this false assertion. Punishment expresses the moral truth that victim and wrongdoer are equally valuable. We argue that Hampton's argument would work only if she held that exerting (...)
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  18.  34
    On Saying That Again.Michael Hand - 1991 - Linguistics and Philosophy 14 (4):349 - 365.
  19. Life, Death, and Meaning: Key Philosophical Readings on the Big Questions.Margaret A. Boden, Richard B. Brandt, Peter Caldwell, Fred Feldman, John Martin Fischer, Richard Hare, David Hume, W. D. Joske, Immanuel Kant, Frederick Kaufman, James Lenman, John Leslie, Steven Luper-Foy, Michaelis Michael, Thomas Nagel, Robert Nozick, Derek Parfit, George Pitcher, Stephen E. Rosenbaum, David Schmidtz, Arthur Schopenhauer, David B. Suits, Richard Taylor & Bernard Williams - 2004 - Rowman & Littlefield Publishers.
    Do our lives have meaning? Should we create more people? Is death bad? Should we commit suicide? Would it be better if we were immortal? Should we be optimistic or pessimistic? Life, Death, and Meaning brings together key readings, primarily by English-speaking philosophers, on such 'big questions.'.
     
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  20.  25
    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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  21. Radical Antirealism and Wright's Antideflationary Argument.Michael Hand - 1998 - Noûs 32 (3):320-330.
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  22.  46
    A Number is the Exponent of an Operation.Michael Hand - 1989 - Synthese 81 (2):243 - 265.
  23.  59
    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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  24.  14
    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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  25.  24
    Mathematical Structuralism and the Third Man.Michael Hand - 1993 - Canadian Journal of Philosophy 23 (2):179 - 192.
  26.  4
    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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  27.  99
    Meaning, Truth-Conditions, and Substitutional Quantification.Michael Hand - 1992 - Philosophical Studies 68 (2):195 - 216.
  28.  25
    Negations in Conflict.Michael Hand - 1993 - Erkenntnis 38 (1):115 - 129.
  29.  14
    The Dependency Constraint: A Global Constraint on Strategies in Game-Theoretical Semantics. [REVIEW]Michael Hand - 1988 - Linguistics and Philosophy 11 (4):395 - 413.
  30.  51
    Game-Theoretical Semantics, Montague Semantics, and Questions.Michael Hand - 1988 - Synthese 74 (2):207 - 222.
  31.  15
    Semantical Games, Verification Procedures, and Wellformedness.Michael Hand - 1987 - Philosophical Studies 51 (2):271 - 284.
  32.  32
    Informational Variability.Michael Hand - 1994 - Synthese 99 (3):417 - 456.
  33.  31
    Is Religious Education Possible? A Response to Philip Barnes.Michael Hand - 2007 - Studies in Philosophy and Education 27 (1):71-75.
  34.  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 (...)
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  35.  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.
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  36. Logic Primer.Colin Allen & Michael Hand - 1992
  37.  26
    Cambridge: Cambridge University Press, 2011, Xi+ 246 Pp.,£ 55.00. Believing Bullshit: How Not to Get Sucked Into an Intellectual Black Hole, Stephen Law. Amherst, MA: Prometheus Books, 2011, 271 Pp., Pb. $19.00. Idealism: The History of a Philosophy, Jeremy Dunham, Iain Hamilton Grant, Sean Watson. Durham: Acumen, 2011, X+ 334 Pp., Pb.£ 19.99. [REVIEW]Robert Pogue Harrison Gumbrecht, Michael R. Hendrickson & B. Robert - 2011 - Inquiry: An Interdisciplinary Journal of Philosophy 54 (4):410.
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  38.  20
    Who Plays Semantical Games?Michael Hand - 1989 - Philosophical Studies 56 (3):251 - 271.
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  39.  29
    Classical and Intuitionistic Negation.Michael Hand - 1992 - Southwest Philosophy Review 8 (1):157-164.
  40.  34
    Surveyability and the Preface Paradox.Michael Hand - 1996 - Southwest Philosophy Review 12 (1):171-179.
  41.  20
    Books for Review and for Listing Here Should Be Addressed to Emily Zakin, Review Editor, Teaching Philosophy, Department of Philosophy, Miami University, Oxford, OH 45056.Robert Almeder, Lynne Rudder Baker, José Luis Bermúdez, James Robert Brown, Jeremy Butterfield, Constantine Pagonis, Steven M. Cahn, John D. Caputo, J. Michael & Timothy R. Colburn - 2000 - Teaching Philosophy 23 (2):227.
  42.  24
    Antirealism and Holes in the World.Michael Hand - 1990 - Philosophy 65 (252):218 - 224.
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  43.  10
    Radical Antirealism and Neutral States of Information.Michael Hand - 1996 - Philosophical Topics 24 (1):35-51.
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  44.  10
    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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  45.  12
    The Point and Perils of Public Engagement.Michael Hand - 2013 - Philosophy Now 95:6-7.
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  46.  7
    ``Radical AntiRealism and Neutral States of Information&Quot.Michael Hand - 1996 - Philosophical Topics 24 (1):35-51.
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  47.  13
    What the Null Set Could Not Be.Michael Hand - 1995 - Australasian Journal of Philosophy 73 (3):429 – 431.
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  48.  10
    Other and Else : Restrictions on Quantifier Domains in Game-Theoretical Semantics.Michael Hand - 1987 - Notre Dame Journal of Formal Logic 28 (3):423-430.
  49. Radu Bogdan, Ed., Jaakko Hintikka Reviewed By.Michael Hand - 1988 - Philosophy in Review 8 (3):84-86.
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  50.  3
    Book Review: Religion, Education and Post-Modernity. [REVIEW]Michael Hand - 2005 - Journal of Philosophy of Education 39 (1):171-173.
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