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Michael Weinstock [5]Michael P. Weinstock [1]
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Michael Weinstock
Ben-Gurion University of the Negev
  1.  55
    Knowledge-Telling and Knowledge-Transforming Arguments in Mock Jurors' Verdict Justifications.Michael Weinstock - 2011 - Thinking and Reasoning 17 (3):282 - 314.
    According to the ?story model? a juror constructs an implicit mental model of a story telling what happened as the basis for the verdict choice. But the explicit justification of a verdict choice could take the form of a story (knowledge telling) or the form of a relational (knowledge-transforming) argument structure that brings together diverse, non-chronologically related pieces of evidence. The study investigates whether people tend towards knowledge telling or knowledge transforming, and whether use of these argument structure types are (...)
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  2.  34
    Psychological Research and the Epistemological Approach to Argumentation.Michael P. Weinstock - 2006 - Informal Logic 26 (1):103-120.
    Much psychological research on argumentation focuses on persuasion and pragmatics. However, one strand investigates how average people understand the nature of knowledge and knowing, and how these epistemological orientations underlie skilled argumentation. The research reviewed addresses the question whether the normative emphasis of the philosophical epistemological approach to argumentation matches psychological findings. The empirical research reviewed concerns the relationship between personal episte- mological understanding and three aspects of argument: argument construction, identification of informal reasoning fallacies, and orientation toward explanation or (...)
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  3.  29
    11 Teachers' Personal Epistemologies as Predictors of Support for Their Students' Autonomy.Michael Weinstock & Guy Roth - 2011 - In Jo Brownlee, Gregory J. Schraw & Donna Berthelsen (eds.), Personal Epistemology and Teacher Education. New York: Routledge. pp. 61--165.
    Much of the research on teachers’ personal epistemology concerns their learning. Surprisingly little research has looked at how personal epistemologies are related to teachers’ teaching and other aspects of their interactions with students. In this chapter we investigate teachers’ personal epistemologies and the extent to which they predict autonomy-supporting behaviors. Such behaviors have been found to predict positive educational outcomes. 600 students in 21 grade 7 and 8 classrooms were administered surveys regarding two aspects of autonomy support: the extent to (...)
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  4.  28
    12 If There is No One Right Answer?Iris Tabak & Michael Weinstock - 2011 - In Jo Brownlee, Gregory J. Schraw & Donna Berthelsen (eds.), Personal Epistemology and Teacher Education. New York: Routledge. pp. 61--180.
    In a typical classroom interaction, the teacher asks questions, students answer, and the teacher—knowing the answer—evaluates the responses. This structure might cultivate a view of knowledge as objective, uncontested, and immutable. In response to criticisms of such models, teachers increasingly encourage students’ self-expression, communicating the validity of multiple solutions and perspectives. Stressing that there is "no one right answer,” might be important in countering absolutist and encouraging relativist understandings of knowledge. Cultivating more qualified and critical perspectives that seek to use (...)
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  5. The Architecture of Emergence: The Evolution of Form in Nature and Civilisation.Michael Weinstock - 2010 - Wiley.
    Nature and civilisation -- Climate and the forms of the atmosphere -- Surface and the forms of the land -- Living forms -- The forms of metabolism -- Humans - anatomical and cultural forms -- City forms -- The forms of information, energy and ecology -- Emergence.
     
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