Results for 'Petra Turner Harvey'

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  1.  12
    The Politics of Discipleship: Becoming Postmaterial Citizens – By Graham Ward.Petra Turner Harvey - 2011 - Modern Theology 27 (4):715-717.
  2.  7
    The Structure of Human Reflexion: The Reflexional Psychology of Vladimir Lefebvre.Harvey Wheeler - 1990 - Peter Lang Gmbh, Internationaler Verlag Der Wissenschaften.
    Vladimir Lefebvre's mathematical model of cognitive reflexion, together with applications; plus thirteen evaluations by relevant authorities. Lefebvre's chapter is an algebraic description of a special hypothetical -processor-, intrinsic to in humans, that models the self and others. The model's -predictions- of personality constructs, culture conflicts, musicological scales and quantum models are presented, together with experimental confirmations. Most of the critics (Jack Adams-Webber, William Batchelder, Konstantin Bogatyrew, Louis Kauffman, Victorina Lefebvre, L.B. Levitin, Ernest McClain, Anatol Rapoport, Richard Sacksteder, Frederick Turner, (...)
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  3.  63
    Pragmatism and the Practice of History: From Turner and Du Bois to Today.James T. Kloppenberg - 2004 - Metaphilosophy 35 (1-2):202-225.
    Pragmatism has affected American historical writing since the early twentieth century. Such contemporaries and students of Peirce, James, and Dewey as Frederick Jackson Turner, W. E. B. Du Bois, James Harvey Robinson, Charles Beard, Mary Beard, and Carl Becker drew on pragmatism when they fashioned what was called the “new history.” They wanted to topple inherited assumptions about the past and replace positivist historical methods with the pragmatists' model of a community of inquiry. Such widely read mid-twentieth-century historians (...)
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  4. “Uma Grande e Honesta Colmeia”: a Subversão do Apiário Clássico em Mandeville.Daniel J. Kapust & Brandon P. Turner - 2024 - Revista de Filosofia Moderna E Contemporânea 10 (3):113-136.
    Bernard Mandeville construiu sua obra-prima de dois volumes, A fábula das abelhas, em torno de um poema largamente ignorado originalmente publicado em 1705, sua "A colmeia resmungona". Esse poema tenta proporcionar o contexto literário para a escolha feita por Mandeville da metáfora apiana. Examinamos exemplos antigos e modernos de teoria social e política informados e articulados por referência à organização e estrutura dos apiários e seus habitantes. A consideração desse contexto, conforme argumentamos, demonstra de uma nova maneira o caráter subversivo (...)
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  5.  44
    Education's Epistemology: Rationality, Diversity, and Critical Thinking.Harvey Siegel - 2017 - New York, NY: Oup Usa.
    Education's Epistemology extends and defends Siegel's "reasons conception" of critical thinking, developing it in both philosophical and educational directions. Of particular note is its emphasis on epistemic quality and epistemic rationality and its concerted defense of "universal" educational and philosophical ideals in the face of multicultural, postmodern, and other challenges.
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  6. Justification, discovery and the naturalizing of epistemology.Harvey Siegel - 1980 - Philosophy of Science 47 (2):297-321.
    Reichenbach's well-known distinction between the context of discovery and the context of justification has recently come under attack from several quarters. In this paper I attempt to reconsider the distinction and evaluate various recent criticisms of it. These criticisms fall into two main groups: those which directly challenge Reichenbach's distinction; and those which (I argue) indirectly but no less seriously challenge that distinction by rejecting the related distinction between psychology and epistemology, and defending the "naturalizing" of epistemology. I argue that (...)
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  7. Ontological Nihilism.Jason Turner - 2008 - In Dean W. Zimmerman (ed.), Oxford Studies in Metaphysics. Oxford University Press. pp. 3-54.
     
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  8. Epistemic Normativity, Argumentation, and Fallacies.Harvey Siegel & John Biro - 1997 - Argumentation 11 (3):277-292.
    In Biro and Siegel we argued that a theory of argumentation mustfully engage the normativity of judgments about arguments, and we developedsuch a theory. In this paper we further develop and defend our theory.
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  9.  96
    Empirical psychology, naturalized epistemology, and first philosophy.Harvey Siegel - 1984 - Philosophy of Science 51 (4):667-676.
    In his 1983 article, Paul A. Roth defends the Quinean project of naturalized epistemology from the criticism presented in my 1980 article. In this note I would like to respond to Roth's effort. I will argue that, while helpful in advancing and clarifying the issues, Roth's defense of naturalized epistemology does not succeed. The primary topic to be clarified is Quine's "no first philosophy" doctrine; but I will address myself to other points as well.
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  10.  88
    Multiculturalism and the possibility of transcultural educational and philosophical ideals.Harvey Siegel - 1999 - Philosophy 74 (3):387-409.
    How should we think about the interrelationships that obtain among Philosophy, Education, and Culture? In this paper I explore the contours of one such interrelationship: namely, the way in which educational and (other) philosophical ideals transcend individual cultures. I do so by considering the contemporary educational and philosophical commitment to multiculturalism. Consideration of multiculturalism, I argue, reveals important aspects of the character of both educational and philosophical ideals. Specifically, I advance the following claims: i) We are obliged to embrace the (...)
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  11. Instrumental rationality and naturalized philosophy of science.Harvey Siegel - 1996 - Philosophy of Science 63 (3):124.
    In two recent papers, I criticized Ronald N. Giere's and Larry Laudan's arguments for 'naturalizing' the philosophy of science (Siegel 1989, 1990). Both Giere and Laudan replied to my criticisms (Giere 1989, Laudan 1990b). The key issue arising in both interchanges is these naturalists' embrace of instrumental conceptions of rationality, and their concomitant rejection of non-instrumental conceptions of that key normative notion. In this reply I argue that their accounts of science's rationality as exclusively instrumental fail, and consequently that their (...)
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  12. Epistemology and Education: An Incomplete Guide to the Social-Epistemological Issues.Harvey Siegel - 2004 - Episteme 1 (2):129-137.
    Recent work in epistemology has focused increasingly on the social dimensions of knowledge and inquiry. Education is one important social arena in which knowledge plays a leading role, and in which knowledge-claims are presented, analyzed, evaluated, and transmitted. Philosophers of education have long attended to the epistemological issues raised by the theory and practice of education . While historically philosophical issues concerning education were treated alongside other philosophical issues, in recent times the former set of issues have been largely neglected (...)
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  13.  72
    Goodmanian Relativism.Harvey Siegel - 1984 - The Monist 67 (3):359-375.
    Nelson Goodman’s work is universally regarded as pioneering and fundamental, and his attempts to clarify the nature of induction, symbol systems, art, theorizing and understanding have received and continue to receive great attention. Central to that work is a view Goodman describes as “radically relativist.” Goodman’s unusual brand of relativism, however, while basic to the entire Goodman corpus, has yet to be carefully delineated and studied. I hope in this paper to begin such a study. I will first briefly review (...)
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  14. Justification by balance.Harvey Siegel - 1992 - Philosophy and Phenomenological Research 52 (1):27-46.
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  15.  26
    Epistemological Relativism: Arguments Pro and Con.Harvey Siegel - 2010 - In Steven D. Hales (ed.), A Companion to Relativism. Malden, MA: Wiley-Blackwell. pp. 199–218.
    This chapter contains sections titled: Abstract Introduction Arguments Con Arguments Pro Ambivalence Concerning Relativism? The Case of Richard Rorty A Newer Argument Pro: Hales's Defense of Relativism References.
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  16.  19
    Knowledge and Truth54.Harvey Siegel - 2010 - In Richard Bailey (ed.), The SAGE handbook of philosophy of education. Thousand Oaks, CA: SAGE Publication. pp. 283.
  17. Epistemology, critical thinking, and critical thinking pedagogy.Harvey Siegel - 1989 - Argumentation 3 (2):127-140.
     
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  18.  81
    Farewell to Feyerabend.Harvey Siegel - 1989 - Inquiry: An Interdisciplinary Journal of Philosophy 32 (3):343 – 369.
    It is with some trepidation that I offer this critical review of Feyerabend's new book. I do not relish the prospect of getting involved in one of the nasty little fights Feyerabend picks with those who criticize his work. Nevertheless, Feyerabend's work cries out for critical attention. Of particular interest is the degree to which this new work deepens or enhances Feyerabend's earlier castigations of Reason. Fans of Feyerabend will be disappointed to learn that Feyerabend's philosophy is not deepened or (...)
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  19.  40
    Incommensurability, rationality and relativism: in science, culture and science education.Harvey Siegel - 2001 - In Paul Hoyningen-Huene & Howard Sankey (eds.), Incommensurability and Related Matters. Kluwer Academic Publishers. pp. 207--224.
  20.  20
    Justification by Balance.Harvey Siegel - 1992 - Philosophy and Phenomenological Research 52 (1):27-46.
    A critique of reflective equilibrium as an account of epistemic justification.
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  21. Autonomy, critical thinking and the Wittgensteinian legacy: Reflections on Christopher Winch, education, autonomy and critical thinking.Harvey Siegel - 2008 - Journal of Philosophy of Education 42 (1):165-184.
    In this review of Christopher Winch's new book, Education, Autonomy and Critical Thinking (2006), I discuss its main theses, supporting some and criticising others. In particular, I take issue with several of Winch's claims and arguments concerning critical thinking and rationality, and deplore his reliance on what I suggest are problematic strains of the later Wittgenstein. But these criticisms are not such as to upend Winch's powerful critique of antiperfectionism and 'strong autonomy' or his defence of 'weak autonomy'. His account (...)
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  22.  93
    Is 'Education' a Thick Epistemic Concept?Harvey Siegel - 2008 - Philosophical Papers 37 (3):455-469.
    Is 'education' a thick epistemic concept? The answer depends, of course, on the viability of the 'thick/thin' distinction, as well as the degree to which education is an epistemic concept at all. I will concentrate mainly on the latter, and will argue that epistemological matters are central to education and our philosophical thinking about it; and that, insofar, education is indeed rightly thought of as an epistemic concept. In laying out education's epistemological dimensions, I hope to clarify the degree to (...)
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  23. Educating Reason: Critical Thinking, Informal logic, and the Philosophy of Education.Harvey Siegel - 1985 - Informal Logic 7 (2).
    Educating Reason: Critical Thinking, Informal logic, and the Philosophy of Education.
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  24.  36
    Brown on epistemology and the new philosophy of science.Harvey Siegel - 1983 - Synthese 56 (1):61 - 89.
    For over two decades, something akin to a scientific revolution in philosophy of science has been taking place. So, at any rate, claims Harold I. Brown, in his book Perception, Theory and Commitment: The New Philosophy of Science, in which he chronicles and defends the demise of logical empiricism and offers a new philosophy of science in its stead. The new philosophy of science, drawing on the work of Kuhn, Toulmin, Hanson, Lakatos, Polanyi, and others, but effectively structured, enhanced, and (...)
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  25. Introduction: Philosophy of Education and Philosophy.Harvey Siegel - 2009 - In The Oxford handbook of philosophy of education. New York: Oxford University Press. pp. 3--8.
     
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  26.  67
    Epistemological relativism in its latest form.Harvey Siegel - 1980 - Inquiry: An Interdisciplinary Journal of Philosophy 23 (1):107 – 117.
    Gerald Doppelt's recent ?Kuhn's Epistemological Relativism: An Interpretation and Defense? (Inquiry, Vol. 21 [1978], pp. 33?86) offers a reconstruction of Thomas Kuhn's views concerning theory choice in science in which Kuhn's ?incommensurability thesis?, and his epistemological relativism, are defended. It is argued that Doppelt's reconstruction fails to provide an adequate defense, and that both Kuhn's incommensurability thesis, and his epistemological relativism, as reconstructed by Doppelt, remain philosophically unacceptable.
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  27.  5
    The constancy of Alfred loisy: The witness of a friend.Harvey Hill - 2011 - Heythrop Journal 52 (3):418-429.
  28.  52
    Is it irrational to be immoral? A response to Freeman.Harvey Siegel - 1978 - Educational Philosophy and Theory 10 (2):51–61.
  29.  14
    Knowledge and certainty: Feminism, postmodernism, and multi-culturalism.Harvey Siegel - 1995 - In Wendy Kohli (ed.), Critical conversations in philosophy of education. New York: Routledge. pp. 190--200.
  30. Israel Scheffler interviewed by.Harvey Siegel - 2005 - Journal of Philosophy of Education 39 (4).
     
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  31.  37
    Goldman, Alvin I. (1999), Knowledge in a Social World.Harvey Siegel - 2002 - Argumentation 16 (3):369-382.
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  32.  51
    Dangerous dualisms or murky monism? A reply to Jim Garrison.Harvey Siegel - 2001 - Journal of Philosophy of Education 35 (4):577–595.
    Jim Garrison’s recent criticisms of what he refers to as ‘dangerous dualisms’ in my theory of critical thinking are unsuccessful. They fail, in large part, because of misinterpretations of my view, but also because of Garrison’s systematic reliance on problematic aspects of Dewey’s terminology and philosophy.
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  33.  6
    Science policy in American State Government.Harvey M. Sapolsky - 1971 - Minerva 9 (3):322-348.
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  34.  5
    An Examination of the Question - Response System in Language.Harvey B. Sarles - 1970 - Semiotica 2 (1).
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  35. Power where the action is.Harvey Seifert - 1968 - Philadelphia,: Westminster Press.
  36.  24
    Rabbi Hayyim of Volozhin's Non-Messianic Vision of the Present and Future.Harvey Shapiro - 2007 - Journal of Jewish Thought and Philosophy 15 (1):27-57.
    Recent studies have characterized R. Hayyim of Volozhin as actively preparing for the messianic redemption. Contrary to this, I maintain that R. Hayyim was concerned with the immediate potential of the world in the context of historical time , rather than with a world-to-come, in the context of messianic time . To R. Hayyim, the existence of the cosmos and the stability of a dynamic life-giving universe are fraught with contingency because of the interdependent organic naturality shared by man and (...)
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  37.  13
    A variational approach to soliton dynamics.Harvey Shepard - 1995 - In R. J. Russell, N. Murphy & A. R. Peacocke (eds.), Chaos and Complexity. Vatican Observatory Publications. pp. 301.
  38.  8
    Measuring complexity using information fluctuation.Harvey K. Shepard - 1995 - In R. J. Russell, N. Murphy & A. R. Peacocke (eds.), Chaos and Complexity. Vatican Observatory Publications. pp. 303.
  39. El Pensamiento Crítico Como Un Ideal Educacional.Harvey Siegel - 2013 - Logos: Revista de Lingüística, Filosofía y Literatura 23 (2):272-292.
    El Pensamiento crítico como un ideal educacional.
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  40.  6
    Why the world is simple.Harvey Shepard - 1995 - Complexity 1 (1):46-48.
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  41.  26
    A symposium on epistemology and education, part two: Introduction.Harvey Siegel - 2011 - Educational Theory 61 (5):513-514.
  42.  25
    Editor's Introduction.Harvey Siegel - 1997 - Studies in Philosophy and Education 16 (1/2):1-6.
  43.  20
    Justifying conceptual development claims: Response to Van Haaften.Harvey Siegel - 1993 - Journal of Philosophy of Education 27 (1):79–86.
    This paper is a response to van Haaften's attempt to build ‘a natural bridge from “is” to “ought”’ and in doing so to provide a general account of how, in developmental theory, a claim that ‘a later stage in conceptual development is somehow better or more adequate than preceding ones’ can itself be justified. The account by van Haaften violates the ‘seems justified/is justified’ distinction and embroils him in a problematic form of relativism. This paper offers an alternative account of (...)
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  44.  2
    Exposing and Deposing the Nexus: School Shootings and the Sovereign Exception.Harvey Shapiro - 2014 - Philosophy of Education 70:260-268.
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  45.  4
    Fusing and Defusing Horizons in Teaching and Translation.Harvey Shapiro - 2011 - Philosophy of Education 67:377-380.
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  46.  3
    Politics Under Erasure: A post-Foucauldian Reconsideration of Neoliberalism in Higher Education.Harvey Shapiro - 2019 - Philosophy of Education 75:524-537.
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  47.  1
    Revisiting Deconstructive Pedagogy: Testifying to Iterability, “At Once, Aussi Sec”.Harvey Sharpiro - 2012 - Philosophy of Education 68:343-351.
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  48.  2
    “To Give an Example Is a Complex Act”: Educational Intelligibility and Agamben’s Paradigm.Harvey Shapiro - 2013 - Philosophy of Education 69:159-168.
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  49.  3
    Is It Irrational to be Immoral? A Response to Freeman.Harvey Siegel - 1978 - Educational Philosophy and Theory 10 (2):51-61.
  50.  11
    If It's the Institution That's Causing the Decline, Change the Institution: Comment on Colgan.Harvey Siegel - unknown
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