Results for 'Sandra Siegel'

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  1.  16
    Prolegomenon to Bloom: The Opposing VirtueYeats. [REVIEW]Sandra Siegel & Harold Bloom - 1971 - Diacritics 1 (2):35.
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  2.  69
    Discussion of Susanna Siegel's “Can Perceptual Experiences Be Rational?”.Ori Beck, Mazviita Chirimuuta, Raja Rosenhagen, Susanna Siegel, Declan Smithies & Alison Springle - 2018 - Analytic Philosophy 59 (1):175-190.
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  3.  48
    Siegel, From Page One.Harvey Siegel - 1993 - Inquiry: Critical Thinking Across the Disciplines 11 (4):17-22.
  4.  34
    Free Poem on "the Siegel Theory of Opposites" in Relation to Aesthetics.Eli Siegel - 1957 - Journal of Aesthetics and Art Criticism 16 (1):148-150.
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  5. The Contents of Visual Experience.Susannah Siegel - 2010 - Oxford University Press USA.
    What do we see? We are visually conscious of colors and shapes, but are we also visually conscious of complex properties such as being John Malkovich? In this book, Susanna Siegel develops a framework for understanding the contents of visual experience, and argues that these contents involve all sorts of complex properties. Siegel starts by analyzing the notion of the contents of experience, and by arguing that theorists of all stripes should accept that experiences have contents. She then (...)
  6. The Rationality of Perception.Susanna Siegel - 2017 - Oxford University Press.
    There is an important division in the human mind between perception and reasoning. We reason from information that we have already, but perception is a means of taking in new information. Susanna Siegel argues that these two aspects of the mind become deeply intertwined when beliefs, fears, desires, or prejudice influence what we perceive.
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  7. Rich or Thin?Susanna Siegel & Alex Byrne - 2017 - In Bence Nanay (ed.), Current Controversies in Philosophy of Perception. New York, USA: Routledge.
    Siegel and Byrne debate whether perceptual experiences present rich properties or exclusively thin properties.
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  8. The Rationality of Perception.Susanna Siegel - 2017 - Oxford University Press.
    There is an important division in the human mind between perception and reasoning. We reason from information that we have already, but perception is a means of taking in new information. Susanna Siegel argues that these two aspects of the mind become deeply intertwined when beliefs, fears, desires, or prejudice influence what we perceive.
     
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  9. Educating for Intellectual Virtue: A Critique From Action Guidance.Ben Kotzee, J. Adam Carter & Harvey Siegel - 2019 - Episteme:1-23.
    Virtue epistemology is among the dominant influences in mainstream epistemology today. An important commitment of one strand of virtue epistemology – responsibilist virtue epistemology (e.g., Montmarquet 1993; Zagzebski 1996; Battaly 2006; Baehr 2011) – is that it must provide regulative normative guidance for good thinking. Recently, a number of virtue epistemologists (most notably Baehr, 2013) have held that virtue epistemology not only can provide regulative normative guidance, but moreover that we should reconceive the primary epistemic aim of all education as (...)
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  10.  63
    Rationality Redeemed?: Further Dialogues on an Educational Ideal.Harvey Siegel - 1997 - Routedge.
    In Educating Reason, Harvey Siegel presented the case regarding rationality and critical thinking as fundamental education ideals. In Rationality Redeemed? , a collection of essays written since that time, he develops this view, responds to major criticisms raised against it, and engages those critics in dialogue. In developing his ideas and responding to critics, Siegel addresses main currents in contemporary thought, including feminism, postmodernism and multiculturalism.
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  11. Education's Epistemology: Rationality, Diversity, and Critical Thinking.Harvey Siegel - 2017 - 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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  12.  89
    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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  13. The Role of Perception in Demonstrative Reference.Susanna Siegel - 2002 - Philosophers' Imprint 2:1-21.
    Siegel defends "Limited Intentionism", a theory of what secures the semantic reference of uses of bare demonstratives ("this", "that" and their plurals). According to Limited Intentionism, demonstrative reference is fixed by perceptually anchored intentions on the part of the speaker.
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  14. 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 (...)
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  15. Dialogue About Philosophy in Spanish.Susanna Siegel - manuscript
    This is a compilations of short talks presented at a workshop held at Harvard in April 14 on the life of analytic philosophy today in Spanish. Authors include Susanna Siegel, Diana Acosta and Patricia Marechal, Diana Perez, Laura Pérez, and Josefa Toribio.
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  16. Second Dialect Acquisition.Jeff Siegel - 2010 - Cambridge University Press.
    What is involved in acquiring a new dialect - for example, when Canadian English speakers move to Australia or African American English-speaking children go to school? How is such learning different from second language acquisition, and why is it in some ways more difficult? These are some of the questions Jeff Siegel examines in this book, which focuses specifically on second dialect acquisition. Siegel surveys a wide range of studies that throw light on SDA. These concern dialects of (...)
     
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  17. Critical Thinking as an Intellectual Right.Harvey Siegel - 1987 - Analytic Teaching and Philosophical Praxis 8 (1).
    This chapter is adapted from Siegel, in which I argue that the critical thinker is best thought of as one who is appropriately moved by reasons. In this view, critical thinking involves a variety of reasoning and other cognitive skills; knowledge of various sorts; a set of tendencies or dispositions to exercise those skills and utilize that knowledge; the valuing of reasons and an appreciation of their epistemological force; and a certain sort of character. I am grateful to David (...)
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  18.  26
    Rationality and Anemia (Response to Baigrie).Harvey Siegel - 1988 - Philosophy of Science 55 (3):442-447.
    In his (1988), Brian Baigrie criticizes my earlier discussion of the rationality of science (Siegel 1985). In this response, I argue that (1) Baigrie misses the point of my tripartite distinction between different questions one can ask about science's rationality, (2) Baigrie's argument that the history of the development of methodological principles is crucial to philosophical discussion of the rationality of science is flawed, and (3) Baigrie's charge that my view is "anemic" rests on a failure to appreciate the (...)
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  19.  27
    Roundtable on Intellectuals and the Academy.Tim Luke, Paul Piccone, Fred Siegel & Michael Taves - 1987 - Telos: Critical Theory of the Contemporary 1987 (71):5-35.
    Taves: Let us begin with the claim that universities are deadly to serious intellectual work. The university ethos fosters mediocrity, boredom and gutlessness. It has become a haven for conformist intellectuals who value patronage and status over intellectual quality and challenge. “Radical” academics are no exception; they too have bought into hyperspecialization, empiricism, professionalization, abstract theory, and have become marginal, predictable and politically irrelevant. If such is the case, what are the implications? Siegel: There is certainly a sense of (...)
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  20. The Elements of Philosophy: Readings From Past and Present.Tamar Gendler, Susanna Siegel & Steven M. Cahn (eds.) - 2008 - Oxford University Press.
    The Elements of Philosophy: Readings from Past and Present is a comprehensive collection of historical and contemporary readings across the major fields of philosophy. With depth and quality, this introductory anthology offers a selection of readings that is both extensive and expansive; the readings span twenty-five centuries. They are organized topically into five parts: Religion and Belief, Moral and Political Philosophy, Metaphysics and Epistemology, Philosophy of Mind and Language, and Life and Death. The product of the collaboration of three highly (...)
     
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  21. Middle-Class Waifs: The Psychodynamic Treatment of Affectively Disturbed Children.Elaine V. Siegel - 1991 - Routledge.
    In this volume, a well-known psychoanalyst, dance therapist, and educational consultant chronicles her clinical work with deeply troubled children who fall between the cracks of our diagnostic and educational systems. These children, who frequently turn out to have been sexually or punitively abused, have no real emotional home despite the fact that they live in materially comfortable circumstances. In spite of their apparent brightness and precocity, they do not thrive in the classroom, where their disruptive behavior, tendency to act out, (...)
     
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  22. Middle-Class Waifs: The Psychodynamic Treatment of Affectively Disturbed Children.Elaine V. Siegel - 1991 - Routledge.
    In this volume, a well-known psychoanalyst, dance therapist, and educational consultant chronicles her clinical work with deeply troubled children who fall between the cracks of our diagnostic and educational systems. These children, who frequently turn out to have been sexually or punitively abused, have no real emotional home despite the fact that they live in materially comfortable circumstances. In spite of their apparent brightness and precocity, they do not thrive in the classroom, where their disruptive behavior, tendency to act out, (...)
     
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  23. Transformations: Countertransference During the Psychoanalytic Treatment of Incest, Real and Imagined.Elaine V. Siegel - 1996 - Routledge.
    In recent years, memories and reconstructions of incestuous child abuse have become common features of psychoanalytic treatment. Among some clinicians, such abuse is suspected even when there is little evidence. How does the analyst distinguish between incest real and imagined, and how do recovered memories of incest affect the analyst? In this poignant and beautifully written study, Elaine Siegel brings new insights to bear on these timely questions. An inveterate note taker, she discloses the countertransferential ruminations and associations to (...)
     
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  24. Transformations: Countertransference During the Psychoanalytic Treatment of Incest, Real and Imagined.Elaine V. Siegel - 1996 - Routledge.
    In recent years, memories and reconstructions of incestuous child abuse have become common features of psychoanalytic treatment. Among some clinicians, such abuse is suspected even when there is little evidence. How does the analyst distinguish between incest real and imagined, and how do recovered memories of incest affect the analyst? In this poignant and beautifully written study, Elaine Siegel brings new insights to bear on these timely questions. An inveterate note taker, she discloses the countertransferential ruminations and associations to (...)
     
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  25. Cognitive Penetrability and Perceptual Justification.Susanna Siegel - 2012 - Noûs 46 (2).
    In this paper I argue that it's possible that the contents of some visual experiences are influenced by the subject's prior beliefs, hopes, suspicions, desires, fears or other mental states, and that this possibility places constraints on the theory of perceptual justification that 'dogmatism' or 'phenomenal conservativism' cannot respect.
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  26. Which Properties Are Represented in Perception.Susanna Siegel - 2005 - In Tamar S. Gendler & John Hawthorne (eds.), Perceptual Experience. Oxford University Press. pp. 481--503.
    In discussions of perception and its relation to knowledge, it is common to distinguish what one comes to believe on the basis of perception from the distinctively perceptual basis of one's belief. The distinction can be drawn in terms of propositional contents: there are the contents that a perceiver comes to believe on the basis of her perception, on the one hand; and there are the contents properly attributed to perception itself, on the other. Consider the content.
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  27. The Epistemology of Perception.Susanna Siegel & Nicholas Silins - 2015 - In Mohan Matthen (ed.), Oxford Handbook of Philosophy of Perception. Oxford University Press.
    An overview of the epistemology of perception, covering the nature of justification, immediate justification, the relationship between the metaphysics of perceptual experience and its rational role, the rational role of attention, and cognitive penetrability. The published version will contain a smaller bibliography, due to space constraints in the volume.
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  28. The Epistemic Impact of the Etiology of Experience.Susanna Siegel - 2013 - Philosophical Studies 162 (3):697-722.
    In this paper I offer a theory of what makes certain influences on visual experiences by prior mental states (including desires, beliefs, moods, and fears) reduce the justificatory force of those experiences. The main idea is that experiences, like beliefs, can have rationally assessable etiologies, and when those etiologies are irrational, the experiences are epistemically downgraded.
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  29. Do Visual Experiences Have Contents?Susanna Siegel - 2010 - In Bence -Nanay (ed.), Perceiving the World. Oxford University Press.
  30. The Visual Experience of Causation.Susanna Siegel - 2009 - Philosophical Quarterly 59 (236):519-540.
    In this paper I argue that causal relations between objects are represented in visual experience, and contrast my argument and its conclusion with Michotte's results from the 1960's.
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  31. The Contents of Perception.Susanna Siegel - 2005 - Stanford Encyclopedia of Philosophy.
    This is the Stanford Encyclopedia of Philosophy entry on the contents of perception.
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  32. Subject and Object in the Contents of Visual Experience.Susanna Siegel - 2006 - Philosophical Review 115 (3):355--88.
    In this paper, I argue that certain perceptual relations are represented in visual experience.
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  33. How Can We Discover the Contents of Experience?Susanna Siegel - 2007 - Southern Journal of Philosophy 45 (S1):127-42.
    In this paper I discuss several proposals for how to find out which contents visual experiences have, and I defend the method I.
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  34. The Epistemic Conception of Hallucination.Susanna Siegel - 2008 - In Adrian Haddock & Fiona Macpherson (eds.), Disjunctivism: Perception, Action and Knowledge. Oxford University Press. pp. 205--224.
    Early formulations of disjunctivism about perception refused to give any positive account of the nature of hallucination, beyond the uncontroversial fact that they can in some sense seem to the same to the subject as veridical perceptions. Recently, some disjunctivists have attempt to account for hallucination in purely epistemic terms, by developing detailed account of what it is for a hallucinaton to be indiscriminable from a veridical perception. In this paper I argue that the prospects for purely epistemic treatments of (...)
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  35. Indiscriminability and the Phenomenal.Susanna Siegel - 2004 - Philosophical Studies 120 (1-3):91-112.
    In this paper, I describe and criticize M.G.F. Martin's version of disjunctivism, and his argument for it from premises about self-knowledge.
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  36. The Phenomenology of Efficacy.Susanna Siegel - 2005 - Philosophical Topics 33 (1):265-84.
    In this paper I argue that certain type of first-personal causal property, efficacy, is represented in perceptual experience.
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  37. 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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  38. Do We See More Than We Can Access?Alex Byrne, David Hilbert & Susanna Siegel - 2007 - Behavioral and Brain Sciences 5 (5-6):501-502.
    Short commentary on a paper by Ned Block.
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  39. Presupposition and Policing in Complex Demonstratives.Michael Glanzberg & Susanna Siegel - 2006 - Noûs 40 (1):1–42.
    In this paper, we offer a theory of the role of the nominal in complex demonstrative expressions, such as 'this dog' or 'that glove with a hole in it'.
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  40. Direct Realism and Perceptual Consciousness.Susanna Siegel - 2006 - Philosophy and Phenomenological Research 73 (2):378-410.
    In The Problem of Perception, A.D. Smith’s central aim is to defend the view that we can directly perceive ordinary objects, such as cups, keys and the like.1 The book is organized around the two arguments that Smith considers to be serious threats to the possibility of direct perception: the argument from illusion, and the argument from hallucination. The argument from illusion threatens this possibility because it concludes that indirect realism is true. Indirect realism is the view that we perceive (...)
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  41.  47
    Biscuit Conditionals: Quantification Over Potential Literal Acts. [REVIEW]Muffy Siegel - 2006 - Linguistics and Philosophy 29 (2):167 - 203.
    In biscuit conditionals (BCs) such as If you’re hungry, there’s pizza in the fridge, the if clause appears to apply to the illocutionary act performed in uttering the main clause, rather than to its propositional content. Accordingly, previous analyses of BCs have focused on illocutionary acts, and, this, I argue, leads them to yield incorrect paraphrases. I propose, instead, that BCs involve existential quantification over potential literal acts such as assertions, questions, commands, and exclamations, the semantic objects associated with declarative, (...)
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  42.  41
    Unintended Changes in Cognition, Mood, and Behavior Arising From Cell-Based Interventions for Neurological Conditions: Ethical Challenges.P. S. Duggan, A. W. Siegel, D. M. Blass, H. Bok, J. T. Coyle, R. Faden, J. Finkel, J. D. Gearhart, H. T. Greely, A. Hillis, A. Hoke, R. Johnson, M. Johnston, J. Kahn, D. Kerr & P. King - 2009 - American Journal of Bioethics 9 (5):31-36.
    The prospect of using cell-based interventions to treat neurological conditions raises several important ethical and policy questions. In this target article, we focus on issues related to the unique constellation of traits that characterize CBIs targeted at the central nervous system. In particular, there is at least a theoretical prospect that these cells will alter the recipients' cognition, mood, and behavior—brain functions that are central to our concept of the self. The potential for such changes, although perhaps remote, is cause (...)
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  43. 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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  44. What is the Question Concerning the Rationality of Science?Harvey Siegel - 1985 - Philosophy of Science 52 (4):517-537.
    The traditional views of science as the possessor of a special method, and as the epitome or apex of rationality, have come under severe challenges for a variety of historical, psychological, sociological, political, and philosophical reasons. As a result, many philosophers are either denying science its claim to rationality, or else casting about for a new account of its rationality. In this paper a defense of the traditional view is offered. It is argued that contemporary philosophical discussion regarding the rationality (...)
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  45. Justification by Balance.Harvey Siegel - 1992 - Philosophy and Phenomenological Research 52 (1):27-46.
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  46.  47
    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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  47.  50
    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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  48.  67
    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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  49. The Oxford Handbook of Philosophy of Education.Harvey Siegel (ed.) - 2009 - Oxford University Press.
    Philosophy of education has an honored place in the history of Western philosophical thought. Its questions are as vital now, both philosophically and practically, as they have ever been. In recent decades, however, philosophical thinking about education has largely fallen off the philosophical radar screen. Philosophy of education has lost intimate contact with the parent discipline to a regrettably large extent--to the detriment of both. The Oxford Handbook of Philosophy of Education is intended to serve as a general introduction to (...)
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  50.  39
    Like: The Discourse Particle and Semantics.M. E. A. Siegel - 2002 - Journal of Semantics 19 (1):35-71.
    Using data from interviews with high school students, I first adduce evidence that lends support to Schourup's (1985) claim that the United States English adolescent hedge like is a discourse particle signalling a possible slight mismatch between words and meaning. Such a particle would generally be included in a grammar in a post‐compositional pragmatic component, but, surprisingly, like also affects basic semantic attributes. These include both truth‐conditions and the weak/strong distinction—though only in existential there and sluicing sentences. I argue that (...)
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