Results for 'John E. McPeck'

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  1.  52
    Teaching critical thinking: dialogue and dialectic.John E. McPeck - 1990 - New York: Routledge.
    This book, first published in 1990, takes a critical look at the major assumptions which support critical thinking programs and discovers many unresolved questions which threaten their viability. John McPeck argues that some of these assumptions are incoherent or run counter to common sense, while others are unsupported by the available empirical evidence. This title will be of interest to students of the philosophy of education.
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  2. Critical Thinking and the 'Trivial Pursuit' Theory of Knowledge.John E. McPeck - 1985 - Teaching Philosophy 8 (4):295-308.
  3.  64
    What is Learned in Informal Logic Courses?John E. McPeck - 1991 - Teaching Philosophy 14 (1):25-34.
  4. Critical Thinking, A Deflated Defense: A Critical Study of John E. McPeck's Teaching Critical Thinking: Dialogue and Dialectic.Jonathan E. Adler - 1991 - Informal Logic 13 (2).
    A critical study of McPeck's recent book, in which he strengthens and develops his arguments against teaching critical thinking (CT). Accepting McPeck's basic claim that there is no unitary skill of reasoning or thinking, I argue that his strictures on CT courses or programs do not follow. I set out what I consider the proper justification that programs in CT have to meet, and argue both that McPeck demands much more than is required, and also that it (...)
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  5. John E. McPeck, Critical Thinking and Education. [REVIEW]Douglas Walton - 1983 - Philosophy in Review 3:242-244.
     
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  6.  34
    Critical Thinking and Education John E. McPeck Toronto: Oxford University Press, 1981. Pp. vi, 170. $13.50, paper.Trudy Govier - 1983 - Dialogue 22 (1):170-175.
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  7.  68
    Thinking critically about critical thinking: An unskilled inquiry into Quinn and McPeck.Peter Gardner & Steve Johnson - 1996 - Journal of Philosophy of Education 30 (3):441–456.
    Victor Quinn advocates teaching critical thinking as a curriculum subject. He has accused Professor John E. McPeck, a vehement critic of such proposals, not only of being wrong but also of being in need of such a critical thinking course himself. In this paper we examine the five supposed critical thinking weaknesses of which McPeck is accused and consider what Quinn's arguments tell us about critical thinking, its skills, its priorities and its claims to subject status.
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  8.  45
    Comments on Beth J. Singer's "John E. Smith on Pragmatism".John E. Smith - 1980 - Transactions of the Charles S. Peirce Society 16 (1):26 - 33.
  9.  52
    Dynamic binding in a neural network for shape recognition.John E. Hummel & Irving Biederman - 1992 - Psychological Review 99 (3):480-517.
  10.  39
    Analogy, explanation, and proof.John E. Hummel, John Licato & Selmer Bringsjord - 2014 - Frontiers in Human Neuroscience 8.
    People are habitual explanation generators. At its most mundane, our propensity to explain allows us to infer that we should not drink milk that smells sour; at the other extreme, it allows us to establish facts (e.g., theorems in mathematical logic) whose truth was not even known prior to the existence of the explanation (proof). What do the cognitive operations underlying the inference that the milk is sour have in common with the proof that, say, the square root of two (...)
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  11.  17
    Psychophysical and computational studies towards a theory of human stereopsis.John E. W. Mayhew & John P. Frisby - 1981 - Artificial Intelligence 17 (1-3):349-385.
  12.  38
    America's Philosophical Vision.John E. Smith - 1992 - Chicago: University of Chicago Press.
    In these previously uncollected essays, Smith argues that American philosophers like Peirce, James, Royce, and Dewey have forged a unique philosophical tradition—one that is rich and complex enough to represent a genuine alternative to the analytic, phenomenological, and hermeneutical traditions which have originated in Britain or Europe. "In my judgment, John Smith has no equal today in combining two scholarly qualities: the analysis of philosophical texts with penetration and rigor, and the discernment of what it is in these texts (...)
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  13.  21
    Divine Command.John E. Hare - 2015 - Oxford: Oxford University Press UK.
    Divine Command defends the thesis that what makes something morally obligatory is that God commands it, and what makes something morally forbidden is that God forbids it. John E. Hare successfully defends a version of divine command theory, but also shows that there is considerable overlap with some versions of natural law theory. Hare engages with a number of Christian theologians, most especially Karl Barth, and extends into a discussion of divine command within Judaism and Islam. The work concludes (...)
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  14.  34
    SOAR: An architecture for general intelligence.John E. Laird, Allen Newell & Paul S. Rosenbloom - 1987 - Artificial Intelligence 33 (1):1-64.
  15.  62
    Review of John E. Atwell: Schopenhauer: the human character[REVIEW]John E. Atwell - 1992 - Ethics 102 (2):410-411.
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  16.  18
    Religion in Plato and Cicero.John E. Rexine - 1959 - New York,: Greenwood Press.
    Author John E. Rexine expounds on the theologies of the great Roman thinkers Plato and Cicero in this essay.
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  17.  50
    Schopenhauer: the human character.John E. Atwell - 1990 - Philadelphia: Temple University Press.
    Examines Arthur Schopenhauer's (1788-1860) conception of human agency and responsibility, his unique ethics of the morally virtuous character, and his assessment of life as fundamentally suffering. This title focuses on his contention that the human will and the human body cannot have a cause and effect relationship with each other.
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  18.  35
    Identifying living and sentient kinds from dynamic information: the case of goal-directed versus aimless autonomous movement in conceptual change.John E. Opfer - 2002 - Cognition 86 (2):97-122.
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  19.  47
    Book Reviews Section 4.E. Paul Torrance, John Walton, Calvin O. Dyer, Virgil S. Ward, Weldon Beckner, Manouchehr Pedram, William M. Alexander, Herman J. Peters, James B. Macdonald, Samuel E. Kellams, Walter L. Hodges, Gary R. Mckenzie, Robert E. Jewett, Doris A. Trojcak, H. Parker Blount, George I. Brown, Lucile Lindberg, James C. Baughman, Patricia H. Dahl, S. Jay Samuels & Christopher J. Lucas - 1972 - Educational Studies 3 (4):239-255.
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  20.  25
    Sensibility and Singularity: The Problem of Phenomenology in Levinas.John E. Drabinski - 2001 - State University of New York Press.
    Establishes the importance of Husserl's phenomenology for Levinas's ethics.
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  21.  11
    U.S.-Japan Energy Policy Considerations for the 1990s.John E. Gray & Yoshiro Nakayama - 1988 - Upa.
    In 1981, the Atlantic Council's Energy Policy Committee, in collaboration with the Japanese Committee for Energy Policy Promotion and the Japanese Institute of Energy Economics, published a joint policy paper entitled 'U.S.-Japan Energy Relationships in the 1980s.'.
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  22.  19
    Law, Morality, and the Relations of States.John E. Hare - 1984 - Philosophical Books 25 (4):240-241.
  23.  14
    Sharing values to safeguard the future: British Holocaust Memorial Day commemoration as epideictic rhetoric.John E. Richardson - 2018 - Discourse and Communication 12 (2):171-191.
    This article explores the rhetoric, and mass mediation, of the national Holocaust Memorial Day commemoration ceremony, as broadcast on British television. I argue that the televised national ceremonies should be approached as an example of multi-genre epideictic rhetoric, working up meanings through a hybrid combination of genres, author/animators and modes. Epideictic rhetoric has often been depreciated as simply ceremonial ‘praise or blame’ speeches. However, given that the topics of praise/blame assume the existence of social norms, epideictic also acts to presuppose (...)
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  24.  15
    Schopenhauer's Account of Moral Responsibility.John E. Atwell - 1980 - Pacific Philosophical Quarterly 61 (4):396-410.
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  25.  24
    Is existence a valid philosophical concept?John E. Smith - 1950 - Journal of Philosophy 47 (9):238-249.
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  26.  20
    The value of community: Dewey and Royce.John E. Smith - 1974 - Southern Journal of Philosophy 12 (4):469-479.
  27.  84
    John E. Toews on Essays from the Edge: Parerga & Paralipomena, by Martin Jay. [REVIEW]John E. Toews - 2012 - History and Theory 51 (3):397-410.
    This review of Martin Jay’s recent published collection of essays examines his ongoing rethinking, supplementation, and revision of central themes—the negative and positive dialectics of historical totalization, the varieties and uses of conceptions of experience, the nature of visual cultures and scopic regimes, and the ambiguities of truth-construction in the public realm—that have been the focus of his major works since the 1970s. It argues that his more recent work indicates a gradual shift toward an affirmation of the kinds of (...)
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  28. Für eine Kultur des realen Humanismus.E. John - 1962 - Deutsche Zeitschrift für Philosophie 10 (3):261.
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  29.  20
    Multipotentiality: A Statistical Theory of Brain Function—Evidence and Implications.E. Roy John - 1980 - In J. M. Davidson & Richard J. Davidson, The Psychobiology of Consciousness. Plenum. pp. 129--146.
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  30. Ästhetik und sozialistische Praxis.E. John - 1963 - Deutsche Zeitschrift für Philosophie 11 (1):80.
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  31.  20
    A reply to P. A. M. Seuren, ‘Saussure and his intellectual environment’.John E. Joseph - 2016 - History of European Ideas 42 (6):848-850.
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  32.  44
    Methodological Individualism and Deductive Marxism.John E. Roemer - 1982 - Theory and Society 11 (4):513.
  33.  22
    Equality: Its Justification, Nature, and Domain.John E. Roemer - 2011 - In Wiemer Salverda, Brian Nolan & Timothy M. Smeeding, The Oxford Handbook of Economic Inequality. Oxford University Press.
    During the last 40 years, political philosophers have made important advances in our understanding of why equality is valuable, and what kind of equality is important. This article summarizes the development of these ideas, in particular, the contributions of John Rawls, Amartya Sen, Ronald Dworkin, Robert Nozick, Richard Arneson, and G. A. Cohen. It shows how these ideas have filtered into economic thinking in the conceptualization of equality of opportunity. It concludes with a brief discussion of how these ideas (...)
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  34. Josiah Royce: Selected Writings.John E. Smith and William Kluback (eds.) - 1988
     
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  35.  26
    “Seeing” structure in text: 11th graders’ perception of relationship in essay writing.John E. Henning - 2018 - Educational Studies 46 (1):79-91.
    ABSTRACTThe purpose of the study was to investigate differences in writers’ abilities to perceive global text organisation in self-, peer- and teacher/researcher-authored essays. Eight student part...
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  36. (2 other versions)Pragmatism as the Salvation from Philosophic Doubt.John E. Russell - 1907 - Philosophical Review 16:567.
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  37.  20
    Tantrums and epiphanies.John E. MacKinnon - 1997 - Philosophy and Literature 21 (2):466-475.
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  38.  25
    The Perfectibility of Man.John E. Smith - 1972 - Philosophical Review 81 (3):394.
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  39.  37
    Correlations between imagery and memory across stimuli and across subjects.John T. E. Richardson - 1979 - Bulletin of the Psychonomic Society 14 (5):368-370.
  40.  28
    Face-to-Face Versus Online Tutoring Support in Humanities Courses in Distance Education.John T. E. Richardson - 2009 - Arts and Humanities in Higher Education 8 (1):69-85.
    The experiences of students taking the same courses in the humanities by distance learning were compared when tutorial support was provided conventionally or online . The Course Experience Questionnaire and the Revised Approaches to Studying Inventory were administered in a postal survey to 1264 students taking two different courses with the UK Open University. There were no significant differences between the students who received face-to-face tuition and those who received online tuition either in their perceptions of the academic quality of (...)
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  41.  30
    Testing significance testing: A flawed defense.John E. Hunter - 1998 - Behavioral and Brain Sciences 21 (2):204-204.
    Most psychometricians believe that the significance test is counterproductive. I have read Chow's book to see whether it addresses or rebuts any of the key facts brought out by the psychometricians. The book is empty on this score; it is entirely irrelevant to the current debate. It presents nothing new and is riddled with errors.
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  42.  40
    The "Speculative Rhetoric" of Charles Sanders Peirce.John E. Braun - 1981 - Philosophy and Rhetoric 14 (1):1 - 15.
    Peirce promised but never delivered a theoretical system called "speculative rhetoric," therefore explication is synthesized from throughout his writings. bypassing nearly everything akin to standard rhetorical theory, he thinks of it as the "power of appealing to a mind" defined strictly in terms of logical processes. these "formal conditions of symbolic force" fall into two operations: "methodeutic" is an alternating inductive/deductive process beginning with imagined ideational relationships and ending with a specific claim or idea; "assertiveness" is a conjoining of images (...)
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  43.  14
    The Languages of Psychoanalysis.John E. Gedo - 1996 - Routledge.
    In this remarkable survey of "the communicative repertory of humans," John Gedo demonstrates the central importance to theory and therapeutics of the communication of information. He begins by surveying those modes of communication encountered in psychoanalysis that go beyond the lexical meaning of verbal dialogue, including "the music of speech," various protolinguistic phenomena, and the language of the body. Then, turning to the analytic dialogue, Gedo explores the implications of these alternative modes of communication for psychoanalytic technique. Individual chapters (...)
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  44.  71
    Invasion, alienation, and imperialist nostalgia: Overcoming the necrophilous nature of neoliberal schools.John E. Petrovic & Aaron M. Kuntz - 2018 - Educational Philosophy and Theory 50 (10):957-969.
    The authors present a materialist analysis of the effects of neoliberalism in education. Specifically, they contend that neoliberalism is a form of cultural invasion that begets necrophilia. Neoliberalism is necrophilous in promoting a cultural desire to fix fluid systems and processes. Such desire manufactures both individuals known and culturally felt experiences of alienation which are, it is argued, symptomatic of an imperialist nostalgia that permeates educational policy and practice. The authors point to ‘unschooling in schools’ as a mechanism for resisting (...)
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  45.  17
    A Social Basis of Education.John E. Curley - 1935 - Modern Schoolman 12 (2):45-45.
  46.  20
    L'estampe chinoise ancienne en couleur.John E. McCall & Jan Tschichold - 1941 - Journal of the American Oriental Society 61 (3):196.
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  47.  15
    3. The Deconstructive Challenge to Hermeneutics.John E. Murray - 1994 - In Introduction to Philosophical Hermeneutics. Yale University Press. pp. 135-140.
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  48.  16
    1. The "Fore" of Fore-Understanding.John E. Murray - 1994 - In Introduction to Philosophical Hermeneutics. Yale University Press. pp. 92-95.
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  49.  9
    6. The Universality of the Hermeneutic Universe.John E. Murray - 1994 - In Introduction to Philosophical Hermeneutics. Yale University Press. pp. 120-123.
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  50.  16
    How We Cooperate: A Theory of Kantian Optimization.John E. Roemer - 2019 - Yale University Press.
    _A new theory of how and why we cooperate, drawing from economics, political theory, and philosophy to challenge the conventional wisdom of game theory_ Game theory explains competitive behavior by working from the premise that people are self-interested. People don’t just compete, however; they also cooperate. John Roemer argues that attempts by orthodox game theorists to account for cooperation leave much to be desired. Unlike competing players, cooperating players take those actions that they would like others to take—which Roemer (...)
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