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 (...) these recent criticisms fail, and that the distinction remains an important conceptual tool necessary for an adequate understanding of the way in which scientific claims purport to appropriately portray our natural environment. (shrink)

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.

‘Argument’ has multiple meanings and referents in contemporary argumentation theory. Theorists are well aware of this but often fail to acknowledge it in their theories. In what follows, I distinguish several senses of ‘argument’ and argue that some highly visible theories are largely correct about some senses of the term but not others. In doing so, I hope to show that apparent theoretical rivals are better seen as collaborators or partners, rather than rivals, in the multi-disciplinary effort to understand ‘argument,’ (...) arguments, and argumentation in all their varieties. I argue as well for a pluralistic approach to argument evaluation and argumentative norms, since arguments and argumentation can be legitimately evaluated along several dimensions, but urge that epistemic norms enjoy conceptual priority. (shrink)

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 (...) of science is plagued by a failure to distinguish among three different questions, all taken to be "the" question of the rationality of science. Once these questions are delineated, it becomes possible to answer one of them in such a way that the traditional link between science's rationality and its method is reestablished--although the scientific method is itself given a non-traditional rendering. In short, it is argued that there is a feature of science which is appropriately characterized as its method; that this method does in fact secure science's rationality; and that science is therefore correctly construed as preeminently rational. It is suggested in addition that the philosophy of science is itself best seen as a primarily epistemological activity, and consequently that a correction from the excessively historicist conception of recent philosophy of science is in order. (shrink)

Unlike more standard non-normative naturalizations of epistemology and philosophy of science, Larry Laudan's naturalized philosophy of science explicitly maintains a normative dimension. This paper critically assesses Laudan's normative naturalism. After summarizing Laudan's position, the paper examines (1) Laudan's construal of methodological rules as 'instrumentalities' connecting methodological means and cognitive ends; (2) Laudan's instrumental conception of scientific rationality; (3) Laudan's naturalistic account of the axiology of science; and (4) the extent to which a normative philosophy of science can be naturalized. It (...) is concluded that Laudan's normative naturalism is as problematic as its non-normative naturalist cousins. (shrink)

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 (...) cases for 'normatively naturalizing' the philosophy of science fail as well. (shrink)

A critique of reflective equilibrium as an account of epistemic justification.

Garssen and van Laar in effect concede our main criticism of the pragma-dialectical approach. The criticism is that the conclusions of arguments can be ‘P-D reasonable’ yet patently unreasonable, epistemically speaking. The concession consists in the claim that the theory “remains restricted to the investigation of standpoints in the light of particular sets of starting points” which are “up to individual disputants to create” and the admission that all the relevant terms of normative appraisal have been redefined. We also discuss (...) their criticisms of the epistemic account of argumentation and argument evaluation and raise some new questions about the approach they defend. (shrink)

Analysis of Emmy Noether's 1918 theorems provides an illuminating method for testing the consequences of coordinate generality, and for exploring what else must be added to this requirement in order to give general covariance its far-reaching physical significance. The discussion takes us through Noether's first and second theorems, and then a third related theorem due originally to F. Klein. Contact will also be made with the contributions of, principally, J.L. Anderson, A. Trautman, P.A.M. Dirac, R. Torretti and the father of (...) the whole business, A. Einstein. (shrink)

This is the first English translation of Schleiermacher's Dialectic, the first of his eight forays into the foundations of thinking that aims at knowing. This text, representing Schleiermacher's succinct preparatory notes for his 1811 lectures, offers a remarkably apt introduction to his thought at the onset of the modern age. This study edition features extensive notes and commentary by the translator, and indexes of names and places, subjects and concepts.

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 (...) of autonomy as an educational aim is important and in several respects compelling. (shrink)

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.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Plato's Utopia Recast: His Later Ethics and PoliticsGeorge HarveyChristopher Bobonich. Plato's Utopia Recast: His Later Ethics and Politics. Oxford: Clarendon Press of Oxford University Press, 2002. Pp. xi + 643. Cloth, $49.95.In tracing developments in Plato's views between his middle- and late-period dialogues, Plato's Utopia Recast focuses on the differences between philosophers and non-philosophers with respect to their capacities to become genuinely virtuous. The central thesis of this (...) extensive work is that the Laws reveals a degree of optimism about the prospects for non-philosophers in attaining virtue and happiness not found in dialogues of the middle period. Specifically, Bobonich describes this development in terms of four claims that he thinks Plato denies in the Phaedo and Republic but later affirms in the Laws: first, that at least some non-philosophers are capable of being virtuous; second, that they can value virtue for its own sake; third, that they can value the virtue and happiness in others for its own sake; and fourth, that these non-philosophers are capable of living happy lives.Bobonich devotes most of the first chapter to describing Plato's pessimism about non-philosophers in the middle period. The cause for this pessimism is both epistemic and psychological. In the Phaedo, non-philosophers are incapable of knowing what is genuinely valuable. Failure to grasp non-sensible value properties means that in non-philosophers, reason simply takes over the ends defined by bodily impulses. The Republic is less pessimistic, but even here, Plato's tripartitioning of the soul makes clear that the rational part of the soul in non-philosophers fails to fulfill its proper ruling function. Bobonich's claim is that the more optimistic view presented in the Laws is indicative of developments not only in Plato's political theory, but also in the areas of psychology and epistemology.The central feature of the political theory advanced in the Laws is that the proper goal of legislation is not victory in war, but the cultivation of virtue in all citizens. More importantly for Bobonich, it suggests that all citizens, both philosophers and non-philosophers, are capable of attaining some degree of genuine virtue. For evidence of this, he points to the preludes that accompany each piece of legislation designed to provide a rational justification for what the laws command. In identifying virtue as the aim of legislation, Bobonich observes that the Laws endorses a dependency thesis about goods, making the value of a dependent good such as wealth, honor or military victory dependent upon its possessor being virtuous. His position is that Plato's endorsement of this dependency thesis in the Laws implies that ordinary citizens are capable of at least a partial grasp of what is genuinely valuable, making some degree of virtue and happiness attainable.Bobonich's view that this optimism about non-philosophers has implications for Plato's later epistemology and psychology is developed in the third and fourth chapters. He argues that the Republic's partitioning of the soul into three distinct, agent-like parts is abandoned in the later dialogues in favor of a more unified conception. This approach in the [End Page 334] middle period served to account for akratic action and the formation of non-rational desires, but Bobonich believes that Plato came to see this doctrine as ultimately flawed. By contrast, the Laws offers an account of akratic action and non-rational desire that maintains a unified subject and avoids the problems found in partitioning. In chapter four, Bobonich considers how the Laws' unified conception of the subject, supported by the Phaedrus, Philebus and Timaeus, reveals how all human aims and desires, both rational and non-rational, are structured and conceptualized through the soul's rational faculty. In this unified conception of the subject, Bobonich sees important implications for the role of non-rational elements in the ethical education of even ordinary human beings.In the fifth and final chapter, Bobonich returns to politics, and considers how Plato's conception of citizenship in the Laws reflects the more optimistic view of human nature. He examines how citizens in the Laws develop non-instrumental concerns for the happiness... (shrink)

In this paper I reply to Stefaan Cuypers' explication and critique of my views on rationality and critical thinking (Cuypers, 2004). While Cuypers' discussion is praiseworthy in several respects, I argue that it (1) mistakenly attributes to me a Humean view of (practical) reason, and (2) unsuccessfully argues that my position lacks the resources required to defend the basic claim that critical thinking is a fundamental educational ideal. Cuypers' analysis raises deep issues about the motivational character of reasons; I briefly (...) address this matter as well. (shrink)

Many defences of multiculturalist educational initiatives conjoin a‘liberal’ or ‘radical’ moral/political view—that education should endeavour to treat students with respect, and that respecting non-dominant,‘marginalised’ students requires protecting them from the hegemonic domination of the dominant culture—with what appears to be an equally radical epistemological view, according to which respecting minority students and cultures requires respecting their culturally specific epistemologies, which in turn requires refraining from imposing upon them a dominating hegemonic epistemology concerning the nature of truth, rational justification, and so (...) on. In this paper I argue (1) that this‘radical’ epistemological position is fatally flawed; and (2) that, if true, it would undermine, rather than undergird, the favoured moral l political view. I argue, that is, that proponents of‘radical’ pedagogy would do better to reject the associated‘radical’ epistemological view in favour of a more traditional,‘conservative’ one. (shrink)

Theories and Methods is the one compulsory unit on the AEB and Interboard syllabuses. This guide outlines the main sociological perspectives, and discusses three main approaches: positivism, phenomenology and critical social research. The topic-book format should be suitable for linear and modular courses, and there are sample questions and skills advice.

This paper presents a case study carried out at Sofia University in Bulgaria, describing the relationship between two developments, firstly an expanding involvement with online learning and e-assessment, and secondly the development of institutional approaches to academic integrity. The two developments interact, the widening use of e-learning and e-assessment raising new issues for academic integrity, and the technology providing new tools to support academic integrity, with the involvement in technological developments acting as a catalyst for changes in approaches to academic (...) integrity. The aim of this study is to describe in what ways the integration of technologies for student authentication and authorship checking in this university has begun to influence teachers’ approach to academic integrity, and has also helped to identify specific issues that need to be resolved for the future of academic integrity in the university. Data collected during the implementation of pilots for the project TeSLA - An adaptive trust-based e-assessment system - enabled an examination of the perspectives of administrators, teachers and students on approaches to cheating and plagiarism, and on possible future directions. The data suggests that the piloting of the TeSLA system has triggered a deepening consideration of approaches to academic integrity, and has also helped to identify important issues for future developments. (shrink)

(1) Is the rational person _eo ipso_ intellectually virtuous? (2) Is the intellectually virtuous person _eo ipso_ rational? In what follows I answer both questions in the negative.

Emma Williams’ ‘In Excess of Epistemology’ admirably endeavours to open the way to an account of critical thinking that goes beyond the one I have defended ad nauseum in recent decades by developing, via the work of Charles Taylor and Martin Heidegger, ‘a radically different conception of thinking and the human being who thinks’, one that ‘does more justice to receptive and responsible conditions of human thought.’ In this response I hope to show that much of Williams’ alternative approach is (...) compatible with my own; that, where incompatible, the alternative is problematic; and, finally, that there is a risk of talking past one another, talking at cross-purposes, that all sides must work to overcome. (shrink)

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 point (...) of my tripartite distinction. (shrink)

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 (...) such claims in terms of stage-independent criteria of adequacy. (shrink)