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  1. False polarization: debiasing as applied social epistemology.Tim Kenyon - 2014 - Synthese 191 (11):2529-2547.
    False polarization (FP) is an interpersonal bias on judgement, the effect of which is to lead people in contexts of disagreement to overestimate the differences between their respective views. I propose to treat FP as a problem of applied social epistemology—a barrier to reliable belief-formation in certain social domains—and to ask how best one may debias for FP. This inquiry leads more generally into questions about effective debiasing strategies; on this front, considerable empirical evidence suggests that intuitively attractive strategies for (...)
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  • Studies in philosophy for children: Harry Stottlemeier's discovery.Ann Margaret Sharp, Ronald F. Reed & Matthew Lipman (eds.) - 1992 - Philadelphia: Temple University Press.
    In this first part, Matthew Lipman offers the reader a glimpse at the thought processes that resulted in Philosophy for Children and, in so doing, ...
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  • Epistemology and the Psychology of Human Judgment.Michael A. Bishop & J. D. Trout - 2004 - New York: OUP USA. Edited by J. D. Trout.
    Bishop and Trout here present a unique and provocative new approach to epistemology. Their approach aims to liberate epistemology from the scholastic debates of standard analytic epistemology, and treat it as a branch of the philosophy of science. The approach is novel in its use of cost-benefit analysis to guide people facing real reasoning problems and in its framework for resolving normative disputes in psychology. Based on empirical data, Bishop and Trout show how people can improve their reasoning by relying (...)
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  • Théories à processus duaux et théories de l’éducation : Le cas de l’enseignement de la pensée critique et de la logique.Guillaume Beaulac & Serge Robert - 2011 - Les ateliers de l'éthique/The Ethics Forum 6 (1):63-77.
    Many theories about the teaching of logic and critical thinking take for granted that theoretical learning, the learning of formal rules for example, and its practical application are sufficient to master the tools taught and to take the habit of using them. However, this way of teaching is not efficient, a conclusion supported by much work in cognitive science. Approaching cognition evolutionarily with dual-process theories allows for an explanation of these insufficiencies and offers clues on how we could teach critical (...)
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  • Debiasing. D. Kahneman, P. Slovic and A. Tversky, eds.B. Fischsoff - 1982 - In Daniel Kahneman, Paul Slovic & Amos Tversky (eds.), Judgment Under Uncertainty: Heuristics and Biases. Cambridge University Press.