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  1. Teaching Plato’s Euthyphro Dialogically.Robert B. Talisse - 2003 - Teaching Philosophy 26 (2):163-175.
    If one interprets Plato’s dialogues using the dialogical mode, then the principal philosophical significance of the work is not exhausted by the arguments put forward by its characters. Integral to the dialogical mode involves a consideration of the purpose of investigating a philosophical issue in the form of a dialogue rather than a treatise. But Plato’s dialogues should not only be understood in a dialogical mode but instructors should also teach (and students should examine) using this mode of interrogation. This (...)
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  • Can Value Pluralists be Comprehensive Liberals? Galston's Liberal Pluralism.Robert B. Talisse - 2004 - Contemporary Political Theory 3 (2):127-139.
    In this paper, the author engages William Galston's recent attempt to revive the Berlinian project of developing a comprehensive theory of liberalism from value pluralist premises. The author's argument maintains that, despite Galston's attempts, the value pluralist in fact has no resources with which to recommend a liberal political order over a variety of illiberal regimes, and that, further, Galston's own justificatory strategy is indistinguishable from the later Rawls's noncomprehensive, ‘political' liberalism. Although the argument engages the work of Berlin and (...)
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  • The rational versus the reasonable.W. M. Sibley - 1953 - Philosophical Review 62 (4):554-560.
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  • Cogito, ergo sum: Inference or performance?Jaakko Hintikka - 1962 - Philosophical Review 71 (1):3-32.