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  1.  39
    Norms of Public Argumentation and the Ideals of Correctness and Participation.Frank Zenker, Jan Albert van Laar, B. Cepollaro, A. Gâţă, M. Hinton, C. G. King, B. Larson, M. Lewiński, C. Lumer, S. Oswald, M. Pichlak, B. D. Scott, M. Urbański & J. H. M. Wagemans - 2024 - Argumentation 38 (1):7-40.
    Argumentation as the public exchange of reasons is widely thought to enhance deliberative interactions that generate and justify reasonable public policies. Adopting an argumentation-theoretic perspective, we survey the norms that should govern public argumentation and address some of the complexities that scholarly treatments have identified. Our focus is on norms associated with the ideals of correctness and participation as sources of a politically legitimate deliberative outcome. In principle, both ideals are mutually coherent. If the information needed for a correct deliberative (...)
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  2.  16
    What Makes an Argument Strong?Blake D. Scott - 2024 - Informal Logic 44 (2):19-43.
    It is widely believed that Perelman and Olbrechts-Tyteca’s theory of argumentation is vulnerable to the charge of relativism. This paper provides a more charitable interpretation of Perelman and Olbrechts-Tyteca’s normative views, one that properly considers the historical trajectory of their work and a wider range of texts than existing interpretations. It is argued that their views are better characterized as a form of “contrastivism about arguments” than any kind relativism. This more accurate depiction contributes to ongoing efforts to revive interest (...)
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  3.  34
    Argumentation and the Challenge of Time: Perelman, Temporality, and the Future of Argument.Blake D. Scott - 2020 - Argumentation 34 (1):25-37.
    Central to Perelman and Olbrechts-Tyteca’s philosophical revival of rhetoric and dialectic is the importance given to the temporal character of argumentation. Unlike demonstration, situated within the “empty time” of a single instant, the authors of The New Rhetoric understand argumentation as an action that unfolds within the “full time” of meaningful human life. By taking a broader view of his work beyond The New Rhetoric, I first outline Perelman’s understanding of time and temporality and the challenge that it poses for (...)
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  4.  31
    From Perception to Action.Blake D. Scott - 2020 - Sartre Studies International 26 (2):51-62.
    This paper re-examines the well-known problem of how it is possible to have an “intuition of absences” in Sartre’s example of Pierre. I argue that this problem is symptomatic of an overly theoretical interpretation of Sartre’s use of intentionality. First, I review Husserl’s notion of evidence within his phenomenology. Next, I introduce Sartre’s Pierre example and highlight some difficulties with interpreting it as a problem of perception. By focusing on Sartre’s notion of the project, I argue instead that the problem (...)
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  5.  8
    The Rhetorical Methodology of Perelman and Olbrechts-Tyteca’s Theory of Argumentation.Blake D. Scott - 2024 - Philosophy and Rhetoric 57 (1):1-29.
    ABSTRACT Despite Perelman and Olbrechts-Tyteca’s well-known influence on argumentation studies, it is striking that their theory of argumentation no longer stands out as a living project in the field. On the one hand, critics argue that their theory is inherently relativistic and therefore incapable of aiding argument evaluation. On the other hand, critics argue that, even as a descriptive theory, it fails to sufficiently justify its own systematic ambitions. This article addresses these dual concerns by returning to one of the (...)
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  6.  12
    Ethical exploration of chatGPT in the modern K-14 economics classroom.Brad Scott & Sandy van der Poel - 2024 - International Journal of Ethics Education 9 (1):65-77.
    This paper addresses the challenge of ethically integrating ChatGPT, a sophisticated AI language model, into K-14 economics education. Amidst the growing presence of AI in classrooms, it proposes the “Evaluate, Reflect, Assurance” model, a novel decision-making framework grounded in normative and virtue ethics, to guide educators. This approach is detailed through a theoretical decision tree, offering educators a heuristic tool to weigh the educational advantages and ethical dimensions of using ChatGPT. An educator can use the decision tree to reach a (...)
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  7.  27
    Caring Teachers and Symbolic Violence: Engaging the Productive Struggle in Practice and Research.Brigitte C. Scott - 2012 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 48 (6):530-549.
    Symbolic violence may not be a desirable theory to apply to public schooling?its structuralist limitations render it deterministic, lacking in human agency, and unpalatable to researchers and educators who see schools as viable and productive sites of social transformation. Perhaps for these reasons, it seems little has been written about symbolic violence in schools, and what has been written tends to focus primarily on the symbolic, institutionalized violence imparted by schools and teachers upon students. In this article, I offer a (...)
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  8.  13
    Toward a theory of speech perception.Ronald A. Cole & Brian Scott - 1974 - Psychological Review 81 (4):348-374.
  9.  20
    Collateral Damage From the Show: Emotional Labor and Unethical Behavior.Michelle C. Hong, Christopher M. Barnes & Brent A. Scott - 2017 - Business Ethics Quarterly 27 (4):513-540.
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  10. Cybernetic Foundations for Psychology.Bernard C. E. Scott Scott - 2016 - Constructivist Foundations 11 (3):509-517.
    Context: The field of psychology consists of many specialist domains of activity, which lack shared foundations. This means that the field as a whole lacks conceptual coherence. Problem: The aim of the article is to show how second-order cybernetics can provide both foundations and a unifying conceptual framework for psychology. Method: The field of psychology is overviewed. There is then a demonstration of how cybernetics can provide both foundations and a unifying conceptual framework. This entails defining some key cybernetics concepts (...)
     
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  11.  30
    Sartre, Lacan, and the Ethics of Psychoanalysis: A Defense of Lacanian Responsibility.Blake Scott - 2016 - Sartre Studies International 22 (2).
  12. The Co-Emergence of Parts and Wholes in Psychological Individuation.B. Scott - 2007 - Constructivist Foundations 2 (2-3):65-71.
    Purpose: The purpose of the paper is to provide a constructivist account of the "self as subject" that avoids the need for any metaphysical assumptions. Findings: The thesis developed in this paper is that the human "psychological individual," "self" or "subject" is an emergent within the nexus of human social interaction. With respect to psychological and social wholes (composites) there is no distinction between the form of the elements and the form of the composites they constitute i.e., all elements have (...)
     
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  13. Hear Then the Parable: A Commentary on the Parables of Jesus.Bernard Brandon Scott - 1989
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  14. Some Comments on the Relationship Between Artificial Intelligence and Human Cognition.B. Scott - 2013 - Constructivist Foundations 9 (1):64-65.
    Open peer commentary on the article “A Computational Constructivist Model as an Anticipatory Learning Mechanism for Coupled Agent–Environment Systems” by Filipo Studzinski Perotto. Upshot: In making a contribution to artificial intelligence research, Perotto has taken note of work on human cognition. However, there are certain aspects of human cognition that are not taken into account by the author’s model and that, generally, are overlooked or ignored by the artificial intelligence research community at large.
     
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  15.  33
    The distraction paradigm: Equating difficulty is difficult.Damaso Karlye, Provost Alexander, Michie Pat, Brown Scott, Schall Ulrich & Todd Juanita - 2015 - Frontiers in Human Neuroscience 9.
  16.  16
    Adaptive Homeostatic Strategies of Resilient Intrinsic Self-Regulation in Extremes (RISE): A Randomized Controlled Trial of a Novel Behavioral Treatment for Chronic Pain.Martha Kent, Aram S. Mardian, Morgan Lee Regalado-Hustead, Jenna L. Gress-Smith, Lucia Ciciolla, Jinah L. Kim & Brandon A. Scott - 2021 - Frontiers in Psychology 12.
    Current treatments for chronic pain have limited benefit. We describe a resilience intervention for individuals with chronic pain which is based on a model of viewing chronic pain as dysregulated homeostasis and which seeks to restore homeostatic self-regulation using strategies exemplified by survivors of extreme environments. The intervention is expected to have broad effects on well-being and positive emotional health, to improve cognitive functions, and to reduce pain symptoms thus helping to transform the suffering of pain into self-growth. A total (...)
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  17. Sound Mapping the New Testament.Margaret Ellen Lee & Bernard Brandon Scott - 2009
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  18. A Cybernetic Computational Model for Learning and Skill Acquisition.B. Scott & A. Bansal - 2013 - Constructivist Foundations 9 (1):125-136.
    Context: Although there are rich descriptive accounts of skill acquisition in the literature, there are no satisfactory explanatory models of the cognitive processes involved. Problem: The aim of the paper is to explain some key phenomena frequently observed in the acquisition of motor skills: the loss of conscious access to knowledge of the structure of a skill and the awareness that an error has been made prior to the receipt of knowledge of results. Method: In the 1970s, the first author (...)
     
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  19. Author's Response: Explaining Cognition and Explaining Explaining.B. Scott - 2013 - Constructivist Foundations 9 (1):143-146.
    Upshot: I thank Mallen for providing some historical background concerning the origin of the Typist models and for helping clarify the theoretical issues addressed and motivations for creating the models. Whilst de Zeeuw acknowledges the Typist models as a useful contribution to first-order cybernetics, he questions their relevance for second-order cybernetics. I argue that, in the context of research on human learning, de Zeeuw’s characterisation is third- rather than second-order. Stewart questions the status of the model with respect to the (...)
     
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  20. Author’s Response: On Becoming and Being a Cybernetician.B. Scott - 2016 - Constructivist Foundations 11 (3):532-538.
    Upshot: I discuss further why my proposals may not be taken up by all and say more about their usefulness, my understanding of what it is to be a cybernetician and the underlying coherent form that I see amongst different “versions” of cybernetics. I also elaborate on what is social about psychosocial unities and elaborate their relevance for studies of social systems.
     
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  21.  6
    A system for word senses.Bill Scott - 1983 - Semiotica 44 (3-4).
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  22.  15
    Comparing Conceptions of Learning: Pask and Luhmann.B. Scott - 2010 - Constructivist Foundations 5 (3):109 - 120.
    Context: Both Luhmann and Pask have developed detailed theories of social systems that include accounts of the role of learning. Problem: Rather than see the theories as competing, we believe it is worthwhile to seek ways in which a useful synthesis of the two approaches may be developed. Method: We compare the two approaches by identifying key similarities and differences. Results: We show it is possible to make useful mappings between key concepts in the two theories. Implications: We believe it (...)
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  23.  50
    Conversation, Individuals and Concepts: Some Key Concepts in Gordon Pask's Interaction of Actors and Conversation Theories.B. Scott - 2009 - Constructivist Foundations 4 (3):151 - 158.
    Purpose: Gordon Pask has left behind a voluminous scientific oeuvre in which he frequently uses technical language and a detail of argument that makes his work difficult to access except by the most dedicated of students. His ideas have also evolved over a long period. This paper provides introductions to three of Pask's key concepts: "conversations," "individuals," and "concepts." Method: Based on the author's close knowledge of Pask's work, as his collaborator for ten years and as someone who has had (...)
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  24. Hollywood Dreams and Biblical Stories.Bernard Brandon Scott - 1994
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  25.  8
    Ideology, Utopia, and Phronetic Judgment in Paul Ricoeur.Blake D. Scott - 2021 - Analecta Hermeneutica 13:135-157.
    In this paper I trace Ricoeur’s reflections on ideology and utopia from his Lectures on Ideology and Utopia, first delivered in 1975, to his later writings on selfhood and the just from the 1990s. The thread that I follow begins from the closing lines of Ricoeur’s Lectures, wherein he suggests that “practical wisdom” (or phronesis) may provide an answer to the paradox of ideology. Taking this suggestion as my point of departure, I reread Ricoeur’s earlier solution to this problem back (...)
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  26. lands and Islands Project's Learning Environments and Technology.Bernard Scott - 2001 - Foundations of Science 6:385-387.
  27.  7
    Learning Conversations for Cybernetic Enlightenment.B. Scott - 2016 - Constructivist Foundations 12 (1):106-107.
    Open peer commentary on the article “A Cybernetic Approach to Contextual Teaching and Learning” by Philip Baron. Upshot: I expand on Philip Baron’s discussion of conversation theory and its applications. I go on to address the question of how to help learners, as a collective, become more sophisticated in their understandings of ethics and epistemology.
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  28. On Reading and Critiquing Luhmann.B. Scott - 2012 - Constructivist Foundations 8 (1):30-32.
    Open peer commentary on the article “Luhmann and the Constructivist Heritage: A Critical Reflection” by Eva Buchinger. Upshot: I acknowledge the value of Buchinger’s contribution to my understanding of Luhmann’s theory of social systems and seek some clarification and elaboration concerning specific issues. In particular, I raise some questions about the concepts of meaning processing and of psychic systems and persons, with reference to related ideas developed by Gordon Pask and myself. I also question how Luhmann uses the term “autopoiesis.”.
     
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  29. Re-Imagine the World: An Introduction to the Parables of Jesus.Bernard Brandon Scott - 2001
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  30.  10
    The Excellence Award at the Fonds Ricœur’s Summer Workshop 2021 - “Ricœur rhétorique. The Missed Encounter with Chaïm Perelman in The Rule of Metaphor”.Blake D. Scott - 2021 - Études Ricoeuriennes / Ricoeur Studies 12 (2):102-119.
    This paper argues that Ricœur’s philosophy operates on the basis of a more expansive conception of rhetoric than it first appears. To show this, I reread The Rule of Metaphor through the “new rhetoric” of Chaïm Perelman. First, I survey Ricœur’s understanding of rhetoric in the 1950s and 60s. Second, I examine Ricœur’s relation to Perelman within the context of the broader “rhetorical turn” of the 1970s. After examining their respective positions, I argue that Ricœur fails to appreciate the full (...)
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  31. The gift of wonder.Benjamin D. Scott - 1923 - Pacific Philosophical Quarterly 4 (3):177.
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  32.  52
    Technical notes on a theory of simplicity.Brian M. Scott - 1996 - Synthese 109 (2):281 - 289.
    Recently Samuel Richmond, generalizing Nelson Goodman, has proposed a measure of the simplicity of a theory that takes into account not only the polymorphicity of its models but also their internal homogeneity. By this measure a theory is simple if small subsets of its models exhibit only a few distinct (i.e., non-isomorphic) structures. Richmond shows that his measure, unlike that given by Goodman's theory of simplicity of predicates, orders the order relations in an intuitively satisfactory manner. In this note I (...)
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  33. The Quest for Home: Household in Mark's Community.Bernard Brandon Scott - 2001
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  34. Towards the Christian Revolution.B. B. Y. Scott, Gregory Vlastos & J. Gresham Machen - 1937 - International Journal of Ethics 47 (4):504-506.
     
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  35.  37
    Gordon Pask's conversation theory: A domain independent constructivist model of human knowing. [REVIEW]Bernard Scott - 2001 - Foundations of Science 6 (4):343-360.
    Although it is conceded that distinct knowledge domains do presentparticular problems of coming to know, in thispaper it is argued that it is possible to construct a domain independent modelof the processes of coming to know, one inwhich observers share understandings and do soin agreed ways. The model in question is partof the conversation theory of Gordon Pask. CT, as a theory of theory construction andcommunication, has particular relevance forfoundational issues in science and scienceeducation. CT explicitly propounds a ``radicalconstructivist'' epistemology. (...)
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  36.  43
    Rethinking Rhetorical Theory, Criticism, and Pedagogy: The Living Art of Michael C. Leff. [REVIEW]Curtis Hyra, Blake Scott & Christopher W. Tindale - 2017 - Informal Logic 37 (2):152-160.
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  37.  10
    A Review of “Reign of Error: The Hoax of the Privatization Movement and the Danger to America's Public Schools”. [REVIEW]Brigitte C. Scott - 2014 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 50 (1):91-95.
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