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Harvey Siegel [148]Harvey Joseph Siegel [1]
  1. Educating Reason: Rationality, Critical Thinking, and Education.Harvey Siegel - 1990 - Routledge.
    Beginning with a discussion of the Informal Logic Movement and the renewed interest in critical thinking in education, this book critically assesses the work of Robert Ennis, Richard Paul and John McPeck.
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  2.  88
    Rationality redeemed?: further dialogues on an educational ideal.Harvey Siegel - 1997 - London: Routedge.
    In Educating Reason, Harvey Siegel presented the case regarding rationality and critical thinking as fundamental education ideals. In Rationality Redeemed? , a collection of essays written since that time, he develops this view, responds to major criticisms raised against it, and engages those critics in dialogue. In developing his ideas and responding to critics, Siegel addresses main currents in contemporary thought, including feminism, postmodernism and multiculturalism.
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  3.  7
    Relativism Refuted: A Critique of Contemporary Epistemological Relativism.Harvey Siegel - 1987 - Springer Verlag.
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  4.  45
    Education's Epistemology: Rationality, Diversity, and Critical Thinking.Harvey Siegel - 2017 - New York, NY: Oup Usa.
    Education's Epistemology extends and defends Siegel's "reasons conception" of critical thinking, developing it in both philosophical and educational directions. Of particular note is its emphasis on epistemic quality and epistemic rationality and its concerted defense of "universal" educational and philosophical ideals in the face of multicultural, postmodern, and other challenges.
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  5. Educating for Intellectual Virtue: a critique from action guidance.Ben Kotzee, J. Adam Carter & Harvey Siegel - 2019 - Episteme:1-23.
    Virtue epistemology is among the dominant influences in mainstream epistemology today. An important commitment of one strand of virtue epistemology – responsibilist virtue epistemology (e.g., Montmarquet 1993; Zagzebski 1996; Battaly 2006; Baehr 2011) – is that it must provide regulative normative guidance for good thinking. Recently, a number of virtue epistemologists (most notably Baehr, 2013) have held that virtue epistemology not only can provide regulative normative guidance, but moreover that we should reconceive the primary epistemic aim of all education as (...)
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  6. Epistemic Normativity, Argumentation, and Fallacies.Harvey Siegel & John Biro - 1997 - Argumentation 11 (3):277-292.
    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.
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  7. Justification, discovery and the naturalizing of epistemology.Harvey Siegel - 1980 - Philosophy of Science 47 (2):297-321.
    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 (...)
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  8. Critical Thinking.Sharon Bailin & Harvey Siegel - 2002 - In Nigel Blake, Paul Smeyers, Richard D. Smith & Paul Standish (eds.), The Blackwell Guide to the Philosophy of Education. Malden, MA: Wiley-Blackwell. pp. 181–193.
    This chapter contains sections titled: The Nature of Critical Thinking Critical Thinking: Skills/Abilities and Dispositions Critical Thinking and the Problem of Generalizability The Relationship Between Critical Thinking and Creative Thinking “Critical Thinking” and Other Terms Referring to Thinking Critical Thinking and Education Critiques of Critical Thinking Conclusion.
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  9. In Defense of the Objective Epistemic Approach to Argumentation.John Biro & Harvey Siegel - 2006 - Informal Logic 26 (1):91-101.
    In this paper we defend a particular version of the epistemic approach to argumentation. We advance some general considerations in favor of the approach and then examine the ways in which different versions of it play out with respect to the theory of fallacies, which we see as central to an understanding of argumentation. Epistemic theories divide into objective and subjective versions. We argue in favor of the objective version, showing that it provides a better account than its subjectivist rival (...)
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  10. Hinges, Disagreements, and Arguments: (Rationally) Believing Hinge Propositions and Arguing across Deep Disagreements.Harvey Siegel - 2019 - Topoi 40 (5):1107-1116.
    Wittgenstein famously introduced the notion of ‘hinge propositions’: propositions that are assumptions or presuppositions of our languages, conceptual schemes, and language games, presuppositions that cannot themselves be rationally established, defended, or challenged. This idea has given rise to an epistemological approach, ‘hinge epistemology’, which itself has important implications for argumentation. In particular, it develops and provides support for Robert Fogelin’s case for deep disagreements: disagreements that cannot be rationally resolved by processes of rational argumentation. In this paper, I first examine (...)
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  11.  71
    Educating for intellectual virtue: a critique from action guidance.Ben Kotzee, J. Adam Carter & Harvey Siegel - 2021 - Episteme 18 (2):177-199.
    Virtue epistemology is among the dominant influences in mainstream epistemology today. An important commitment of one strand of virtue epistemology – responsibilist virtue epistemology – is that it must provide regulative normative guidance for good thinking. Recently, a number of virtue epistemologists have held that virtue epistemology not only can provide regulative normative guidance, but moreover that we should reconceive the primary epistemic aim of all education as the inculcation of the intellectual virtues. Baehr’s picture contrasts with another well-known position (...)
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  12.  83
    Truth, Thinking, Testimony and Trust: Alvin Goldman on Epistemology and Education.Harvey Siegel - 2007 - Philosophy and Phenomenological Research 71 (2):345-366.
    In his recent work in social epistemology, Alvin Goldman argues that truth is the fundamental epistemic end of education, and that critical thinking is of merely instrumental value with respect to that fundamental end. He also argues that there is a central place for testimony and trust in the classroom, and an educational danger in over‐emphasizing the fostering of students’ critical thinking. In this paper I take issue with these claims, and argue that (1) critical thinking is a fundamental end (...)
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  13. What is the question concerning the rationality of science?Harvey Siegel - 1985 - Philosophy of Science 52 (4):517-537.
    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 (...)
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  14. The rationality of science, critical thinking, and science education.Harvey Siegel - 1989 - Synthese 80 (1):9 - 41.
    This paper considers two philosophical problems and their relation to science education. The first involves the rationality of science; it is argued here that the traditional view, according to which science is rational because of its adherence to (a non-standard conception of) scientific method, successfully answers one central question concerning science''s rationality. The second involves the aims of education; here it is argued that a fundamental educational aim is the fostering of rationality, or its educational cognate, critical thinking. The ramifications (...)
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  15.  97
    Empirical psychology, naturalized epistemology, and first philosophy.Harvey Siegel - 1984 - Philosophy of Science 51 (4):667-676.
    In his 1983 article, Paul A. Roth defends the Quinean project of naturalized epistemology from the criticism presented in my 1980 article. In this note I would like to respond to Roth's effort. I will argue that, while helpful in advancing and clarifying the issues, Roth's defense of naturalized epistemology does not succeed. The primary topic to be clarified is Quine's "no first philosophy" doctrine; but I will address myself to other points as well.
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  16.  41
    Laudan's normative naturalism.Harvey Siegel - 1990 - Studies in History and Philosophy of Science Part A 21 (2):295-313.
    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 (...)
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  17.  18
    Arguing with Arguments.Harvey Siegel - 2023 - Informal Logic 43 (4):465-526.
    ‘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,’ (...)
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  18.  26
    Relativism.Harvey Siegel - 2004 - In Ilkka Niiniluoto, Matti Sintonen & Jan Woleński (eds.), Handbook of Epistemology. Dordrecht: Kluwer Academic. pp. 747--780.
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  19. The Oxford handbook of philosophy of education.Harvey Siegel (ed.) - 2009 - New York: Oxford University Press.
    Philosophy of education has an honored place in the history of Western philosophical thought. Its questions are as vital now, both philosophically and practically, as they have ever been. In recent decades, however, philosophical thinking about education has largely fallen off the philosophical radar screen. Philosophy of education has lost intimate contact with the parent discipline to a regrettably large extent--to the detriment of both. The Oxford Handbook of Philosophy of Education is intended to serve as a general introduction to (...)
  20. Instrumental rationality and naturalized philosophy of science.Harvey Siegel - 1996 - Philosophy of Science 63 (3):124.
    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 (...)
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  21.  30
    Philosophy of Science Naturalized? Some Problems with Giere's Naturalism.Harvey Siegel - 1989 - Studies in History and Philosophy of Science Part A 20 (3):365.
    The main thesis is that the study of science must itself be a science. the only viable philosophy of science is a naturalized philosophy of science.
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  22.  33
    Knowing, believing, and understanding: What goals for science education?Mike U. Smith & Harvey Siegel - 2004 - Science & Education 13 (6):553-582.
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  23. Epistemic Rationality.Harvey Siegel - 2019 - Metaphilosophy 50 (5):608-630.
    Critique of instrumental accounts of epistemic rationality.
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  24. Relativism refuted.Harvey Siegel - 1982 - Educational Philosophy and Theory 14 (2):47–50.
  25. Justification by balance.Harvey Siegel - 1992 - Philosophy and Phenomenological Research 52 (1):27-46.
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  26. Multiculturalism, universalism, and science education: In search of common ground.Harvey Siegel - 2002 - Science Education 86 (6):803-820.
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  27.  18
    Instrumental Rationality and Naturalized Philosophy of Science.Harvey Siegel - 1996 - Philosophy of Science 63 (5):S116-S124.
    In two recent papers, I criticized Ronald N. Giere's and Larry Laudan's arguments for 'naturalizing' the philosophy of science. Both Giere and Laudan replied to my criticisms. 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 (...)
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  28.  93
    Multiculturalism and the possibility of transcultural educational and philosophical ideals.Harvey Siegel - 1999 - Philosophy 74 (3):387-409.
    How should we think about the interrelationships that obtain among Philosophy, Education, and Culture? In this paper I explore the contours of one such interrelationship: namely, the way in which educational and (other) philosophical ideals transcend individual cultures. I do so by considering the contemporary educational and philosophical commitment to multiculturalism. Consideration of multiculturalism, I argue, reveals important aspects of the character of both educational and philosophical ideals. Specifically, I advance the following claims: i) We are obliged to embrace the (...)
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  29.  19
    Relativism Refuted.Harvey Siegel - 1982 - Educational Philosophy and Theory 14 (2):47-50.
  30.  40
    On the Relationship Between Belief and Acceptance of Evolution as Goals of Evolution Education.Mike U. Smith & Harvey Siegel - 2016 - Science & Education 25 (5-6):473-496.
    The issue of the proper goals of science education and science teacher education have been a focus of the science education and philosophy of science communities in recent years. More particularly, the issue of whether belief/acceptance of evolution and/or understanding are the appropriate goals for evolution educators and the issue of the precise nature of the distinctions among the terms knowledge, understanding, belief, and acceptance have received increasing attention in the 12 years since we first published our views on these (...)
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  31.  11
    Cultivating Reason.Harvey Siegel - 2003 - In Randall Curren (ed.), A Companion to the Philosophy of Education. Oxford, UK: Wiley-Blackwell. pp. 305–319.
    This chapter contains sections titled: Critical Thinking Critiques of Reason The Fundamental Reply to All Critiques of Reason.
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  32. Epistemology and Education: An Incomplete Guide to the Social-Epistemological Issues.Harvey Siegel - 2004 - Episteme 1 (2):129-137.
    Recent work in epistemology has focused increasingly on the social dimensions of knowledge and inquiry. Education is one important social arena in which knowledge plays a leading role, and in which knowledge-claims are presented, analyzed, evaluated, and transmitted. Philosophers of education have long attended to the epistemological issues raised by the theory and practice of education . While historically philosophical issues concerning education were treated alongside other philosophical issues, in recent times the former set of issues have been largely neglected (...)
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  33.  76
    Goodmanian Relativism.Harvey Siegel - 1984 - The Monist 67 (3):359-375.
    Nelson Goodman’s work is universally regarded as pioneering and fundamental, and his attempts to clarify the nature of induction, symbol systems, art, theorizing and understanding have received and continue to receive great attention. Central to that work is a view Goodman describes as “radically relativist.” Goodman’s unusual brand of relativism, however, while basic to the entire Goodman corpus, has yet to be carefully delineated and studied. I hope in this paper to begin such a study. I will first briefly review (...)
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  34.  77
    Not by Skill Alone: The Centrality of Character to Critical Thinking.Harvey Siegel - 1993 - Informal Logic 15 (3).
    Connie Missimer (1990) challenges what she calls the Character View, according to which critical thinking involves both skill and character, and argues for a rival conception-the Skill View-according to which critical thinking is a matter of skill alone. In this paper I criticize the Skill View and defend the Character View from Missimer's critical arguments.
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  35. Relativism Refuted.Harvey Siegel - 1990 - Philosophy of Science 57 (3):537-539.
     
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  36.  27
    Epistemological Relativism: Arguments Pro and Con.Harvey Siegel - 2010 - In Steven D. Hales (ed.), A Companion to Relativism. Malden, MA: Wiley-Blackwell. pp. 199–218.
    This chapter contains sections titled: Abstract Introduction Arguments Con Arguments Pro Ambivalence Concerning Relativism? The Case of Richard Rorty A Newer Argument Pro: Hales's Defense of Relativism References.
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  37.  58
    The pragma-dialectician’s dilemma: Reply to Garssen and van Laar.Harvey Siegel & John Biro - 2010 - Informal Logic 30 (4):457-480.
    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 (...)
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  38.  43
    Open-mindedness, Critical Thinking, and Indoctrination: Homage to William Hare.Harvey Siegel - 2009 - Paideusis: Journal of the Canadian Philosophy of Education Society 18 (1):26-34.
    William Hare has made fundamental contributions to philosophy of education. Among the most important of these contributions is his hugely important work on open-mindedness. In this paper I explore the several relationships that exist between Hare’s favored educational ideal (open-mindedness) and my own (critical thinking). I argue that while both are of central importance, it is the latter that is the more fundamental of the two.
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  39.  33
    Naturalized epistemology and ?First philosophy?Harvey Siegel - 1995 - Metaphilosophy 26 (1-2):46-62.
  40.  89
    Farewell to Feyerabend.Harvey Siegel - 1989 - Inquiry: An Interdisciplinary Journal of Philosophy 32 (3):343 – 369.
    It is with some trepidation that I offer this critical review of Feyerabend's new book. I do not relish the prospect of getting involved in one of the nasty little fights Feyerabend picks with those who criticize his work. Nevertheless, Feyerabend's work cries out for critical attention. Of particular interest is the degree to which this new work deepens or enhances Feyerabend's earlier castigations of Reason. Fans of Feyerabend will be disappointed to learn that Feyerabend's philosophy is not deepened or (...)
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  41.  21
    Justification by Balance.Harvey Siegel - 1992 - Philosophy and Phenomenological Research 52 (1):27-46.
    A critique of reflective equilibrium as an account of epistemic justification.
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  42.  25
    What (good) are thinking dispositions?Harvey Siegel - 1999 - Educational Theory 49 (2):207-221.
  43.  47
    Rationality and Judgment.Harvey Siegel - 2004 - Metaphilosophy 35 (5):597-613.
    Philosophical/epistemic theories of rationality differ over the role of judgment in rational argumentation. According to the “classical model” of rationality, rational justification is a matter of conformity with explicit rules or principles. Critics of the classical model, such as Harold Brown and Trudy Govier, argue that the model is subject to insuperable difficulties. They propose, instead, that rationality be understood, ultimately, in terms of judgment rather than rules. In this article I respond to Brown's and Govier's criticisms of the classical (...)
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  44.  81
    Objectivity and rationality in epistemology and education: Scheffler's middle road.Alven Neiman & Harvey Siegel - 1993 - Synthese 94 (1):55 - 83.
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  45.  70
    The generalizability of critical thinking.Harvey Siegel - 1991 - Educational Philosophy and Theory 23 (1):18–30.
  46.  25
    On the Parallel Between Piagetian Cognitive Development and the History of Science.Harvey Siegel - 1982 - Philosophy of the Social Sciences 12 (4):375-386.
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  47.  21
    Foundational issues in evolution education.Mike U. Smith, Harvey Siegel & Joseph D. McInerney - 1995 - Science & Education 4 (1):23-46.
  48. Educating Reason: Critical Thinking, Informal logic, and the Philosophy of Education.Harvey Siegel - 1985 - Informal Logic 7 (2).
    Educating Reason: Critical Thinking, Informal logic, and the Philosophy of Education.
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  49.  95
    Is 'Education' a Thick Epistemic Concept?Harvey Siegel - 2008 - Philosophical Papers 37 (3):455-469.
    Is 'education' a thick epistemic concept? The answer depends, of course, on the viability of the 'thick/thin' distinction, as well as the degree to which education is an epistemic concept at all. I will concentrate mainly on the latter, and will argue that epistemological matters are central to education and our philosophical thinking about it; and that, insofar, education is indeed rightly thought of as an epistemic concept. In laying out education's epistemological dimensions, I hope to clarify the degree to (...)
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  50.  19
    Knowledge and Truth54.Harvey Siegel - 2010 - In Richard Bailey (ed.), The SAGE handbook of philosophy of education. Thousand Oaks, CA: SAGE Publication. pp. 283.
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