Classroom discussion practices that can lead to reasoned participation by all students are presented and described by the authors. Their research emphasizes the careful orchestration of talk and tasks in academic learning. Parallels are drawn to the philosophical work on deliberative discourse and the fundamental goal of equipping all students to participate in academically productive talk. These practices, termed Accountable TalkSM, emphasize the forms and norms of discourse that support and promote equity and access to rigorous academic learning. They have (...) been shown to result in academic achievement for diverse populations of students. The authors outline Accountable Talk as encompassing three broad dimensions: one, accountability to the learning community, in which participants listen to and build their contributions in response to those of others; two, accountability to accepted standards of reasoning, talk that emphasizes logical connections and the drawing of reasonable conclusions; and, three, accountability to knowledge, talk that is based explicitly on facts, written texts, or other public information. With more than fifteen years research into Accountable Talk applications across a wide range of classrooms and grade levels, the authors detail the challenges and limitations of contexts in which discourse norms are not shared by all members of the classroom community. (shrink)

This article consists in a critical examination of an argument which purports to prove that many scientific hypotheses held to be probable are actually certain. The argument rests on the assumption that since the nonphilosopher would say of many scientific hypotheses that they are certain and would deny that the best-established hypotheses are merely probable, philosophers who say that no scientific hypotheses are certain must be mistaken. Examination reveals that the argument fails to take account of the technical nature of (...) the claim that even the best-established hypotheses are probable. (shrink)

Understanding Wittgenstein consists of twenty-seven short, self-contained chapters, each concentrating narrowly on a small segment of text, mostly from The Philosophical Investigations. Hunter's own words are apt. “The volume is therefore not comprehensive; but on the topics of which it treats I hope it will be found to have the merit of getting down to the fine detail of Wittgenstein's work, and of often showing, rather than merely saying, what can be made of it”.