104 found
Order:
Disambiguations
Mark Weinstein [99]Mark L. Weinstein [6]Mark Leonard Weinstein [1]
  1.  27
    Towards a Research Agenda for Informal Logic and Critical Thinking.Mark Weinstein - 1990 - Informal Logic 12 (3).
    Towards a Research Agenda for Informal Logic and Critical Thinking.
    Direct download (11 more)  
     
    Export citation  
     
    Bookmark   16 citations  
  2.  63
    Three Naturalistic Accounts of the Epistemology of Argument.Mark Weinstein - 2006 - Informal Logic 26 (1):63-89.
    Three contrasting approaches to the epistemology of argument are presented. Each one is naturalistic, drawing upon successful practices as the basis for epistemological virtue. But each looks at very different sorts of practices and they differ greatly as to the manner with which relevant practices may be described. My own contribution relies on a metamathematical reconstruction of mature science, and as such, is a radical break with the usual approaches within the theory of argument.
    Direct download (11 more)  
     
    Export citation  
     
    Bookmark   8 citations  
  3. Exemplifying an Internal Realist Model of Truth.Mark Weinstein - 2002 - Philosophica 69.
  4.  24
    The Periodic Table and the Model of Emerging Truth.Mark Weinstein - 2016 - Foundations of Chemistry 18 (3):195-212.
    The periodic table may be seen as the most successful example of inquiry in the history of science, both in terms of practical application and theoretic understanding. As such, it serves as a model for truth as it emerges from inquiry. This paper offers a sketch of a central moment in the history of chemistry that illustrates an intuitive metamathematical construction, a model of emerging truth. The MET, reflecting the structure the surrounds the periodic table, attempts to capture the salient (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  5.  25
    Towards an Account of Argumentation in Science.Mark Weinstein - 1990 - Argumentation 4 (3):269-298.
    In this article it is argued that a complex model that includes Toulmin's functional account of argument, the pragma-dialectical stage analysis of argumentation offered by the Amsterdam School, and criteria developed in critical thinking theory, can be used to account for the normativity and field-dependence of argumentation in science. A pragma-dialectical interpretation of the four main elements of Toulmin's model, and a revised account of the double role of warrants, illuminates the domain specificity of scientific argumentation and the restrictions to (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   6 citations  
  6.  54
    Arguing Towards Truth: The Case of the Periodic Table. [REVIEW]Mark Weinstein - 2011 - Argumentation 25 (2):185-197.
    Recently Erik Scerri has published an influential philosophical history of the development of the Periodic Table. Following Scerri’s account, I will explore the main thread of the arguments responsible for the remarkable advancement of scientific understanding that the Periodic Table represents. I will argue that the history of disputation at crucial junctures in the debate shows sensitivity to the aspects of truth that are captured by my model of truth in inquiry. The availability of a clear and explicit model of (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  7.  39
    Critical Thinking and Education for Democracy.Mark Weinstein - 1991 - Educational Philosophy and Theory 23 (2):9–29.
  8.  14
    Critical Thinking: The Great Debate.Mark Weinstein - 1993 - Educational Theory 43 (1):99-117.
  9.  15
    Critical Thinking and the Goals of Science Education.Mark Weinstein - 1992 - Inquiry: Critical Thinking Across the Disciplines 9 (1):3-3.
  10.  6
    A Metamathematical Model for A/O Opposition in Scientific Inquiry.Mark Weinstein - 2012 - In J.-Y. Beziau & Dale Jacquette (eds.), Around and Beyond the Square of Opposition. Birkhäuser. pp. 357--379.
    No categories
    Direct download  
     
    Export citation  
     
    Bookmark   2 citations  
  11.  2
    Reason and Critical Thinking.Mark Weinstein - 1988 - Informal Logic 10 (1).
  12.  7
    Critical Thinking and Education for Democracy.Mark Weinstein - 1991 - Educational Philosophy and Theory 23 (2):9-29.
  13.  36
    Reason and Refutation: A Review of Two Recent Books by Harvey Siegel. [REVIEW]Mark Weinstein - 1992 - Studies in Philosophy and Education 11 (3):231-263.
  14.  25
    Critical Thinking From the Margins: A Personal Narrative.Mark Weinstein - 2012 - Inquiry: Critical Thinking Across the Disciplines 27 (2):5-14.
    A narrative review of a 35-year career in critical thinking reflecting an idiosyncratic approach to both practical and theoretical matters. The social as well as the intellectual context is described. Critical thinking across the disciplines and metamathematics are discussed as alternatives to more standard perspectives such as informal logic.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  15.  17
    Critical Thinking and Scientific Method.Mark Weinstein - 1990 - Inquiry: Critical Thinking Across the Disciplines 5 (3):15-17.
  16.  14
    The Faculty Development Program of the Institute for Critical Thinking: Critical Thinking Across the Disciplines.Mark Weinstein & Wendy Oxman-Michelli - 1989 - Inquiry: Critical Thinking Across the Disciplines 4 (3):9-13.
  17.  60
    Introduction to Critical Thinking.Mark Weinstein - 1992 - Inquiry: Critical Thinking Across the Disciplines 10 (1):21-21.
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark  
  18.  12
    How to Get From Ought to Is: Postmodern Epistemology and Social Justice.Mark Weinstein - 1994 - Inquiry: Critical Thinking Across the Disciplines 13 (3/4):26-32.
  19. Reasoning Skills: An Overview.Dale Cannon & Mark Weinstein - 1985 - Analytic Teaching and Philosophical Praxis 6 (1).
    The problem of what Philosophy is and how it relates to the contemporary concern with thinking and reasoning is one of the first items on the agenda when introducing teachers to Philosophy for Children. Professor Cannon began offering the teachers he trains an overview of these subjects in an attempt to give them a map to some of the areas he and they were to examine during the subsequent workshop. The following is a result of our collaboration in refining this (...)
    No categories
     
    Export citation  
     
    Bookmark   2 citations  
  20.  36
    Some Thoughts...; Continued From P. 6.Mark Weinstein - 1988 - Inquiry: Critical Thinking Across the Disciplines 2 (2):9-9.
  21.  33
    Critical Thinking and the Post -Modern Challenge to Educational Practice.Mark Weinstein - 1991 - Inquiry: Critical Thinking Across the Disciplines 7 (1):1-1.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  22.  6
    Logic in Context.Mark Weinstein - unknown
  23.  55
    A Review of Lorenzo Magnani, 2000, Abduction, Reason, and Science: Processes of Discovery and Explanation. [REVIEW]Mark Weinstein - 2004 - Studies in Philosophy and Education 23 (4):283-292.
  24.  28
    Guest Editor’s Introduction.Mark Weinstein - 1997 - Inquiry: Critical Thinking Across the Disciplines 17 (2):1-3.
    Direct download (6 more)  
     
    Export citation  
     
    Bookmark  
  25.  10
    How to Get From Ought to Is.Mark Weinstein - 1994 - Inquiry: An Interdisciplinary Journal of Philosophy 13 (3-4):26-32.
  26. Extending Philosophy for Children Into the Standard Curriculum.Mark Weinstein - 1987 - Analytic Teaching and Philosophical Praxis 8 (2).
    For those of us who have experienced Philosophy for Children in the schools, it has become increasingly clear that the program meets the educational needs of school children viewed as autonomous and thoughtful rational agents. As expressed by Matthew Lipman, philosophy is concerned with "the improvement of reasoning proficiencies, clarification of concepts, analysis of meanings, and fostering of attitudes that dispose us to wonder, inquire, and seek meaning and truth." These traditional philosophical goals, as implemented through the various curricula developed (...)
     
    Export citation  
     
    Bookmark  
  27.  35
    Techniques for Teaching Thinking.Mark Weinstein - 1991 - Teaching Philosophy 14 (1):89-91.
  28.  27
    Critical Thinking and the Work of Stephen Toulmin.Wendy Oxman-Michelli & Mark Weinstein - 1988 - Inquiry: Critical Thinking Across the Disciplines 2 (4):11-15.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  29. Creativity and Discovery.Mark Weinstein - 1993 - Journal of Philosophy of Education 27 (2):275-280.
    No categories
    Direct download  
     
    Export citation  
     
    Bookmark  
  30. Critical Thinking and Education. [REVIEW]Mark Weinstein - 1985 - Thinking: The Journal of Philosophy for Children 6 (2):45-47.
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  31. Discoveries in Feminist Research.Mark Weinstein - 1992 - Inquiry: Critical Thinking Across the Disciplines 10 (1):21-21.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  32. Postmodern Education: Politics, Culture and Social Criticism. [REVIEW]Mark Weinstein - 1991 - Inquiry: Critical Thinking Across the Disciplines 8 (4):18-20.
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  33.  19
    Reasoning Skills.Dale Cannon & Mark Weinstein - 1985 - Thinking: The Journal of Philosophy for Children 6 (1):29-33.
  34.  5
    Critical Thinking: Expanding the Paradigm.Mark Weinstein - 1995 - Inquiry: Critical Thinking Across the Disciplines 15 (1):23-39.
    No categories
    Direct download  
     
    Export citation  
     
    Bookmark   2 citations  
  35.  38
    Informal Logic and the Foundations of Argument.Mark Weinstein - 2007 - The Proceedings of the Twenty-First World Congress of Philosophy 5:19-24.
    Informal logic offers a radical new perspective on the evaluation of arguments. But little work has been done on how deep concepts in the logical foundations of argument need to be modified in light of such efforts. This paper offers an indication of what might be done by sketching a new approach to the theory of entailment, truth and relevance.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  36.  23
    Critical Thinking Across the Disciplines, Continued From P. 2.Mark Weinstein - 1988 - Inquiry: Critical Thinking Across the Disciplines 2 (3):4-7.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  37.  23
    Some Foundational Problems with Informal Logic and Their Solutions.Mark Weinstein - 1996 - Inquiry: Critical Thinking Across the Disciplines 15 (4):27-43.
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark  
  38.  15
    Two Contrasting Cultures.Mark Weinstein - unknown
    I have argued that argumentation theorists should concern themselves with scientific argument as a source for images of epistemic virtue in argument. In this paper I will contrast the lessons learned from this endeavour with their counterpart in the evaluation of political arguments. Despite obvious differences, fundamental symmetries between the two argumentation cultures point to the need for a more serious engagement with rigorous disciplinary arguments in argument theory.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  39.  21
    Montclair at Sonoma.Wendy Oxman & Mark Weinstein - 1992 - Inquiry: Critical Thinking Across the Disciplines 10 (1):12-13.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  40.  21
    Reflections on Democracy and Education.Mark Weinstein - 1990 - Inquiry: Critical Thinking Across the Disciplines 6 (2):1-1.
  41.  21
    Weinstein, From P. 3.Mark Weinstein - 1988 - Inquiry: Critical Thinking Across the Disciplines 2 (1):7-8.
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark  
  42.  39
    Philosophy and Critical Thinking: A Personal Perspective.Mark Weinstein - 1988 - Inquiry: Critical Thinking Across the Disciplines 1 (4):3-3.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  43. A Survey of Philosophical Thought in Children.Mark Weinstein & Dale Cannon - 1985 - Analytic Teaching and Philosophical Praxis 6 (2).
    In a number of recent discussions of non-standard, Philosophy programs vaarious ages have been identified as the focus for spontaneous or exceptional interest in philosophising. Such claims, supporting a particular population as naturally suited to philosophical inquiry, are based as often as not, on anecdotes that exhibit telling instances of philosophical activity. Needless to say, such motivated activity occurring spontaneously and outside of a formal classroom may occur in many contexts and at various ages. If professional educators egar to support (...)
    No categories
     
    Export citation  
     
    Bookmark  
  44. Critical Thinking and the Psycho-Logic of Race Prejudice.Mark Weinstein - 1993 - Analytic Teaching and Philosophical Praxis 14 (2).
    The relation between critical thinking and race prejudice can be made obvious, once we grant that race prejudice cannot be supported by good reasons. For, if, as Harvey Siegel has pointed out, critical thinking is being "appropriately moved by reasons," then holding racially prejudiced beliefs is to believe without being appropriately moved by reasons, thereby being, in this regard at least, an uncritical thinker. A practical corollary of this, for those of us who espouse critical thinking as an educational ideal, (...)
    No categories
     
    Export citation  
     
    Bookmark  
  45. The Philosophy of Philosophy for Children: An Agenda for Research.Mark Weinstein - 1989 - Analytic Teaching and Philosophical Praxis 10 (1).
    The integrity of a practice requires critical self-reflection. Such critical self-reflection, it can be argued, requires for its objectivity the participation of reasonable individuals constituting a community whose members present their reasoned analyses for inter-subjective interpretation and assessment. Philosophy for Children, therefore, must demand of its participants an on-going consideration of its theory and its practice. This paper is a call for such continued and reasonable critical self-reflection.
    No categories
     
    Export citation  
     
    Bookmark  
  46.  24
    Pinto's Argument, Inferences and Dialectic.Mark Weinstein - 2002 - Informal Logic 22 (2).
  47.  19
    Weinstein, From Page 1.Mark Weinstein - 1990 - Inquiry: Critical Thinking Across the Disciplines 6 (2):19-19.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  48.  24
    Book Review Section 2. [REVIEW]Ralph H. Hunkins, Mark Weinstein, Douglas Stewart, Charles T. Banner-Haley, Cho-Yee To, Jurgen Herbst, Nancy R. King, Peg Taylor, Seymour W. Itzkoff & Nancy L. Arnez - 1989 - Educational Studies 20 (4):408-454.
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  49.  16
    Weinstein, From P. 8.Mark Weinstein - 1988 - Inquiry: Critical Thinking Across the Disciplines 2 (1):12-12.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  50.  15
    Rationalist Hopes and Utopian Visions.Mark Weinstein - 1993 - Inquiry: Critical Thinking Across the Disciplines 11 (3):1-1.
1 — 50 / 104