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Paul A. Wagner [26]Paul A. Wagner Jr [1]
  1.  8
    Education for Knowing: Theories of Knowledge for Effective Student Building.Paul A. Wagner & Frank K. Fair - 2020 - Rowman & Littlefield Publishers.
    The major stakeholder classes in education have three distinct ways by which they judge the quality of knowledge claims. At times this can cause considerable distraction or mis-communication among stakeholders.
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  2.  10
    Film Review Section 1.James Palermo, Dana T. Elmore, John R. Thelin, Paul A. Wagner, David Neil Silk & Lorraine M. Harner - 1980 - Educational Studies 11 (3):251-257.
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  3.  4
    Is psychology ready for a cognitivist manifesto: The new doctrine of verification.Paul A. Wagner - 1988 - Metaphilosophy 19 (3-4):196-208.
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  4.  16
    Book Notices.Paul A. Wagner, Richard A. Quantz, Laurence Stott, Lawanda Johnson, J. E. Christensen, Harvey Neufeldt, Martin Levit & Richard Hult - 1982 - Educational Studies 13 (2):294-301.
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  5.  4
    Compellingness and the search for truth in scientific practice: Einstein showing realities of light and vacuums.Paul A. Wagner - 2022 - Metaphilosophy 53 (5):724-735.
    This paper warns against destructive effects of subjectivist thinking. Subjectivist accounts, as Alan Sokal exposed, promote a distorted view of scientific practice. For example, Einstein's 1905 special theory of relativity relied on data produced by Fizeau, a physicist trained in classical mechanics. Einstein's use of Fizeau's results shows that the ontological foundation of uncontroversial data transcends conventional speculations. Einstein's employment of Fizeau's results mitigates against ideas such as paradigm shifts and revolutionary science. Instead, the ontology of shared horizons of fact (...)
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  6.  5
    Compellingness and the search for truth in scientific practice: Einstein showing realities of light and vacuums.Paul A. Wagner - 2022 - Metaphilosophy 53 (5):724-735.
    This paper warns against destructive effects of subjectivist thinking. Subjectivist accounts, as Alan Sokal exposed, promote a distorted view of scientific practice. For example, Einstein's 1905 special theory of relativity relied on data produced by Fizeau, a physicist trained in classical mechanics. Einstein's use of Fizeau's results shows that the ontological foundation of uncontroversial data transcends conventional speculations. Einstein's employment of Fizeau's results mitigates against ideas such as paradigm shifts and revolutionary science. Instead, the ontology of shared horizons of fact (...)
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  7.  20
    for Educational Administrators.Paul A. Wagner - forthcoming - Journal of Thought.
  8.  1
    How did Philosophy Get Back in the Twentieth Century Pre–High School Classroom? in advance.Paul A. Wagner - forthcoming - Inquiry: Critical Thinking Across the Disciplines.
    Matthew Lipman befriended me at an APA meeting in 1974. Through more than twenty years of phone calls, I got to chat with, consult with, and learn from Matt the details and challenges of developing philosophy for children. He acknowledged that I convinced him that the program needed “branding,” lest anyone present similar-sounding programs—some of which might be good and others not. He got a snippet of a video of my teaching troubled sixth-graders with his book Harry Stottlemeier’s Discovery on (...)
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  9.  11
    Legal Ethics No Paradigm for Educational Administrators.Paul A. Wagner - 2012 - Journal of Thought 47 (1):21.
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  10.  24
    Philosophic Praxis.Paul A. Wagner - 1986 - Teaching Philosophy 9 (4):291-299.
  11.  10
    Philosophic Praxis.Paul A. Wagner - 1986 - Teaching Philosophy 9 (4):291-299.
  12. Reason and the Criminal Rehabilitation Process.Paul A. Wagner & Ken Woods - 1977 - Journal of Thought 12 (1):20-6.
  13.  19
    Book Review Section 2. [REVIEW]E. V. Johanningmeier, Robert R. Sherman, Paul A. Wagner Jr, Robert M. Caldwell, George Kizer, Patricia A. Schmuck, Rita S. Saslaw & Lewis E. Cloud - 1977 - Educational Studies 8 (4):437-459.
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  14.  16
    Book Review Section 1. [REVIEW]Kenneth D. Mccracken, Erskine S. Dottin, Henry Grunder, James C. Carper, J. J. Chambliss, Patricia Anne Carter, George R. Knight, F. Michael Perko & Paul A. Wagner - 1986 - Educational Studies 17 (4):550-598.
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  15.  33
    Book Review Section 2. [REVIEW]David Nyberg, James Palermo, Robert J. Skovira, James Leon, Jerome F. Megna, John W. Myers, Ruth W. Bauer, Spencer J. Maxcy, William E. Roweton, Robert Paul Craig, Paul A. Wagner, Cynthia Porter-Gehrie, David B. Gustavson & Royal T. Fruehling - 1980 - Educational Studies 10 (4):423-446.
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  16.  30
    Book Review Section 2. [REVIEW]Paul A. Wagner, Victor L. Worsfold, Brian Holmes, E. J. Nicholas, George E. Overholt, Christopher J. Lucas, Alanson van Fleet, James Steve Counelis, John Hardin Best & Robert R. Sherman - 1983 - Educational Studies 14 (3):259-302.
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  17.  24
    From Critical Thinking to Non-conclusive Argument and Back Again. [REVIEW]Paul A. Wagner - 2012 - Inquiry: Critical Thinking Across the Disciplines 27 (3):34-38.
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  18.  2
    From Critical Thinking to Non-conclusive Argument and Back Again. [REVIEW]Paul A. Wagner - 2012 - Inquiry: Critical Thinking Across the Disciplines 27 (3):34-38.
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  19.  20
    Foss, Jeffrey. Science and the Riddle of Consciousness: A Solution. [REVIEW]Paul A. Wagner - 2003 - Review of Metaphysics 56 (3):645-646.
  20.  17
    Review of Steven Stich's “From Folk Psychology to Cognitive Science”. [REVIEW]Paul A. Wagner - 1986 - Cognitive Science 10 (3):365-370.
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  21.  5
    Review of Steven Stich's?From Folk Psychology to Cognitive Science? In: S. Stich, Editors, , p. 193. [REVIEW]Paul A. Wagner - 1986 - Cognitive Science 10 (3):365-370.
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  22.  3
    Science and the Riddle of Consciousness: A Solution. [REVIEW]Paul A. Wagner - 2003 - Review of Metaphysics 56 (3):645-645.
    In Science and the Riddle of Consciousness, Professor Foss has written not just one book but sketched two in outline. Ostensively his task is to show how one might study matters of consciousness in a scientifically responsible manner. He does not claim, however, that consciousness is something that can be understood in wholly empirical fashion. Several times Foss acknowledges that his approach may not lay bare all there is to know about consciousness. His quest is not a metaphysical journey. The (...)
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  23.  4
    Truth as Lighthouse: A Review of Mark Weinstein’s Logic, Truth, and Inquiry. [REVIEW]Paul A. Wagner - 2014 - Inquiry: Critical Thinking Across the Disciplines 29 (3):39-46.
    In this review of Mark Weinstein’s Logic, Truth, and Inquiry, a book in which Weinstein explains his conception of the Method of Emerging Truth (MET), the reviewer, Paul Wagner, appreciates Weinstein’s assertion that “The MET attempts to characterize the process of truth emerging as evidence of the epistemic adequacy of the warrants that support theoretical explanations and govern theory driven inferences.” While he finds several things to question in Weinstein’s explanation of this conception, the reviewer, nonetheless, concludes that “This is (...)
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