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  1. (RE)Inventing Scheffler, or, Defending Objective Educational Research.D. C. Phillips - 1997 - Studies in Philosophy and Education 16 (1/2):149-158.
    Israel Scheffler's book Science and Subjectivity (1967) was prescient: His criticisms of attacks on the traditional notions of objectivity and truth that underlie modern science are still relevant nearly thirty years later, when postmodernism and some varieties of feminist epistemology are winning many adherents. Two aspects of Scheffler's book are singled out for discussion – his philosophical style, which is marked by careful, well-developed, and detailed argument (in contrast to many contemporary writers in education who have postmodernist leanings, who merely (...)
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  • Libri ad Nauseam: The Critical Thinking Textbook Glut.Benjamin Hamby - 2013 - Paideusis: Journal of the Canadian Philosophy of Education Society 21 (1):39-48.
    Critical thinking instructors are faced with an overwhelming number of textbooks to choose from for their courses. Many of these texts do not reflect an awareness of current scholarship in critical thinking and informal logic. I argue that instructors should only adopt textbooks that reflect a sound theoretical understanding of the topic by acknowledging the central role of critical thinking dispositions, offering a more nuanced approach to the teaching of fallacies and of inference, stressing dialectic and argument revision, focusing on (...)
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  • Reasonableness, bias, and the untapped power of procedure.Jonathan E. Adler - 1993 - Synthese 94 (1):105 - 125.
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  • In Praise of Objective-Subjectivity: Teaching the Pursuit of Precision.Ann Diller - 1997 - Studies in Philosophy and Education 16 (1/2):73-87.
    Building upon aspects of Isreal Scheffler's philosophy, this essay takes up the search for forms of education that will lead to increased participation in a universal conversation in the making. In particular, it looks at how the rational passions may either enhance or impede the possibility of intelligible discourse between opponents. On the impediment side, the phenomenon of 'communicative isolation' is investigated, along with the nature of arrogant perception and the problematic role played by negative rational passions. The conclusion reached (...)
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  • (2 other versions)The strict analysis and the open discussion.Katariina Holma - 2009 - Journal of Philosophy of Education 43 (3):325-338.
    A crucial challenge in terms of research methods in philosophy of education is that of combining philosophical ways of analyzing and arguing, with the dialogical and pluralist way of thinking needed in educational research. In this article I describe how I dealt with this challenge in my research project focusing on educational implications of the positions defended in the debate on constructivism and realism between Israel Scheffler and Nelson Goodman. The key to my methodological approach is an emphasis on the (...)
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  • Shared Cognitive–Emotional–Interactional Platforms: Markers and Conditions for Successful Interdisciplinary Collaborations.Kyoko Sato, Michèle Lamont & Veronica Boix Mansilla - 2016 - Science, Technology, and Human Values 41 (4):571-612.
    Given the growing centrality of interdisciplinarity to scientific research, gaining a better understanding of successful interdisciplinary collaborations has become imperative. Drawing on extensive case studies of nine research networks in the social, natural, and computational sciences, we propose a construct that captures the multidimensional character of such collaborations, that of a shared cognitive–emotional–interactional platform. We demonstrate its value as an integrative lens to examine markers of and conditions for successful interdisciplinary collaborations as defined by researchers involved in these groups. We (...)
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  • Reconstruction in pragmatism.Karen Hanson - 1993 - Synthese 94 (1):13 - 23.
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  • Israel Scheffler's Ethics: Theory and Practice.L. Victor Worsfold - 1997 - Studies in Philosophy and Education 16 (1/2):189-200.
    Evincing his not uncritical allegiance to pragmatic philosophy, Isreal Scheffler's notion of ethics and its role in education is one which attempts to dissolve inherited distinctions in the field. For Scheffler's ethics, aimed always at justifiable conduct, is conduct guided by rationality, powered by emotion, responsive the needs of it agents’ community, learned through moral education, practiced habitually, and ultimately justified by individual commitment to action. Scheffler's primary desideratum is to arrive at an ethics that is justifiable because it is (...)
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  • On 'what is said to be'.Robert Schwartz - 1993 - Synthese 94 (1):43 - 54.
    This paper reexamines an early article by Noam Chomsky and Israel Scheffler concerning the proper formulation and status of Quine's criterion for ontological commitment. ( What is Said to Be,' "Proceedings of the Aristotelian Society", 69, 1958-59; reprinted in Scheffler, "Inquiries".) Somewhat different formulations of the criterion are proposed and their implications explored. It is also argued that Chomsky and Scheffler's views may be seen to foreshadow and lead to some of Quine's later more radical doctrines regarding ontological commitment.
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  • Responses.Israel Scheffler - 1993 - Synthese 94 (1):127 - 137.
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  • 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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  • The Limits of Reason: Indeterminacy in Law, Education, and Morality. Ellett Jr - 1994 - Paideusis: Journal of the Canadian Philosophy of Education Society 7 (2):29-33.
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