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  1. Burdens of Proof and the Case for Unevenness.Imran Aijaz, Jonathan McKeown-Green & Aness Webster - 2013 - Argumentation 27 (3):259-282.
    How is the burden of proof to be distributed among individuals who are involved in resolving a particular issue? Under what conditions should the burden of proof be distributed unevenly? We distinguish attitudinal from dialectical burdens and argue that these questions should be answered differently, depending on which is in play. One has an attitudinal burden with respect to some proposition when one is required to possess sufficient evidence for it. One has a dialectical burden with respect to some proposition (...)
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  2. Conjuring Ethics From Words.Jonathan McKeown-Green, Glen Pettigrove & Aness Webster - 2015 - Noûs 49 (1):71-93.
    Many claims about conceptual matters are often represented as, or inferred from, claims about the meaning, reference, or mastery, of words. But sometimes this has led to treating conceptual analysis as though it were nothing but linguistic analysis. We canvass the most promising justifications for moving from linguistic premises to substantive conclusions. We show that these justifications fail and argue against current practice (in metaethics and elsewhere), which confuses an investigation of a word’s meaning, reference, or competence conditions with an (...)
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  3. Teaching Logic to Blind Students.Patrick Girard & Jonathan McKeown-Green - manuscript
    This paper is about teaching elementary logic to blind or visually impaired students. The targeted audience are teachers who all of sudden have a blind or visually impaired student in their introduction to logic class, find limited help from disability centers in their institution, and have no idea what to do. We provide simple techniques that allow direct communication between a teacher and a visually impaired student. We show how the use of what is known as Polish notation simplifies communication, (...)
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