This 2007 study explores how modern scholars came to write Greek history from a Eurocentric perspective and challenges orthodox readings of Greek history as part of the history of the West. Since the Greeks lacked a national state or a unified society, economy or culture, the polis has helped to create a homogenising national narrative. This book re-examines old polarities such as those between the Greek poleis and Eastern monarchies, or between the ancient consumer and the modern producer city, in order to show the fallacies of standard approaches. It argues for the relevance of Aristotle's concept of the polis, which is interpreted in an intriguing manner. Finally, it proposes an alternative way of looking at Greek history as part of a Mediterranean world-system. This interdisciplinary study engages with debates on globalisation, nationalism, Orientalism and history writing, while also debating developments in classical studies.
The first political theory of post-Communism examines its implications for understanding liberty, rights, transitional justice, property rights, privatization, rule of law, centrally planned public institutions, and the legacies of totalitarian thought in language and discourse. The transition to post-totalitarianism was the spontaneous adjustment of the rights of the late-totalitarian elite to its interest. Post-totalitarian governments faced severe scarcity in the supply of justice. Rough justice punished the perpetrators and compensated their victims. Historical theories of property rights became radical, and consequentialist theories, conservative. Totalitarianism in Europe disintegrated but did not end. The legacies of totalitarianism in higher education met New Public Management, totalitarian central planning under a new label. Totalitarianism divorced language from reality through the use of dialectics that identified opposites and the use of logical fallacies to argue for ideol
The first edition of Thinking in Education made a case for inserting thinking into all levels of education by infusing critical thinking into existing disciplines. Matthew Lipman, a leading education theorist, provided procedures to enable students at all levels of education to become more thoughtful, more reasonable, and more judicious. In the 12 years since the first edition was published, the author has broadened his approach to teaching thinking. While critical thinking is important and highly valuable, it is not sufficient; students must develop creative and caring thinking as well. This edition provides methods for integrating emotive experience, mental acts, thinking skills and informal fallacies into a concerted approach to the improvement of reasoning and judgment. It also shows how the community of inquiry can be utilized for the reduction of violence in the classroom and for the improvement of the education of children at risk.
University dinosaur courses provide an influential venue for developing aptitude beyond knowledge of terrestrial Mesozoic reptiles. Passion for dinosaurs, when properly directed, can trigger interest in science and be used to develop critical thinking skills. Examination of dinosaur paleontology can develop competence in information analysis, perception of flawed arguments, recognition of persuasion techniques, and application of disciplined thought processes. Three methods for developing critical thought are outlined in this Element. The first uses dinosaur paleontology to illustrate logical fallacies and flawed arguments. The second is a method for evaluating primary dinosaur literature by students of any major. The final example entails critique of dinosaur documentaries based on the appearance of dinosaurs and the disconnect between scientific fact and storytelling techniques. Students are owed more than dinosaur facts; lecturers should foster a set of skills that equips students w
A lack of confidence in monetary institutions after the recent financial crash has led to a resurgence of public debate on the topic of monetary reform, reaching a level of political prominence unprecedented since the period after the Great Depression. Whether privatizing money with Bitcoin, regionalizing it with regional currencies, or turning it into a state monopoly with either sovereign money or 'Modern Monetary Theory, the only economic utopians able to draw public attention in our post-crash world seem to be monetary reformers. Weber provides the first proper economic analysis of these modern monetary reform proposals, exposing their flaws and fallacies through critical examination. From academics studying the political economy of finance to economic sociologists studying financial institutions, this book will appeal to scholars and students interested in monetary reform proposals and the viability of alternative currency systems, and more broadly, readers seeking a contemporary
Noted biologist and philosopher Sahotra Sarkar exposes the frauds and fallacies of Intelligent Design Theory, and its claim to be ‘good science’.A scientific and philosophical exploration of the debat
The award-winning author of The Beast: A Reckoning with Depression challenges stereotypes and fallacies to reveal the true heart of the South today, explaining how traditions about adapting are respon
Noted biologist and philosopher Sahotra Sarkar exposes the frauds and fallacies of Intelligent Design Theory, and its claim to be ‘good science’.A scientific and philosophical exploration
How is a legitimate state possible? Obedience, coercion and intrusion are three ideas that seem inseparable from all government and seem to render state authority presumptively illegitimate. This book exposes three fallacies inspired by these ideas and in doing so challenges assumptions shared by liberals, libertarians, cultural conservatives, moderates and Marxists. In three clear and tightly argued essays William Edmundson dispels these fallacies and shows that living in a just state remains a worthy ideal. This is an important book for all philosophers, political scientists and legal theorists as well as other readers interested in the views of Rawls, Dworkin and Nozick, many of whose central ideas are subjected to rigorous critique.
The first edition of Thinking in Education made a case for inserting thinking into all levels of education by infusing critical thinking into existing disciplines. Matthew Lipman, a leading education theorist, provided procedures to enable students at all levels of education to become more thoughtful, more reasonable, and more judicious. In the 12 years since the first edition was published, the author has broadened his approach to teaching thinking. While critical thinking is important and highly valuable, it is not sufficient; students must develop creative and caring thinking as well. This edition provides methods for integrating emotive experience, mental acts, thinking skills and informal fallacies into a concerted approach to the improvement of reasoning and judgment. It also shows how the community of inquiry can be utilized for the reduction of violence in the classroom and for the improvement of the education of children at risk.
Second edition of the introductory guidebook to the basic principles of constructing sound arguments and criticising bad ones. Non-technical in approach, it is based on 186 examples, which Douglas Walton, a leading authority in the field of informal logic, discusses and evaluates in clear, illustrative detail. Walton explains how errors, fallacies, and other key failures of argument occur. He shows how correct uses of argument are based on sound strategies for reasoned persuasion and critical responses. This edition takes into account many developments in the field of argumentation study that have occurred since 1989, many created by the author. Drawing on these developments, Walton includes and analyzes 36 new topical examples and also brings in work on argumentation schemes. Ideally suited for use in courses in informal logic and introduction to philosophy, this book will also be valuable to students of pragmatics, rhetoric, and speech communication.
Diagrams are widely used in reasoning about problems in physics, mathematics and logic, but have traditionally been considered to be only heuristic tools and not valid elements of mathematical proofs. This book challenges this prejudice against visualisation in the history of logic and mathematics and provides a formal foundation for work on natural reasoning in a visual mode. The author presents Venn diagrams as a formal system of representation equipped with its own syntax and semantics and specifies rules of transformation that make this system sound and complete. The system is then extended to the equivalent of a first-order monadic language. The soundness of these diagrammatic systems refutes the contention that graphical representation is misleading in reasoning. The validity of the transformation rules ensures that the correct application of the rules will not lead to fallacies. The book concludes with a discussion of some fundamental differences between graphical systems and li
Our culture is filled with imitations posing as truth. Even the Christian church is not immune to imitators, where truth can become mired in compromise and fallacies. So how do we cultivate an authent
Drawing from the study of human reasoning, Argumentation describes different types of arguments and explains how they influence beliefs and behaviour. Raymond Nickerson identifies many of the fallacies, biases, and other flaws often found in arguments as well as 'stratagems' (schemes, illogical and alogical tactics) that people regularly use to persuade others. Much attention is given to the evaluation of arguments. Readers will learn a new schematic for evaluating arguments based on cognitive science. As a source for understanding and evaluating arguments in decision-making, it is ideal for courses on cognition, reasoning, and psychology.
Good scientific research depends on critical thinking at least as much as factual knowledge; psychology is no exception to this rule. And yet, despite the importance of critical thinking, psychology students are rarely taught how to think critically about the theories, methods, and concepts they must use. This book shows students and researchers how to think critically about key topics such as experimental research, statistical inference, case studies, logical fallacies, and ethical judgments. Using updated research findings and new insights, this volume provides a comprehensive overview of what critical thinking is and how to teach it in psychology. Written by leading experts in critical thinking in psychology, each chapter contains useful pedagogical features, such as critical-thinking questions, brief summaries, and definitions of key terms. It also supplies descriptions of each chapter author's critical-thinking experience, which evidences how critical thinking has made a differenc
Good scientific research depends on critical thinking at least as much as factual knowledge; psychology is no exception to this rule. And yet, despite the importance of critical thinking, psychology students are rarely taught how to think critically about the theories, methods, and concepts they must use. This book shows students and researchers how to think critically about key topics such as experimental research, statistical inference, case studies, logical fallacies, and ethical judgments. Using updated research findings and new insights, this volume provides a comprehensive overview of what critical thinking is and how to teach it in psychology. Written by leading experts in critical thinking in psychology, each chapter contains useful pedagogical features, such as critical-thinking questions, brief summaries, and definitions of key terms. It also supplies descriptions of each chapter author's critical-thinking experience, which evidences how critical thinking has made a differenc
