Results for 'Stevan Harrell'

221 found
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  1.  15
    Social Organization and the Applications of Anthropology: Essays in Honor of Lauriston Sharp.Stevan Harrell & Robert J. Smith - 1976 - Journal of the American Oriental Society 96 (3):447.
  2. Gender and Religion: On the Complexity of Symbols.Caroline Walker Bynum, Stevan Harrell & Paula Richman - 1991 - Philosophy East and West 41 (4):594-598.
  3.  23
    Human Families. Social Change in Global Perspective. By Stevan Harrell. Pp. 598. (Westview Press, Oxford, 1997.) £55.00. [REVIEW]W. D. Wilder - 1998 - Journal of Biosocial Science 30 (4):561-566.
  4.  22
    What is the argument?: an introduction to philosophical argument and analysis.Maralee Harrell - 2016 - Cambridge, Massachusetts: MIT Press.
    Exploring philosophy through detailed argument analyses of texts by philosophers from Plato to Strawson using a novel and transparent method of analysis. The best way to introduce students to philosophy and philosophical discourse is to have them read and wrestle with original sources. This textbook explores philosophy through detailed argument analyses of texts by philosophers from Plato to Strawson. It presents a novel and transparent method of analysis that will teach students not only how to understand and evaluate philosophers' arguments (...)
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  5.  31
    Representing the Structure of a Debate.Maralee Harrell - 2022 - Argumentation 36 (4):595-610.
    In this article I aim to use the 1948 Russell-Copleston debate to highlight some recent problems I have experienced teaching argument analysis in my philosophy courses. First, I will use argument diagramming to represent the arguments in the debate while reflecting on the use of this approach use to teach argument analysis skills. Then, I will discuss the tools and methods scholars have proposed to represent debates, rather than just individual arguments. Finally, I will argue that there is not, but (...)
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  6. The unfolding glory.Costen Jordan Harrell - 1958 - [Cincinnati,: Woman's Division of Christian Service, Board of Missions, the Methodist Church.
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  7. No computer program required: Even pencil-and-paper argument mapping improves critical thinking skills.Mara Harrell - 2008 - Teaching Philosophy 31 (4):351-374.
    Argument-mapping software abounds, and one of the reasons is that using the software has been shown to teach/promote/improve critical thinking skills. These positive results are very encouraging, but they also raise the question of whether the computer tutorial environment is producing these results, or whether learning argument mapping, even with just paper and pencil, is sufficient. Based on the results of two empirical studies, I argue that the basic skill of being able to represent an argument diagrammatically plays an important (...)
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  8. Developing Engineering Students’ Moral Reasoning Skills Using Problem-Based Learning.Mara Harrell - 2019 - American Association of Philosophy Teachers Studies in Pedagogy 5:123-143.
    Problem-Based Learning has become an increasingly popular instructional method for a variety of disciplines at all levels. Many studies and meta-analyses of these studies have shown the efficacy of this method for developing knowledge and skills. I adopted this method for teaching Engineering Ethics at Carnegie Mellon University, which has as its main course objectives the development of moral reasoning skills, as well as collaboration and communication skills, with special attention given to ethical dilemmas that may arise in the normal (...)
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  9. Argument Diagramming and Critical Thinking in Introductory Philosophy.Maralee Harrell - 2011 - Higher Education Research and Development 30 (3):371-385.
    In a multi-study naturalistic quasi-experiment involving 269 students in a semester-long introductory philosophy course, we investigated the effect of teaching argument diagramming on students’ scores on argument analysis tasks. An argument diagram is a visual representation of the content and structure of an argument. In each study, all of the students completed pre- and posttests containing argument analysis tasks. During the semester, the treatment group was taught AD, while the control group was not. The results were that among the different (...)
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  10.  24
    Extension to Geometry of Principia Mathematica and Related Systems II.Martha Harrell - 1988 - Russell: The Journal of Bertrand Russell Studies 8 (1):140-160.
  11. Developing Engineering Students’ Moral Reasoning Skills Using Problem-Based Learning.Maralee Harrell - 2019 - American Association of Philosophy Teachers Studies in Pedagogy 5:123-143.
    Problem-Based Learning has become an increasingly popular instructional method for a variety of disciplines at all levels. Many studies and meta-analyses of these studies have shown the efficacy of this method for developing knowledge and skills. I adopted this method for teaching Engineering Ethics at Carnegie Mellon University, which has as its main course objectives the development of moral reasoning skills, as well as collaboration and communication skills, with special attention given to ethical dilemmas that may arise in the normal (...)
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  12.  36
    What Is the Argument? And Introduction to the Practice of Philosophy.Maralee Harrell - 2016 - Cambridge, MA, USA: MIT Press.
    Exploring philosophy through detailed argument analyses of texts by philosophers from Plato to Strawson using a novel and transparent method of analysis. The best way to introduce students to philosophy and philosophical discourse is to have them read and wrestle with original sources. This textbook explores philosophy through detailed argument analyses of texts by philosophers from Plato to Strawson. It presents a novel and transparent method of analysis that will teach students not only how to understand and evaluate philosophers' arguments (...)
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  13. Confirmation and chaos.Maralee Harrell & Clark Glymour - 2002 - Philosophy of Science 69 (2):256-265.
    Recently, Rueger and Sharp (1996) and Koperski (1998) have been concerned to show that certain procedural accounts of model confirmation are compromised by non‐linear dynamics. We suggest that the issues raised are better approached by considering whether chaotic data analysis methods allow for reliable inference from data. We provide a framework and an example of this approach.
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  14. Using Argument Diagramming to Teach Critical Thinking in a First-Year Writing Course.Maralee Harrell & Danielle Wetzel - 2015 - In Ron Barnett & Bob Ennis Martin Davies, Palgrave Handbook of Critical Thinking in Higher Education. pp. 213-232.
    The importance of teaching critical thinking skills at the college level cannot be overemphasized. Teaching a subcategory of these skills—argument analysis—we believe is especially important for first-year students with their college careers, as well as their lives, ahead of them. The struggle, however, is how to effectively teach argument analysis skills that will serve students in a broad range of disciplines.
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  15. Environmental Epistemology.Dallas Amico-Korby, Maralee Harrell & David Danks - 2024 - Synthese 203 (81):1-24.
    We argue that there is a large class of questions—specifically questions about how to epistemically evaluate environments that currently available epistemic theories are not well-suited for answering, precisely because these questions are not about the epistemic state of particular agents or groups. For example, if we critique Facebook for being conducive to the spread of misinformation, then we are not thereby critiquing Facebook for being irrational, or lacking knowledge, or failing to testify truthfully. Instead, we are saying something about the (...)
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  16.  17
    Emigration and the Chinese Lineage: The Mans in Hong Kong and London.Steven Harrell & James L. Watson - 1976 - Journal of the American Oriental Society 96 (3):477.
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  17. On the Possibility of Feminist Philosophy of Physics.Maralee Harrell - 2016 - In Maria Cristina Amoretti & Nicla Vassallo, Meta-Philosophical Reflection on Feminist Philosophies of Science. Cham: Imprint: Springer. pp. 15-34.
    The dynamic nature of physics cannot be captured through an exclusive focus on the static mathematical formulations of physical theories. Instead, we can more fruitfully think of physics as a set of distinctively social, cognitive, and theoretical/methodological practices. An emphasis on practice has been one of the most notable aspects of the recent “naturalistic turn” in general philosophy of science, in no small part due to the arguments of many feminist philosophers of science. A major project of feminist philosophy of (...)
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  18. Using Argument Diagramming Software in the Classroom.Maralee Harrell - 2005 - Teaching Philosophy 28 (2):163-177.
    Many undergraduates, philosophy majors included, read philosophical texts similar to the way they read stories. One method for teaching students how to discern the argumentative structure of a philosophy text is through argument diagrams (text boxes used to represent claims with arrows and lines used to represent connections between these claims). This paper provides criteria for an ideal argument diagramming software and then reviews the strengths and weaknesses of such software currently available, e.g. Araucaria, Argutect, Athena Standard, Inspiration, and Reason!Able.
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  19. Improving First-Year Writing Using Argument Diagramming.Maralee Harrell & Danielle Wetzel - 2015 - In Ron Barnett & Bob Ennis Martin Davies, Palgrave Handbook of Critical Thinking in Higher Education. pp. 213-232.
    There is substantial evidence from many domains that visual representations aid various forms of cognition. We aimed to determine whether learning to construct visual representations of argument structure enhanced the acquisition and development of argumentative writing skills within the context of first-year college writing course. We found a significant effect of the use of argument diagrams, and this effect was stable even when multiple plausible correlates were controlled for. These results suggest that natural⎯and relatively minor⎯modifications to standard first-year composition courses (...)
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  20. Assessing the Efficacy of Argument Diagramming to Teach Critical Thinking Skills in Introduction to Philosophy.Maralee Harrell - 2012 - Inquiry: Critical Thinking Across the Disciplines 27 (2):31-39.
    After determining one set of skills that we hoped our students were learning in the introductory philosophy class at Carnegie Mellon University, we performed an experiment twice over the course of two semesters to test whether they were actually learning these skills. In addition, there were four different lectures of this course in the first semester, and five in the second; in each semester students in some lectures were taught the material using argument diagrams as a tool to aid understanding (...)
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  21. Confirmation holism and semantic holism.Mack Harrell - 1996 - Synthese 109 (1):63-101.
    Fodor and Lepore, in their recent book "Holism," maintain that if an inference from semantic anatomism to semantic holism is allowed, certain fairly deleterious consequences follow. In Section 1 Fodor and Lepore's terminology is construed and amended where necessary with the result that the aforementioned deleterious consequences are neither so apparent nor straightforward as they had suggested. In Section 2 their "Argument A" is considered in some detail. In Section 3 their "argument attributed to Quine" is examined at length and (...)
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  22. Building Epistemically Healthier Platforms.Dallas Amico-Korby, Maralee Harrell & David Danks - forthcoming - Episteme.
    When thinking about designing social media platforms, we often focus on factors such as usability, functionality, aesthetics, ethics, and so forth. Epistemic considerations have rarely been given the same level of attention in design discussions. This paper aims to rectify this neglect. We begin by arguing that there are epistemic norms that govern environments, including social media environments. Next, we provide a framework for applying these norms to the question of platform design. We then apply this framework to the real-world (...)
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  23.  26
    Biobanking Research and Privacy Laws in the United States.Heather L. Harrell & Mark A. Rothstein - 2016 - Journal of Law, Medicine and Ethics 44 (1):106-127.
    Privacy is protected in biobank-based research in the US primarily by the Health Insurance Portability and Accountability Act Privacy Rule and the Federal Policy for Protection of Human Subjects. Neither rule, however, was created to function in the unique context of biobank research, and therefore neither applies to all biobank-based research. Not only is it challenging to determine when the HIPAA Privacy Rule or the Common Rule apply, but these laws apply different standards to protect privacy. In addition, many other (...)
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  24.  28
    Root Metaphor: The Live Thought of Stephen C. Pepper.Jean G. Harrell - 1980 - Journal of Aesthetics and Art Criticism 39 (1):90-92.
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  25.  37
    Issues of music aesthetics.Jean G. Harrell - 1964 - Journal of Aesthetics and Art Criticism 23 (2):197-206.
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  26.  17
    The Manifold in Perception. Theories of Art from Kant to Hildebrand (review).Jean G. Harrell - 1974 - Journal of the History of Philosophy 12 (4):537-538.
    In lieu of an abstract, here is a brief excerpt of the content:BOOK REVIEWS 537 tion of his three dialogues, and of course there are several references to Hume's intern= parable Dialogues. The bibliographic essay is useful with respect to general works and period pieces but unfortunately does little to help those who are seeking further help in understanding an individual writer. Professor France's work is an invaluable guide nevertheless for those who realize that authors, even philosophers, do not write (...)
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  27.  17
    Hiding versus Ending Poverty.Harrell R. Rodgers - 1978 - Politics and Society 8 (2):253-266.
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  28. Diagrams That Really Are Worth Ten Thousand Words: Using Argument Diagrams to Teach Critical Thinking Skills.Maralee Harrell - 2006 - Proceedings of the 28th Annual Conference of the Cognitive Science Society 28.
    There is substantial evidence from many domains that visual representations aid various forms of cognition. We aimed to determine whether visual representations of argument structure enhanced the acquisition and development of critical thinking skills within the context of an introductory philosophy course. We found a significant effect of the use of argument diagrams, and this effect was stable even when multiple plausible correlates were controlled for. These results suggest that natural⎯and relatively minor⎯modifications to standard critical thinking courses could provide substantial (...)
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  29.  26
    Soundtracks: a study of auditory perception, memory, and valuation.Jean Gabbert Harrell - 1986 - Buffalo, N.Y.: Prometheus Books.
    Jean Gabbert Harrell argues persuasively in her book, Soundtracks, that aesthetic theories have often been deficient because they have tried to be too inclusive. That is, the experience of music is profoundly different from that of painting, for instance, and that it is wrong to compare them. Her reasoning for this viewpoint is based in part on a recognition that auditory perception is fully developed in humans prior to either visual or significant tactual perception, bringing a genetic, developmental aspect (...)
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  30. Kant's a priori in critique of judgment.Jean G. Harrell - 1980 - Journal of Aesthetics and Art Criticism 39 (2):198-200.
  31. Grading According to a Rubric.Maralee Harrell - 2005 - Teaching Philosophy 28 (1):3-15.
    Drawing on the work of Linda Farmer, this article describes a detailed grading grid coupled with a rubric designed for the purpose of assessing argumentative papers. The rubric consists of two main parts: Content and Style. Relying upon Bloom’s taxonomy of learning, the “Content” part of the rubric assesses a student’s understanding of the material, the argument of their paper, and various abilities concerning analysis, synthesis, evaluation, and creation. The “Style” part of the rubric is split into two parts: Clarity (...)
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  32. Commonalities in Time and Ambiguity Aversion for Long-Term Risks.Harrell W. Chesson & W. Kip Viscusi - 2003 - Theory and Decision 54 (1):57-71.
    Optimal protective responses to long-term risks depend on rational perceptions of ambiguous risks and uncertain time horizons. Our study examined the joint influence of uncertain delay and risk in an original sample of business owners and managers. We found that many subjects disliked uncertainty in the timing of an outcome, a reaction we term ``lottery timing risk aversion.'' Such aversion to uncertain timing was positively related to aversion to ambiguous probabilities for lotteries involving storm damage risks. This association suggests that (...)
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  33.  43
    Aesthetics: A Critical Anthology.Jean G. Harrell - 1978 - Journal of Aesthetics and Art Criticism 36 (3):372-374.
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  34. Aesthetics as Philosophy.Jean G. Harrell - 1972 - Pacific Philosophical Quarterly 53 (2):115.
     
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  35. Nature's Witness: How Evolution Can Inspire Faith.Daniel M. Harrell - 2008
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  36. Do It Yourself Content and the Wisdom of the Crowds.Dallas Amico-Korby, Maralee Harrell & David Danks - 2025 - Erkenntnis:1-29.
    Many social media platforms enable (nearly) anyone to post (nearly) anything. One clear downside of this permissiveness is that many people appear bad at determining who to trust online. Hacks, quacks, climate change deniers, vaccine skeptics, and election deniers have all gained massive followings in these free markets of ideas, and many of their followers seem to genuinely trust them. At the same time, there are many cases in which people seem to reliably determine who to trust online. Consider, for (...)
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  37. Understanding, evaluating, and producing arguments: Training is necessary for reasoning skills.Maralee Harrell - 2011 - Behavioral and Brain Sciences 34 (2):80-81.
    This commentary suggests that the general population has much less reasoning skill than is claimed by Mercier & Sperber (M&S). In particular, many studies suggest that the skills of understanding, evaluating, and producing arguments are generally poor in the population of people who have not had specific training.
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  38.  22
    Currents in Contemporary Ethics HPV Vaccines, Privacy, and Public Health.Heather Harrell - 2009 - Journal of Law, Medicine and Ethics 37 (1):134-138.
    The Human Papillomavirus vaccine burst onto the market and the legislative scene nearly simultaneously. Marketed as an amazing medical breakthrough, the vaccine GARDASIL prevents infection with four strains of Human Papillomavirus in nave populations; these four strains are responsible for 70% of cervical cancers and 90% of genital warts. Although most agreed that the vaccine was a wonderful medical advancement with the potential to save women's lives, there was strong disagreement about and a vocal public response to legislative attempts to (...)
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  39.  11
    Currents in Contemporary Ethics.Heather Harrell - 2009 - Journal of Law, Medicine and Ethics 37 (4):846-851.
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  40.  39
    History, prejudice, and the study of social inequities.Jules P. Harrell & Edna Greene Medford - 2012 - Behavioral and Brain Sciences 35 (6):433-434.
    Integrating a historical perspective into studies of prejudicial attitudes facilitates the interpretation of paradoxical findings of the kind cited in the target article. History also encourages research to move beyond the study of prejudice and to consider institutional and structural forces that maintain social inequities. Multilevel approaches can study these factors in both field and laboratory studies.
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  41. Chaos and Reliable Knowledge.Maralee Harrell - 2000 - Dissertation, University of California, San Diego
    Most of the recent work in chaos theory has been the development of data analysis tools for analyzing chaotic data. It is based upon the results of the application of these tools that many researchers have made claims that such phenomena as heartbeats, planetary orbits, and chemical reactions are chaotic. ;The first part of my dissertation is concerned with investigating the standard methods that are used to determine whether a system is chaotic, and the requirements of these methods. I begin (...)
     
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  42.  33
    Call for Papers: Teaching in a Time of Crisis.Maralee Harrell - 2020 - Teaching Philosophy 43 (4):480-480.
  43.  42
    Are Girls Good and Boys Bad for Parental Longevity?C. Janna Harrell, Ken R. Smith & Geraldine P. Mineau - 2008 - Human Nature 19 (1):56-69.
    Using historical data from the Utah Population Database, this analysis finds significant, consistent, but small adverse mortality effects for mothers after age 50 who had mostly sons. Examination of age-dependent effects indicates that this association increases with mother’s age. Additionally, mothers who had mostly daughters faced mortality risks that increased with age. Offspring sex composition did not have a significant effect on paternal mortality. Interaction analyses were conducted to examine the effect of offspring sex composition with regard to historical period, (...)
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  44.  49
    A note on artistic criticism.Jean Gabbert Harrell - 1950 - Journal of Philosophy 47 (18):530-532.
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  45.  23
    Amount of reinforcer and differentiation of response force.John V. Harrell & Stephen C. Fowler - 1977 - Bulletin of the Psychonomic Society 10 (5):358-360.
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  46.  64
    Using Argument Diagramming Software to Teach Critical Thinking Skills.Maralee Harrell - 2007 - Proceedings of the 5th International Conference on Education and Information Systems, Technologies and Applications 5.
    There is substantial evidence from many domains that visual representations aid various forms of cognition. We aimed to determine whether visual representations of argument structure enhanced the acquisition and development of critical thinking skills within the context of an introductory philosophy course. We found a significant effect of the use of argument diagrams, and this effect was stable even when multiple plausible correlates were controlled for. These results suggest that natural and relatively minor modifications to standard critical thinking courses could (...)
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  47.  4
    I believe in God.Costen Jordan Harrell - 1958 - New York,: Abingdon Press.
  48.  30
    (1 other version)Profundity: A Universal Value.Jean Gabbert Harrell - 1992 - Pennsylvania State University Press.
    Harrell contends, to the contrary, that there exists one major value that is universal to humans, regardless of context. That value is profundity, or depth.
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  49.  84
    The Improvement of Critical Thinking Skills in What Philosophy.Maralee Harrell - unknown
    Maralee Harrell. The Improvement of Critical Thinking Skills in What Philosophy.
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  50.  34
    Tatarkiewicz and the history of aesthetics.Bohdan Dziemidok & Jean G. Harrell - 1976 - Journal of the History of Philosophy 14 (2):222-226.
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