How to question

From Crossing the Sacred Sea [Cruzando el mar sagrado] by Nathan A. Strait

  1. (2018) Victim or perpetrator? [i] [d]
  2. (2018) Handbook of legal reasoning and argumentation [i] [d]
  3. (2018) Vaccinate against bad arguments [u]
  4. (2018) The scientific stance: using evidence-based arguments across fields [i]
  5. (2018) Deceptively dodging questions: a theoretical note on issues of perception and detection [d]
  6. (2018) Delusions, harmful dysfunctions, and treatable conditions [d]
  7. (2018) Contextual debiasing and critical thinking: reasons for optimism [d]
  8. (2018) Fake news: a definition [d] [u]
  9. (2018) What makes a philosopher great?: thirteen arguments for twelve philosophers [i]
  10. (2018) Psychotic-like experiences in esoterism: a twilight zone? [p] [d]
  11. (2018) Stimulating reflection and self-correcting reasoning through argument mapping: three approaches [d]
  12. (2018) How far to nudge?: assessing behavioural public policy [i]
  13. (2018) A role for reasoning in a dialogic approach to critical thinking [d]
  14. (2018) Do reasoning limitations undermine discourse? [d]
  15. (2018) How can pictorial representations stimulate the imaginative capacity of experienced multimedia designers? [d]
  16. (2018) Practical reasoning arguments: a modular approach [d]
  17. (2018) What is community operational research? [d]
  18. (2018) The character gap: how good are we? [i]
  19. (2018) Contrarian or jerk? [u]
  20. (2018) Investigating the root causes of major failures of critical components—with a case study of asbestos cement pipes [d]
  21. (2018) The book of why: the new science of cause and effect [i]
  22. (2018) Why not try harder?: computational approach to motivation deficits in neuro-psychiatric diseases [p] [d]
  23. (2018) Incorporating mindfulness: questioning capitalism [d]
  24. (2018) Transforming 'ecosystem' from a scientific concept into a teachable topic: philosophy and history of ecology informs science textbook analysis [d]
  25. (2018) Working, but poor: the good life in rural America? [d]
  26. (2018) Associations between belief inflexibility and dimensions of delusions: a meta-analytic review of two approaches to assessing belief flexibility [p] [d]
  27. (2017) Rethinking the problem of cognition [d]
  28. (2017) 'Pragmatic complexity' a new foundation for moving beyond 'evidence-based policy making'? [d]
  29. (2017) The politics of research—or why you can't trust anything you read, including this article! [d]
  30. (2017) Therapeutic conversations: therapists' use of observational language contributes to optimal therapeutic outcomes [p] [d]
  31. (2017) Could we advance the science of religion (better) without the concept 'religion'? [d]
  32. (2017) Why do irrational beliefs mimic science?: the cultural evolution of pseudoscience [d]
  33. (2017) Recollection, belief and metacognition: a reality check [p] [d]
  34. (2017) Models in geosciences [i] [d]
  35. (2017) Models and explanation [i] [d]
  36. (2017) Using a Bayesian network to clarify areas requiring research in a host–pathogen system [d]
  37. (2017) Don't dodge the question [u]
  38. (2017) Treat cross-examination questions as a flashlight in a dark room [and turn on the overhead lights instead] [u]
  39. (2017) Multiple religious belonging: conceptual advance or secularization denial? [d]
  40. (2017) Pragmatism and engineering [i] [d]
  41. (2017) Doing science: in the light of philosophy [i] [d]
  42. (2017) In the beginning was the problem [i] [d]
  43. (2017) What makes time special? [i] [d]
  44. (2017) Rethinking knowledge: the heuristic view [i] [d]
  45. (2017) Confronting the 'seeker of newspaper notoriety': pathological lying, the public, and the press, 1890–1920 [d]
  46. (2017) Science, lies and video-taped experiments [d]
  47. (2017) Taxonomising delusions: content or aetiology? [p] [d]
  48. (2017) Routledge international handbook of critical mental health [i]
  49. (2017) Belief and belief formation: insights from delusions [i] [d]
  50. (2017) Shared reality makes life meaningful: are we really going in the right direction? [d]
  51. (2017) What's the problem?: frameworks and methods from policy analysis for analyzing complex problems [d]
  52. (2017) 'Fake news': incorrect, but hard to correct: the role of cognitive ability on the impact of false information on social impressions [d]
  53. (2017) Seeing what you want to see: how imprecise uncertainty ranges enhance motivated reasoning [d]
  54. (2017) Pragmatism and justice [i] [d]
  55. (2017) Physical actor training: what shall I do with the body they gave me? [i]
  56. (2017) Information and interaction: Eddington, Wheeler, and the limits of knowledge [i] [d]
  57. (2017) Reasoning biases, non-monotonic logics and belief revision [d]
  58. (2017) Critical thinking: conceptual perspectives & practical guidelines [i] [d]
  59. (2017) Since Sandy Hook: strategic maneuvering in the gun control debate [d]
  60. (2017) The false academy: predatory publishing in science and bioethics [p] [d]
  61. (2017) Weapon of choice: small arms and the culture of military innovation [i] [d]
  62. (2017) Assessing the epistemic quality of democratic decision-making in terms of adequate support for conclusions [d]
  63. (2017) Open innovation and the core of the engineer's domain [i] [d]
  64. (2017) Which functions assumed to be religious and spiritual in nature are ultimately attributable or reducible to purely secular mechanisms? [d]
  65. (2017) Pursuing fundamental advances in human reasoning [i] [d]
  66. (2017) Is schizophrenia a disorder of consciousness?: experimental and phenomenological support for anomalous unconscious processing [p] [d]
  67. (2017) Stop guessing: the 9 behaviors of great problem solvers [i]
  68. (2017) Predictive processing, source monitoring, and psychosis [p] [d]
  69. (2017) What is a good medical decision?: a research agenda guided by perspectives from multiple stakeholders [p] [d]
  70. (2017) Critical thinking: the basics [i]
  71. (2017) Tell, ask, repair: early responding to discordant reality [d]
  72. (2017) Why should any body have a self? [i]
  73. (2017) Public deliberation and the fact of expertise: making experts accountable [d]
  74. (2017) How do social norms influence prosocial development? [p] [d]
  75. (2017) Three remarks on 'reflective equilibrium': on the use and misuse of Rawls' balancing concept in contemporary ethics [d]
  76. (2017) When should we use simple decision models?: a synthesis of various research strands [d]
  77. (2017) Evidence in engineering [i] [d]
  78. (2017) Illusions in reasoning [d]
  79. (2017) Coal is not black, snow is not white, food is not a reinforcer: the roles of affordances and dispositions in the analysis of behavior [d]
  80. (2017) Arguing deep ideational change [d]
  81. (2017) Can engaging in science practices promote deep understanding of them? [d]
  82. (2017) How will you die? [u]
  83. (2017) Because without cause: non-causal explanation in science and mathematics [i] [d]
  84. (2017) How reliable is perception? [d] [u]
  85. (2017) Springer handbook of model-based science [i] [d]
  86. (2017) More data, new problems: audiences, ahistoricity, and selection bias in terrorism and insurgency research [d]
  87. (2017) Why do we need government?: the role of civic education in the face of the free-rider problem [i] [u]
  88. (2017) Improving how to think in intelligence analysis and medicine [d]
  89. (2017) How is awe connected to wisdom? [u]
  90. (2017) Modeling the social organization of science: chasing complexity through simulations [d]
  91. (2017) Association of the jumping-to-conclusions and evidence-integration biases with delusions in psychosis: a detailed meta-analysis [p] [d]
  92. (2017) How gullible are we?: a review of the evidence from psychology and social science [d]
  93. (2017) Philosophy and engineering: exploring boundaries, expanding connections [i] [d]
  94. (2017) Assessing model-based reasoning using evidence-centered design: a suite of research-based design patterns [i] [d]
  95. (2017) What's so bad about scientism? [d]
  96. (2017) A cognitive cost of the need to achieve? [d]
  97. (2017) On the political vernaculars of 'value creation' [d]
  98. (2017) Challenging the dominance of formalism in accounting education: an analysis of the potential of stewardship in light of the evolution of legal education [d]
  99. (2017) A robust preference for cheap-and-easy strategies over reliable strategies when verifying personal memories [p] [d]
  100. (2017) Not strange but not true: self-reported interest in a topic increases false memory [p] [d]
  101. (2017) The politics of evidence: from evidence-based policy to the good governance of evidence [i] [d]
  102. (2017) Virtues and vices in scientific practice [d]
  103. (2017) Conditionals, counterfactuals, and rational reasoning: an experimental study on basic principles [d]
  104. (2017) Idealization and the aims of science [i]
  105. (2017) Pragmatism as a way of life: the lasting legacy of William James and John Dewey [i] [d]
  106. (2017) Using argumentation theory to analyse software practitioners' defeasible evidence, inference and belief [d]
  107. (2017) The Argument Web: an online ecosystem of tools, systems and services for argumentation [d]
  108. (2017) Extracting discourse elements and annotating scientific documents using the SciAnnotDoc model: a use case in gender documents [d]
  109. (2017) Why is belief in God not a delusion? [d]
  110. (2017) Beyond realism and antirealism?: the strange case of Dewey's instrumentalism [i] [d]
  111. (2017) Laypeople's evaluation of arguments: are criteria for argument quality scheme-specific? [d]
  112. (2017) How does religious experience work in predictive minds? [d]
  113. (2017) Handbook of the philosophy of medicine [i] [d]
  114. (2017) Dialogue, argumentation, and education: history, theory, and practice [i] [d]
  115. (2017) A mega-analysis of memory reports from eight peer-reviewed false memory implantation studies [p] [d]
  116. (2017) Reason and justice: the optimal and the maximal [d]
  117. (2017) What makes everyday scientific reasoning so challenging? [d]
  118. (2017) Metaphysics and the philosophy of science: new essays [i]
  119. (2017) The knowledge illusion: why we never think alone [i]
  120. (2017) The methodology of 'The witch-hunt narrative': a question of evidence—evidence questioned [d]
  121. (2017) So long and thanks for all the fish: metaphysics and the philosophy of science [i]
  122. (2017) Rhetoric, ethics, and the principle of charity: pragmatist clues to the democratic riddle [d]
  123. (2017) Security and ideology [i] [d]
  124. (2017) Are atheists undogmatic? [d]
  125. (2017) Proof with and without probabilities: correct evidential reasoning with presumptive arguments, coherent hypotheses and degrees of uncertainty [d]
  126. (2017) Field notes: a guided journal for doing anthropology [i]
  127. (2017) The slippery slope argument in the ethical debate on genetic engineering of humans [d]
  128. (2017) Wilful ignorance and the emotional regime of schools [d]
  129. (2016) How should humanity steer the future? [i] [d]
  130. (2016) Which individual therapist behaviors elicit client change talk and sustain talk in motivational interviewing? [p] [d]
  131. (2016) Thought experiments as model-based abductions [i] [d]
  132. (2016) Rationale mapping and functional modelling enhanced root cause analysis [d]
  133. (2016) The 'big picture': the problem of extrapolation in basic research [d]
  134. (2016) Fostering the virtues of inquiry [d]
  135. (2016) Seeing is believing: observer perceptions of trait trustworthiness predict perceptions of honesty in high-stakes emotional appeals [d]
  136. (2016) Are fallacies vices? [d]
  137. (2016) Electrophysiology, chronometrics, and cross-cultural psychometrics at the Biosignal Lab: why it began, what we learned, and why it ended [d]
  138. (2016) Revolution, reconciliation, integration: is there a way to bring social and biological anthropology together? [d]
  139. (2016) Enhancing rationality: heuristics, biases, and the Critical Thinking Project [d] [u]
  140. (2016) Are there levels of consciousness? [conclusion: no] [p] [d]
  141. (2016) Why are offenders victimized so often? [i] [d]
  142. (2016) Combining explanation and argumentation in dialogue [d]
  143. (2016) Bias in legitimate ad hominem arguments [and comment and reply] [u]
  144. (2016) The Chicago guide to fact-checking [i]
  145. (2016) Digital detachment: how computer culture undermines democracy [i]
  146. (2016) Mindful makers: question prompts to help guide young peoples' critical technical practices in maker spaces in libraries, museums, and community-based youth organizations [d]
  147. (2016) If you don't know the answer, then that's your answer [u]
  148. (2016) Don't get lost in your own story [u]
  149. (2016) Analysing practical argumentation [i] [d]
  150. (2016) Explication as a method of conceptual re-engineering [d]
  151. (2016) Evidence mapping for decision making: feasibility versus accuracy—when to abandon high sensitivity in electronic searches [p] [d]
  152. (2016) Between two worlds: memoirs of a philosopher-scientist [i] [d]
  153. (2016) Antidualism and antimentalism in radical behaviorism [u]
  154. (2016) Re-appropriating a question/answer system to support dialectical constructivist learning activity [d]
  155. (2016) Single case causes: what is evidence and why [i] [d]
  156. (2016) Is there a scientific method?: the analytic model of science [i] [d]
  157. (2016) What is money?: a qualitative study of money as experienced [d]
  158. (2016) Philosophy of science in practice: Nancy Cartwright and the nature of scientific reasoning [i] [d]
  159. (2016) Deconstructing the mission: a critical content analysis of public library mission statements [d]
  160. (2016) 'You are as you read': do students' reading interests contribute to their individuality? [d]
  161. (2016) Defining Peirce's reasoning processes against the background of the mathematical reasoning of computability theory [i] [d]
  162. (2016) Tropes in the rhetoric of gun rights: a pragma-dialectic analysis [d]
  163. (2016) Reductio ad absurdum from a dialogical perspective [d]
  164. (2016) How can physics underlie the mind?: top-down causation in the human context [i] [d]
  165. (2016) Critical mindfulness: exploring Langerian models [i] [d]
  166. (2016) The doxastic shear pin: delusions as errors of learning and memory [p] [d]
  167. (2016) Humor, law, and jurisprudence: on Deleuze's political philosophy [d]
  168. (2016) What makes a good experiment?: reasons & roles in science [i] [j]
  169. (2016) Are mental disorders brain diseases, and what does this mean?: a clinical-neuropsychological perspective [p] [d]
  170. (2016) Argumentation and decision making in professional practice [d]
  171. (2016) How to do science with models: a philosophical primer [i] [d]
  172. (2016) Transforming science education for the anthropocene—is it possible? [d]
  173. (2016) Pushing the bounds of rationality: argumentation and extended cognition [i]
  174. (2016) Do psychotherapists improve with time and experience?: a longitudinal analysis of outcomes in a clinical setting [p] [d]
  175. (2016) Deciding what's true: the rise of political fact-checking in American journalism [i] [d]
  176. (2016) What is the DSM?: diagnostic manual, cultural icon, political battleground: an overview with suggestions for a critical research agenda [d]
  177. (2016) Questioning the victim status of complainants in professional ethics investigations [d]
  178. (2016) Slippery slope arguments imply opposition to change [p] [d]
  179. (2016) The decentralization of knowledge: how Carnap and Heidegger influenced the Web [d] [u]
  180. (2016) Decriminalizing violence: a critique of restorative justice and proposal for diversionary mediation [u]
  181. (2016) Why don't we grieve for extinct species? [u]
  182. (2016) The argumentative turn in policy analysis: reasoning about uncertainty [i] [d]
  183. (2016) The explanation frame [i]
  184. (2016) Pioneers of critical accounting: a celebration of the life of Tony Lowe [i] [d]
  185. (2016) An ethical perspective on accounting standard setting: professional and lay-experts' contribution to GASB's Pension Project [d]
  186. (2016) One mechanism, many models: a distributed theory of mechanistic explanation [d]
  187. (2016) The bleeding edge: why technology turns toxic in an unequal world [i]
  188. (2016) Open-mindedness as a critical virtue [d]
  189. (2016/2018) Human rights on trial: a genealogy of the critique of human rights [i]
  190. (2016) The law's flaws: rethinking trials and errors? [i]
  191. (2016) A field guide to lies: critical thinking in the information age [i]
  192. (2016) What could you really learn on your own?: understanding the epistemic limitations of knowledge acquisition [p] [d]
  193. (2016) Plausibility judgments in conceptual change and epistemic cognition [d]
  194. (2016) Where and how to search?: search paths in open innovation [d]
  195. (2016) Theory, experience and practice [d]
  196. (2016) Interpretative disputes, explicatures, and argumentative reasoning [d]
  197. (2016) Taking nature seriously in the anthropocene [d]
  198. (2016) Linguistic obfuscation in fraudulent science [d]
  199. (2016) Believing that humans swallow spiders in their sleep: false beliefs as side effects of the processes that support accurate knowledge [i] [d]
  200. (2016) First person action research: living life as inquiry [i]
  201. (2016) Can network analysis transform psychopathology? [d]
  202. (2016) Should the international accounting standards board have responsibility for human rights? [d]
  203. (2016) Equanimity and the moral virtue of open-mindedness [u]
  204. (2016) Why be an intellectually humble philosopher? [d]
  205. (2016) Questioning causality: scientific explorations of cause and consequence across social contexts [i]
  206. (2016) The construct of mindfulness amidst and along conceptions of rationality [i] [d]
  207. (2016) Value uncertainty [i] [d]
  208. (2016) Argumentation in history classrooms: a key path to understanding the discipline and preparing citizens [d]
  209. (2016) Intersection of argumentation and the use of multiple representations in the context of socioscientific issues [d]
  210. (2016) False and distorted memories [i] [d]
  211. (2016) Questioning our questions: a constructivist technique for clinical supervision [d]
  212. (2016) Deleuze and psychology: philosophical provocations to psychological practices [i]
  213. (2016) Fast and frugal heuristics at research frontiers [i] [d]
  214. (2016) Socratic pedagogy: the importance of argument [i] [d]
  215. (2016) The psychology of argument: cognitive approaches to argumentation and persuasion [i]
  216. (2016) The pragmatists' approach to injustice [d] [u]
  217. (2016) John Dewey's radical logic: the function of the qualitative in thinking [d] [u]
  218. (2016) How delusion is formed? [d]
  219. (2016) Appeals to evidence for the resolution of wicked problems: the origins and mechanisms of evidentiary bias [d]
  220. (2016) Analogies we suffer by: the case of the state as a household [i]
  221. (2016) On Popper's contributions to psychology as part of biology [i] [d]
  222. (2016) The visualizable, the representable and the inconceivable: realist and non-realist mathematical models in physics and beyond [p] [d]
  223. (2016) Criticism without fundamental principles [d] [u]
  224. (2016) Hallucinations as top-down effects on perception [p] [d]
  225. (2016) Early forms of metaethical constructivism in John Dewey's pragmatism [d] [u]
  226. (2016) Honest advocacy for nature: presenting a persuasive narrative for conservation [d]
  227. (2016) Exposing fraud: skills, process and practicalities [i] [d]
  228. (2016) Case rethinking: a protocol for reviewing criminal investigations [d]
  229. (2016) Seeing mobility: how software engineers produce unequal representations [d]
  230. (2016) Decision-making: are plants more rational than animals? [p] [d]
  231. (2016) The memory illusion: remembering, forgetting, and the science of false memory [i]
  232. (2016) The Cambridge companion to Popper [i] [d]
  233. (2016) Abduction, complex inferences, and emergent heuristics of scientific inquiry [d]
  234. (2016) Can you be like Erickson? [u]
  235. (2016) Pluralism as a bias mitigation strategy [u]
  236. (2016) Crafting instructions collaboratively: student questions and dual addressivity in classroom task instructions [d]
  237. (2016) Scientists making a difference: one hundred eminent behavioral and brain scientists talk about their most important contributions [i] [d]
  238. (2016) The virtuous arguer: one person, four roles [d]
  239. (2016) Recalling IBIS: can argumentation be disciplined? [o] [u]
  240. (2016) Intelligence analysis as discovery of evidence, hypotheses, and arguments: connecting the dots [i] [d]
  241. (2016) Belief echoes: the persistent effects of corrected misinformation [d]
  242. (2016) Thick, thin, and becoming a virtuous arguer [d]
  243. (2016) Knowing but not knowing: systematic conservation planning and community conservation in the Sierra Norte of Oaxaca, Mexico [d]
  244. (2016) Arguments, scenarios and probabilities: connections between three normative frameworks for evidential reasoning [d]
  245. (2016) Computer models and the evidence of anthropogenic climate change: an epistemology of variety-of-evidence inferences and robustness analysis [p] [d]
  246. (2016) When stories and numbers meet in court: constructing and explaining Bayesian networks for criminal cases with scenarios [i] [u]
  247. (2016) Are we smart enough to know how smart animals are? [i]
  248. (2016) In praise of error [p] [d]
  249. (2016) Truth or truthiness: distinguishing fact from fiction by learning to think like a data scientist [i] [d]
  250. (2016) Deliberation, practical reasoning and problem-solving [u]
  251. (2016) Argument evaluation and evidence [i] [d]
  252. (2016) The end of scientific articles as we know them? [p] [d]
  253. (2016) Does consciousness disappear in dreamless sleep? [p] [d]
  254. (2016) What is Buddhist enlightenment? [i] [d]
  255. (2016) The polysemy of 'fallacy'—or 'bias', for that matter [u]
  256. (2016) Reliable debiasing techniques in legal contexts?: weak signals from a darker corner of the social science universe [i]
  257. (2015) What is stupid?: people's conception of unintelligent behavior [d]
  258. (2015) Questioning the foundations of physics: which of our fundamental assumptions are wrong? [i] [d]
  259. (2015) Correcting the 'self-correcting' mythos of science [u]
  260. (2015) Pragmatist interpretivism [i] [d]
  261. (2015) Logic in the theory and practice of lawmaking [i] [d]
  262. (2015) Land for food & land for nature? [d]
  263. (2015) Reasoned connections: a dual-process perspective on creative thought [d]
  264. (2015) Bringing assumptions to the surface [i]
  265. (2015) Perspectives of open borders and no border [d]
  266. (2015) Unfair: the new science of criminal injustice [i]
  267. (2015) The need for reporting standards in forensic science [d]
  268. (2015) Personality assessment, 'construct validity', and the significance of theory [d]
  269. (2015) The fake, the flimsy, and the fallacious: demarcating arguments in real life [d]
  270. (2015) Breaking the filter bubble: democracy and design [d]
  271. (2015) The practice of 'learning history': local and open system approaches [i] [d]
  272. (2015) Empirical philosophy: using your everyday life in theoretical psychology [i] [d]
  273. (2015) This idea must die: scientific ideas that are blocking progress [i]
  274. (2015) Fight the 'flight from facts' [u]
  275. (2015) The dark side of the loon: explaining the temptations of obscurantism [d]
  276. (2015) The skillful means of engaged research [i] [d]
  277. (2015) Judging the reality of others' memories [p] [d]
  278. (2015) Integration and interdisciplinarity: concepts, frameworks, and education [d]
  279. (2015) The Socratic method in cognitive behavioural therapy: a narrative review [d]
  280. (2015) Breaking our addiction to problem solving [u]
  281. (2015) Doing philosophy comparatively [i]
  282. (2015) Discussing design: improving communication and collaboration through critique [i]
  283. (2015) Reasoning and public health: new ways of coping with uncertainty [i] [d]
  284. (2015) The last straw fallacy: another causal fallacy and its harmful effects [d]
  285. (2015) The Palgrave handbook of critical thinking in higher education [i] [d]
  286. (2015) Collaborative diagramming during problem based learning in medical education: do computerized diagrams support basic science knowledge construction? [p] [d]
  287. (2015) The moral basis for conservation: how is it affected by culture? [d]
  288. (2015) Cognitive fallacies and criminal investigations [d]
  289. (2015) The politics of attachment: lines of flight with Bowlby, Deleuze and Guattari [p] [d]
  290. (2015) The effects of argument mapping-infused critical thinking instruction on reflective judgement performance [d]
  291. (2015) The four-sentence paper: a template for considering objections and replies [d]
  292. (2015) Reflections on theoretical issues in argumentation theory [i] [d]
  293. (2015) The hungry mind: the origins of curiosity in childhood [i]
  294. (2015) The ant trap: rebuilding the foundations of the social sciences [i] [d]
  295. (2015) Collaborative developmental action inquiry [i] [d]
  296. (2015) Critical priorities for the psychotherapy and counselling community [i] [d]
  297. (2015) Through what mechanisms do protected areas affect environmental and social outcomes? [p] [d]
  298. (2015) The argument form 'appeal to Galileo': a critical appreciation of Doury's account [d] [u]
  299. (2015) Assessing connections between behavior change theories using network analysis [p] [d]
  300. (2015) Cognitive mechanisms of change in delusions: an experimental investigation targeting reasoning to effect change in paranoia [p] [d]
  301. (2015) Using argument mapping to improve critical thinking skills [i] [d]
  302. (2015) Radical alterity is just another way of saying 'reality': a reply to Eduardo Viveiros de Castro [d]
  303. (2015) Heuristics as methods: validity, reliability and velocity [i] [d]
  304. (2015) Coaching the brain: neuro-science or neuro-nonsense? [o]
  305. (2015) On muddled reasoning and mediation modeling [d]
  306. (2015) Routledge international handbook of ignorance studies [i]
  307. (2015) Changing my mind: one professor's story of rethinking psychotropic medication [d]
  308. (2015) Getting democratic priorities straight: pragmatism, diversity, and the role of beliefs [d]
  309. (2015) A normative framework for argument quality: argumentation schemes with a Bayesian foundation [d]
  310. (2015) Willingness to inquire: the cardinal critical thinking virtue [i] [d]
  311. (2015) What's it all about?: a qualitative study of meaning in life for counseling psychology doctoral students [d]
  312. (2015) Six questions for the resource model of control (and some answers) [d]
  313. (2015) Is it possible to recognize a major scientific discovery? [p] [d]
  314. (2015) Heuristic reasoning [i] [d]
  315. (2015) Design thinking in argumentation theory and practice [d]
  316. (2015) Arrests as regulation [u]
  317. (2015) Do meditators have higher awareness of their intentions to act? [d]
  318. (2015) How much sustainability substance is in urban visions?: an analysis of visioning projects in urban planning [d]
  319. (2015) Is your dream too expensive?: six questions to ask about your life goals [u]
  320. (2015) Habit, action, and knowledge, from the pragmatist perspective [i] [u]
  321. (2015) The mediation myth [in mediation analysis in psychology] [d]
  322. (2015) Metacognitive education: going beyond critical thinking [i] [d]
  323. (2015) Delusion proneness and 'jumping to conclusions': relative and absolute effects [p] [d]
  324. (2015) Intellectual empathy: critical thinking for social justice [i]
  325. (2015) Model robustness as a confirmatory virtue: the case of climate science [p] [d]
  326. (2015) Critical psychotherapy, psychoanalysis and counselling: implications for practice [i] [d]
  327. (2015) The ability to live with incongruence: aintegration—the concept and its operationalization [d]
  328. (2015) Debatable truths: what Buddhist argumentation reveals about critical thinking [d]
  329. (2015) Argumentation theory in education studies: coding and improving students' argumentative strategies [d]
  330. (2015) When analytic thought is challenged by a misunderstanding [d]
  331. (2015) The Wiley handbook of theoretical and philosophical psychology: methods, approaches, and new directions for social sciences [i] [d]
  332. (2015) What would an integrative constructivism look like? [i]
  333. (2015) Moral disengagement in 'war fever': how can we resist? [i] [d]
  334. (2015) Dissemination and its deprivation: extending the behavioral enlightenment [d]
  335. (2015) Experts and laymen grossly underestimate the benefits of argumentation for reasoning [d]
  336. (2015) Is there an explanation for... the diversity of explanations in biological studies? [i] [d]
  337. (2015) Biodiversity at twenty-five years: revolution or red herring? [d]
  338. (2015) Epistemic cognition and development: the psychology of justification and truth [i]
  339. (2015) The soul fallacy: what science shows we gain from letting go of our soul beliefs [i]
  340. (2015) Mindware: tools for smart thinking [i]
  341. (2015) Deweyan approaches to abduction? [i] [u]
  342. (2015) Is truth stranger than fiction?: bizarre details and credibility assessment [d]
  343. (2015) Tall tales across time: narrative analysis of true and false allegations [d]
  344. (2015) The diverse aims of science [d]
  345. (2015) None of the above: the catuṣkoṭi in Indian Buddhist logic [i] [d]
  346. (2015) Cognitive complications: epistemology in pragmatic perspective [i]
  347. (2015) A sustainable agriculture? [d]
  348. (2015) When love is not all we want: queers, singles and the therapeutic cult of relationality [i] [d]
  349. (2015) Philosophers' biased judgments persist despite training, expertise and reflection [p] [d]
  350. (2015) Reasons for withdrawing belief in vivid autobiographical memories [p] [d]
  351. (2015) Mathematical problem posing: from research to effective practice [i] [d]
  352. (2015) Constructing psychological objects: the rhetoric of constructs [d]
  353. (2015) Surprisability and practical rationality: knowledge advancement through the explication of interpretation [i] [d]
  354. (2015) Lessons from Einstein's 1915 discovery of general relativity [u]
  355. (2015) Unconceived alternatives and conservatism in science: the impact of professionalization, peer-review, and Big Science [d] [u]
  356. (2015) Critical rationalism and engineering: methodology [d]
  357. (2015) Reclaiming travel [i] [d]
  358. (2015) Wiser: getting beyond groupthink to make groups smarter [i]
  359. (2015) On the overuse and misuse of mediation analysis: it may be a matter of timing [d]
  360. (2015) Shift toward prior knowledge confers a perceptual advantage in early psychosis and psychosis-prone healthy individuals [p] [d]
  361. (2015) Supporting reasoning with different types of evidence in intelligence analysis [i] [u]
  362. (2015) Introduction to the special issue on mediation analyses: what if planetary scientists used mediation analysis to infer causation? [d]
  363. (2015) Wikipedia and the ecosystem of knowledge [u]
  364. (2015) Empirical philosophy of science: introducing qualitative methods into philosophy of science [i] [d]
  365. (2015) What's so funny about arguing with God?: a case for playful argumentation from Jewish literature [d]
  366. (2015) Is life fundamental? [i] [d]
  367. (2015) The importance and trickiness of definition strategies in legal and political argumentation [d] [u]
  368. (2015) The basic slippery slope argument [d] [u]
  369. (2015) A classification system for argumentation schemes [d]
  370. (2015) A disease called childhood: why ADHD became an American epidemic [i]
  371. (2015) The Routledge international handbook of research on teaching thinking [i]
  372. (2015) Six strategies for generalizing software engineering theories [d]
  373. (2015) Encouraging eyewitnesses to falsely corroborate allegations: effects of rapport-building and incriminating evidence [d]
  374. (2014) Belief bias in the perception of sample size adequacy [d]
  375. (2014) Should we build more large dams?: the actual costs of hydropower megaproject development [d]
  376. (2014) States, goals and values: revisiting practical reasoning [u]
  377. (2014) A theoretical approach to intuition in design: does design methodology need to account for unconscious processes? [i] [d]
  378. (2014) A more beautiful question: the power of inquiry to spark breakthrough ideas [i]
  379. (2014) Liberties and constraints of the normative approach to evaluation and decision in forensic science: a discussion towards overcoming some common misconceptions [d]
  380. (2014) Incommensurability, relativism, and the epistemic authority of science [d]
  381. (2014) Demystifying 'free will': the role of contextual information and evidence accumulation for predictive brain activity [d]
  382. (2014) How smart is democracy?: you can't answer that question a priori [d]
  383. (2014) Is memory for remembering?: recollection as a form of episodic hypothetical thinking [d]
  384. (2014) Consulting in uncertainty: the power of inquiry [i]
  385. (2014) Investigative interviewing [i] [d]
  386. (2014) How do artists learn and what can educators learn from them? [u]
  387. (2014) Micropublications: a semantic model for claims, evidence, arguments and annotations in biomedical communications [d]
  388. (2014) Biased argumentation and critical thinking [i]
  389. (2014) Salvaging psychotherapy research: a manifesto [u]
  390. (2014) The map and the territory: a practitioner perspective on knowledge cartography [i] [d]
  391. (2014) Conventionalism [i]
  392. (2014) What is the future of conservation? [p] [d]
  393. (2014) Computing trust as a form of presumptive reasoning [i] [d]
  394. (2014) Pure science and the problem of progress [d]
  395. (2014) The assessment of cognitive errors using an observer-rated method [p] [d]
  396. (2014) What is learning?: a review of the safety literature to define learning from incidents, accidents and disasters [d]
  397. (2014) What is it like to be diagnosed with bipolar illness, borderline personality disorder or another diagnosis with mood instability? [p] [d]
  398. (2014) So, what's your proposal?: shifting high-conflict people from blaming to problem-solving in 30 seconds! [i]
  399. (2014) Handbook of argumentation theory [i] [d]
  400. (2014) Do biological explanations of psychological difficulties reduce empathy in mental health professionals? [u]
  401. (2014) Rationality, legitimacy, & the law [u]
  402. (2014) Scientific kinds [d]
  403. (2014) Levels of organization: a deflationary account [d]
  404. (2014) Philosophical intuitions, heuristics, and metaphors [d]
  405. (2014) The consensus paradox: does deliberative agreement impede rational discourse? [d]
  406. (2014) Are thoughts private? [u]
  407. (2014) Karl Jaspers' philosophy and psychopathology [i] [d]
  408. (2014) Are empathic abilities learnable?: implications for social neuroscientific research from psychometric assessments [d]
  409. (2014) What is a memory schema?: a historical perspective on current neuroscience literature [d]
  410. (2014) The island of knowledge: the limits of science and the search for meaning [i]
  411. (2014) Teaching rational entitlement and responsibility: a Socratic exercise [d] [u]
  412. (2014) Democracy and epistocracy [d]
  413. (2014) Evidence matters: science, proof, and truth in the law [i] [d]
  414. (2014) Do not block the way of inquiry [d] [u]
  415. (2014) We have never been digital [d]
  416. (2014) People claim objectivity after knowingly using biased strategies [d]
  417. (2014) Human intelligence interviewing and interrogation: assessing the challenges of developing an ethical, evidence-based approach [i] [d]
  418. (2014) Natural kinds in psychiatry: conceptually implausible, empirically questionable, and stigmatizing [i]
  419. (2014) Psychotherapy as science or knack?: a critique of the hermeneutic defense [d]
  420. (2014) Publication and other reporting biases in cognitive sciences: detection, prevalence, and prevention [p] [d]
  421. (2014) Jumping to the wrong conclusions?: an investigation of the mechanisms of reasoning errors in delusions [p] [d]
  422. (2014) False polarization: debiasing as applied social epistemology [d]
  423. (2014) Identity and the hybridity of modern finance: how a specifically modern concept of the self underlies the modern ownership of property, trusts and finance [d]
  424. (2014) Classifying psychopathology: mental kinds and natural kinds [i]
  425. (2014) Tuneable resolution as a systems biology approach for multi-scale, multi-compartment computational models [p] [d]
  426. (2014/2016) Argue with me: argument as a path to developing students' thinking and writing [i]
  427. (2014) How to be critically open-minded: a psychological and historical analysis [i] [d]
  428. (2014) 'Jumping to conclusions' in delusion-prone participants: an experimental economics approach [p] [d]
  429. (2014) Contextualising the teaching and learning of ecology: historical and philosophical considerations [i] [d]
  430. (2014) The contributions of explanation and exploration to children's scientific reasoning [d]
  431. (2014) Contingency horizon: on private events and the analysis of behavior [p] [d]
  432. (2014) Curious: the desire to know and why your future depends on it [i]
  433. (2014) Searching for injustice: the challenge of postconviction discovery, investigation, and litigation [u]
  434. (2014) Misreporting signs of child abuse: the role of decision-making and outcome information [d]
  435. (2014) What event are you training for? [u]
  436. (2014) Unifying psychology: shared ontology and the continuum of practical assumptions [d]
  437. (2014) Citation alone doesn't make the argument [u]
  438. (2014) Where do cinematic ideas come from? [d]
  439. (2014) Reality and accounting: ontological explorations in the economic and social sciences [i]
  440. (2014) Is satire saving our nation?: mockery and American politics [i] [d]
  441. (2014) Accusatorial and information-gathering interrogation methods and their effects on true and false confessions: a meta-analytic review [d]
  442. (2014) The problem of unconceived objections [d]
  443. (2014) Exploiting liars' verbal strategies by examining the verifiability of details [d]
  444. (2014) Forgiving you is hard, but forgetting seems easy: can forgiveness facilitate forgetting? [d]
  445. (2014) A material dissolution of the problem of induction [d]
  446. (2014) Do institutions for collective action evolve? [d]
  447. (2014) Trust, relevance, and arguments [d]
  448. (2014) Seventy-one important questions for the conservation of marine biodiversity [d]
  449. (2014) Argument schemes for reasoning about trust [d]
  450. (2014) Models in science and in learning science: focusing scientific practice on sense-making [i] [d]
  451. (2014) The end of mental illness thinking? [d]
  452. (2014) Harnessing the power of big data: infusing the scientific method with machine learning to transform ecology [d]
  453. (2014) The lean mindset: ask the right questions [i]
  454. (2014) Causal patterns and adequate explanations [d]
  455. (2014) Find out anything from anyone, anytime: secrets of calculated questioning from a veteran interrogator [i]
  456. (2014) Does segregation create winners and losers?: residential segregation and inequality in educational attainment [d]
  457. (2014) The science of perception and memory: a pragmatic guide for the justice system [i] [d]
  458. (2014) The machinations of luck [d]
  459. (2014) Systematic approaches to argument by analogy [i] [d]
  460. (2014) Intentions and voluntary actions: reframing the problem [p] [d]
  461. (2014) Cognitive success: instrumental justifications of normative systems of reasoning [p] [d]
  462. (2014) Evidence-informed person-centered healthcare, part I: do 'cognitive biases plus' at organizational levels influence quality of evidence? [p] [d]
  463. (2014) Evidence-informed person-centred health care, part II: are 'cognitive biases plus' underlying the EBM paradigm responsible for undermining the quality of evidence? [p] [d]
  464. (2014) Should everybody learn to code? [d]
  465. (2014) Tainted: exposing bad science, practicing philosophy of science [i] [d]
  466. (2014) The gospel according to Deleuze [i]
  467. (2014) Open science and the three cultures: expanding open science to all domains of knowledge creation [i] [d]
  468. (2014) Physical theory: method and interpretation [i] [d]
  469. (2014) Is there overshoot of planetary limits?: new indicators of human appropriation of the global biogeochemical cycles relative to their regenerative capacity based on 'ecotime' analysis [d]
  470. (2014) Swimming against the stream?: mindfulness as a psychosocial research methodology [d]
  471. (2014) Critical rationalism and engineering: ontology [d]
  472. (2014) The ethical imperative to think about thinking: diagnostics, metacognition, and medical professionalism [p] [d]
  473. (2014) Bias neglect: a blind spot in the evaluation of scientific results [p] [d]
  474. (2014) Fear-driven inference: mechanisms of gut overreaction [i] [d]
  475. (2014) Does coaching work?: a meta-analysis on the effects of coaching on individual level outcomes in an organizational context [d]
  476. (2014) Intuitions in moral reasoning: normative empirical reflective equilibrium as a model for substantial justification of moral claims [i] [d]
  477. (2014) Is it a problem for us to say, 'it is a coincidence that the patient does well'? [d]
  478. (2014) From analyst to sense-maker [with IBIS] [u]
  479. (2014) How does mindfulness reduce anxiety, depression, and stress?: an exploratory examination of change processes in wait-list controlled mindfulness meditation training [d]
  480. (2014) What is life? And what might be said of the role of behaviour in its evolution? [d]
  481. (2014) Collective interviewing: a transactive memory approach towards identifying signs of truthfulness [d]
  482. (2014) Is this testimony truthful, fabricated, or based on false memory?: credibility assessment 25 years after Steller and Köhnken (1989) [d]
  483. (2014) The inconsistent suspect: a systematic review of different types of consistency in truth tellers and liars [i] [d]
  484. (2014) Argumentation schemes for argument from analogy [i] [d]
  485. (2014) On a razor's edge: evaluating arguments from expert opinion [d]
  486. (2014) Burden of proof, presumption and argumentation [i] [d]
  487. (2014) Can humans form four-dimensional spatial representations? [i]
  488. (2014) Mindful ignorance [i] [d]
  489. (2014) Willful ignorance: the mismeasure of uncertainty [i] [d]
  490. (2014) Perspectival knowing: Karl Jaspers and Ronald N. Giere [i] [d]
  491. (2014) Can a white person understand the black experience? [u]
  492. (2014) Why does guessing incorrectly enhance, rather than impair, retention? [p] [d]
  493. (2014) Understanding with theoretical models [d]
  494. (2014) One quintillion ways to have PTSD comorbidity: recommendations for the disordered DSM-5 [d]
  495. (2013) Pragmatic norms in science: making them explicit [d]
  496. (2013) The use of useless knowledge: Bergson against the pragmatists [d]
  497. (2013) The sacred is the profane: the political nature of 'religion' [i] [d]
  498. (2013) Can a trait-based multi-taxa approach improve our assessment of forest management impact on biodiversity? [d]
  499. (2013) The current status of energy psychology: extraordinary claims with less than ordinary evidence [d]
  500. (2013) Curiosity: how science became interested in everything [i]
  501. (2013) Psychological construction: the Darwinian approach to the science of emotion [d]
  502. (2013) Deconstruct and superstruct: examining bias across the legal system [u]
  503. (2013) Argumentation and pseudoscience: the case for an ethics of argumentation [i] [d]
  504. (2013) Outer space religion and the overview effect: a critical inquiry into a classic of the pro-space movement [d]
  505. (2013) Why did eukaryotes evolve only once?: genetic and energetic aspects of conflict and conflict mediation [p] [d]
  506. (2013) Investigating children's Why-questions: a study comparing argumentative and explanatory function [d]
  507. (2013) Zooland: the institution of captivity [i]
  508. (2013) Men and women are from Earth: examining the latent structure of gender [d]
  509. (2013) Rethinking logic: logic in relation to mathematics, evolution, and method [i] [d]
  510. (2013) Confronting the data-divide in a time of spatial turns and volunteered geographic information [d]
  511. (2013) Standards of decision in law: psychological and logical bases for the standard of proof, here and abroad [i]
  512. (2013) What makes people healthy, happy, and fulfilled in the face of current world challenges? [p] [d]
  513. (2013) Could HPS improve problem-solving? [history and philosophy of science] [d]
  514. (2013) Idealisations in normative models [d]
  515. (2013) Are you a computer addict? [u]
  516. (2013) Applied issues in investigative interviewing, eyewitness memory, and credibility assessment [i] [d]
  517. (2013) Human expeditions: inspired by Bruce Trigger [i] [d]
  518. (2013) In search of mechanisms: discoveries across the life sciences [i]
  519. (2013) Deep rhetoric: philosophy, reason, violence, justice, wisdom [i] [d]
  520. (2013) Troubling freedom: migration, debt, and modern slavery [d]
  521. (2013) The little engine who could not: 'rehabilitating' the individual in safety research [d]
  522. (2013) On the epistemology and ethics of communicating a Cartesian consciousness [d]
  523. (2013) A dialogical account of deductive reasoning as a case study for how culture shapes cognition [d]
  524. (2013) The placebo response in medicine: minimize, maximize or personalize? [d]
  525. (2013) Role-induced bias in court: an experimental analysis [d]
  526. (2013) Which relationship skills count most? [d]
  527. (2013) No levels, no problems: downward causation in neuroscience [d]
  528. (2013) A cognitive approach to teaching philosophy [d]
  529. (2013) Beyond reductionism: a passion for interdisciplinarity [i]
  530. (2013) Handbook of the psychology of science [i]
  531. (2013) Does science presuppose naturalism (or anything at all)? [d]
  532. (2013) Transmitting delusional beliefs in a hypnotic model of folie à deux [p] [d]
  533. (2013) Humans as scientists: scientists as humans [d]
  534. (2013) It is value that brings universes into being [d] [u]
  535. (2013) What's the point if we can't have fun? [d]
  536. (2013) Client subversions of DSM knowledge [d]
  537. (2013) Just say 'no' to logical negativism [i.e., to the falsificationist philosophy of Karl Popper] [i]
  538. (2013/2016) The fragmentation of philosophy, the road to reintegration [i] [d]
  539. (2013) Detecting psychological phenomena: taking bottom-up research seriously [p] [d]
  540. (2013) Who's reporting the protests?: converging practices of citizen journalists and two BBC World Service newsrooms, from Iran's election protests to the Arab uprisings [d]
  541. (2013) What is approach motivation? [d]
  542. (2013) Why do we (still) lack data on policing? [u]
  543. (2013) Delusions, illusions and inference under uncertainty [d]
  544. (2013) The role of pattern recognition in creative problem solving: a case study in search of new mathematics for biology [p] [d]
  545. (2013) Who? What? When? Using a timeline technique to facilitate recall of a complex event [d]
  546. (2013) Evolution is a model, why not teach it that way? [i] [d]
  547. (2013) Uncertainties in landscape analysis and ecosystem service assessment [d]
  548. (2013) Therapist stories of inspiration, passion, and renewal: what's love got to do with it? [i]
  549. (2013) John Dewey and the ethics of historical belief: religion and the representation of the past [i]
  550. (2013) What is Mandela's secret? [u]
  551. (2013) Neural mechanisms of reactivation-induced updating that enhance and distort memory [p] [d]
  552. (2013) Establishing evidence through undercover and collective intelligence interviewing [d]
  553. (2013) To value or not to value?: that is not the question [d]
  554. (2013) Prisoners of abstraction?: the theory and measure of genetic variation, and the very concept of 'race' [d]
  555. (2013) Saying meritocracy and doing privilege [d]
  556. (2013) Could working less reduce pressures on the environment?: a cross-national panel analysis of OECD countries, 1970–2007 [d]
  557. (2013) Belief buddies versus critical communities: the social organization of pseudoscience [i] [d]
  558. (2013) Reasoning [and developmental psychology] [i] [d]
  559. (2013) The neuroscience of memory: implications for the courtroom [d]
  560. (2013) Sorting the liars from the truth tellers: the benefits of asking unanticipated questions on lie detection [d]
  561. (2013) The anger fallacy: uncovering the irrationality of the angry mindset [i]
  562. (2013) Why isn't evidence based practice improving health care for minorities in the United States? [p] [d]
  563. (2013) Science, practice and mythology: a definition and examination of the implications of scientism in medicine [d]
  564. (2013) What students' arguments can tell us: using argumentation schemes in science education [d]
  565. (2013) Dialogue & deliberation [i]
  566. (2013) Japanese philosophy as a lens on Greco-European thought [u]
  567. (2013) Objectivity in journalism [i]
  568. (2013) Student says to the master, 'Do I need therapy?' [u]
  569. (2013) Essential questions: opening doors to student understanding [i]
  570. (2013) Constructs, inferences, and mental measurement [d]
  571. (2013) Can spatial training improve long-term outcomes for gifted STEM undergraduates? [d]
  572. (2013) Knowing when to doubt: developing a critical stance when learning from others [p] [d]
  573. (2013) Does ecologically unequal exchange occur? [d]
  574. (2013) The knowledge acquisition workshops: a remarkable convergence of ideas [d]
  575. (2013) Philosophy versus literature?: against the discontinuity thesis [d]
  576. (2013) Can we handle the truth? [u]
  577. (2013) Delusions about evidence: on why scientific evidence should not be the main concern in socioscientific decision making [d]
  578. (2013) Constitutional violence: legitimacy, democracy and human rights [i]
  579. (2013) Beyond DSM and ICD: introducing 'precision diagnosis' for psychiatry using momentary assessment technology [d]
  580. (2013) Refining expertise: how responsible engineers subvert environmental justice challenges [i]
  581. (2013) The practice of collaborative counseling & psychotherapy: developing skills in culturally mindful helping [i]
  582. (2013) The potential of perspectivism for science education [d]
  583. (2013) Evidence models and proof of causation [d]
  584. (2013) Unifying psychology through situational realism [d]
  585. (2013/2017) Critical thinking for strategic intelligence [i]
  586. (2013) Philosophy of pseudoscience: reconsidering the demarcation problem [i] [d]
  587. (2013) The dangers of pseudoscience [u]
  588. (2013) How many trees are there in the Amazon? [u]
  589. (2013) The development of delusion revisited: a transdiagnostic framework [p] [d]
  590. (2013) Teleology, discontinuity and world history: periodization and some creation myths of modernity [d]
  591. (2013) Defusing ideological defenses in biology [d]
  592. (2013) Committed to what? [u]
  593. (2013) 'What do I know?': scholastic fallacies and pragmatic religiosity in mental health-seeking behaviour in India [d]
  594. (2013) What is meant by argumentative competence?: an integrative review of methods of analysis and assessment in education [d]
  595. (2013) Implicit bias and the problem of certainty in the criminal standard of proof [u]
  596. (2013) The science of the individual [d]
  597. (2013) Memory and law: what can cognitive neuroscience contribute? [d]
  598. (2013) Humble inquiry: the gentle art of asking instead of telling [i]
  599. (2013) Renaissance or requiem: is nuclear energy cost effective in a post-Fukushima world? [d]
  600. (2013) Are the misinformed more punitive?: beliefs and misconceptions in forensic psychology [d]
  601. (2013) Philosophy and the foundations of dynamics [i] [d]
  602. (2013) Morally, should we prefer never to have existed? [d]
  603. (2013) Unsettling the privilege of self-reflexivity [i]
  604. (2013) Argument revision and its role in dialogue [u]
  605. (2013) Epistemological boot camp: the politics of science and what every qualitative researcher needs to know to survive in the academy [d]
  606. (2013) What leads to better visitor outcomes in live interpretation? [u]
  607. (2013) False memories [i]
  608. (2013) Why prevention? Why now? [d]
  609. (2013) Assessing students' understanding of inquiry: what do prospective science teachers notice? [d]
  610. (2013) How does interoceptive awareness interact with the subjective experience of emotion?: an fMRI study [p] [d]
  611. (2013) Without hierarchy: the scale freedom of the universe [i] [d]
  612. (2013) The secret life of decisions: how unconscious bias subverts your judgement [i]
  613. (2013) What do scientist and non-scientist teachers notice about biology diagrams? [d]
  614. (2013) Reconsidering philosophical questions and neuroscientific answers: two pillars of inquiry [d]
  615. (2013) The epistemology of fact checking [d]
  616. (2013) In defense of reflective equilibrium [d]
  617. (2013) Teleological justification of argumentation schemes [d]
  618. (2013) Methods of argumentation [i] [d]
  619. (2013) The epistemology of scientific evidence [d]
  620. (2013) What kind of scientist are you?: science and interdisciplinary research [d] [u]
  621. (2013) Still radical after all these years: George Kelly's The psychology of personal constructs [p] [d]
  622. (2013) How useful are the strategic tools we teach in business schools? [d]
  623. (2013) The sins of interviewing: errors made by investigative interviewers and suggestions for redress [i] [d]
  624. (2013) Know thy biases!: bringing argumentative virtues to the classroom [u]
  625. (2013) On sort of knowing: the Daoist unhewn [d]
  626. (2012) Well-being as an object of science [d]
  627. (2012) Teaching the nature of science through scientific errors [d]
  628. (2012) Can leadership development act as a rural poverty alleviation strategy? [d]
  629. (2012) The (honest) truth about dishonesty: how we lie to everyone—especially ourselves [i]
  630. (2012) Does CBT facilitate emotional processing? [d]
  631. (2012) Are the new mass media subverting cultural transmission? [d]
  632. (2012) Constructing anthropologists: culture learning and culture making in U.S. doctoral education [d]
  633. (2012) Why do ideas get more creative across time?: an executive interpretation of the serial order effect in divergent thinking tasks [d]
  634. (2012) How can computer simulations produce new knowledge? [d]
  635. (2012) Why Monte Carlo simulations are inferences and not experiments [d]
  636. (2012) Fuzzy reasoning [d]
  637. (2012) Solving a murder case by asking critical questions: an approach to fact-finding in terms of argumentation and story schemes [d]
  638. (2012) Burdens and standards of proof for inference to the best explanation: three case studies [d]
  639. (2012) Keywords, frames and the reconstruction of material starting points in argumentation [d]
  640. (2012) Are diagrams always helpful tools?: developmental and individual differences in the effect of presentation format on student problem solving [d]
  641. (2012) Can we recreate delusions in the laboratory? [d]
  642. (2012) How convenient!: the epistemic rationale of self-validating belief systems [d]
  643. (2012) Fair value accounting: simulacra and simulation [d]
  644. (2012) Questioning the idea of the individual as an autonomous moral agent [d]
  645. (2012) Science cannot fix this: the limitations of evidence-based practice [d]
  646. (2012) John Dewey's logic of science [d]
  647. (2012) Contested illnesses: citizens, science, and health social movements [i]
  648. (2012) The normativity of automaticity [d]
  649. (2012) Styles of reasoning: a pluralist view [d]
  650. (2012) Evaluating philosophies [i] [d]
  651. (2012) Scientific perspectivism: a philosopher of science's response to the challenge of big data biology [d]
  652. (2012) Ruminations and flow: why do people with a more harmonious passion experience higher well-being? [d]
  653. (2012) Will this policy work for you?: predicting effectiveness better: how philosophy helps [d]
  654. (2012) Is water H2O?: evidence, pluralism and realism [i] [d]
  655. (2012) The limits of the Buddhist embrace of science: commentary on 'Compassion, ethics, and neuroscience: neuroethics through Buddhist eyes' [p] [d]
  656. (2012) The ethics of argumentation [d] [u]
  657. (2012) When should I trust my gut?: linking domain expertise to intuitive decision-making effectiveness [d]
  658. (2012) Computer-aided argument mapping and the teaching of critical thinking: part I [d]
  659. (2012) Computer-aided argument mapping and the teaching of critical thinking: part II [d]
  660. (2012) OCD and cognitive illusions [d]
  661. (2012) Patterns? What patterns? [u]
  662. (2012) When friends deflect questions about sensitive information: questioners' cognitive complexity and explanations for friends' avoidance [d]
  663. (2012) How is this paper philosophy? [u]
  664. (2012) What if psychology redesigned the criminal justice system? [i] [d]
  665. (2012) Not in my watershed! Will increased federal supervision really bring better coordination between land use and water planning? [d]
  666. (2012) Politics of practical reasoning: integrating action, discourse and argument [i]
  667. (2012) Layered history: styles of reasoning as stratified conditions of possibility [d]
  668. (2012) Coherentism and the epistemic justification of moral beliefs: a case study in how to do practical ethics without appeal to a moral theory [d]
  669. (2012) How does expansive framing promote transfer?: several proposed explanations and a research agenda for investigating them [d]
  670. (2012) Could you please phrase 'home range' as a question? [d]
  671. (2012) Tunnel vision [i] [d]
  672. (2012) Pluralism and 'bad' mathematical theories: challenging our prejudices [i] [d]
  673. (2012) Writing scripts for silent movies: how officer experience and high-crime areas turn innocuous behavior into criminal conduct [u]
  674. (2012) Mapping uncertainty in conservation assessment as a means toward improved conservation planning and implementation [d]
  675. (2012) Behavior as information: 'If I avoid, then there must be a danger' [d]
  676. (2012) Emotion words shape emotion percepts [d]
  677. (2012) The role of psychology in an agent-centered theory of science [i] [d]
  678. (2012) 50+ better questions to ask than how to be more productive [u]
  679. (2012) Using private rights to manage natural resources: is stewardship linked to ownership? [d]
  680. (2012) Dewey's pragmatism from an anthropological point of view [d] [u]
  681. (2012) Cognitive interventions to reduce diagnostic error: a narrative review [d]
  682. (2012) Rational argument [i] [d]
  683. (2012) Ideology, psychology, and law [i] [d]
  684. (2012) Why is achieving good ecological outcomes in rivers so difficult? [d]
  685. (2012) (Pseudo)scientific history? [u]
  686. (2012) The anthropology of ignorance: an ethnographic approach [i] [d]
  687. (2012) Shopping around for theories for counseling psychology practice: reaction [d]
  688. (2012) Cultural validity of the Minnesota Multiphasic Personality Inventory–2 empirical correlates: is this the best we can do? [d]
  689. (2012) The Oxford handbook of thinking and reasoning [i] [d]
  690. (2012) Pragmatism, perspectival realism, and econometrics [i]
  691. (2012) Reasoning and argumentation: towards an integrated psychology of argumentation [d]
  692. (2012) Why science is not necessarily self-correcting [d]
  693. (2012) Measuring the prevalence of questionable research practices with incentives for truth telling [d]
  694. (2012) Why is drawing important to research? [d]
  695. (2012) What is conservation science? [d]
  696. (2012) Does valuing androgyny and femininity lead to a female advantage?: the relationship between gender-role, transformational leadership and identification [d]
  697. (2012) What is systemic about systemic therapy?: therapy models muddle embodied systemic practice [d]
  698. (2012) When figurative analogies fail: fallacious uses of arguments from analogy [i] [d]
  699. (2012) Spatial information theory meets spatial thinking: is topology the Rosetta stone of spatio-temporal cognition? [d]
  700. (2012) Preference, principle, and political casuistry [i] [d]
  701. (2012) Post-credit crisis: what new concepts are needed? Which old notions or practices should be abandoned? [d]
  702. (2012) What if you don't want to be a manager? [u]
  703. (2012) The uncertain geographic context problem [d] [u]
  704. (2012) 'What are you going to do with that major?': colloquial speech and the meanings of work and education [d]
  705. (2012) Bit by bit or all at once?: splitting up the inquiry task to promote children's scientific reasoning [d]
  706. (2012) Are landscape ecologists addressing uncertainty in their remote sensing data? [d]
  707. (2012) Is ecology a holistic science, after all? [i]
  708. (2012) Economics for real: Uskali Mäki and the place of truth in economics [i]
  709. (2012) Drawing on liars' lack of cognitive flexibility: detecting deception through varying report modes [d]
  710. (2012) Mind and the frontal lobes: cognition, behavior, and brain imaging [i] [d]
  711. (2012) Public skepticism of psychology: why many people perceive the study of human behavior as unscientific [d]
  712. (2012) Provoking more productive discussion of wicked problems [d]
  713. (2012) Character attacks as complex strategies of legal argumentation [u]
  714. (2012) Presumptive reasoning in interpretation: implicatures and conflicts of presumptions [d]
  715. (2012) Thinking and reasoning: an introduction to the psychology of reason, judgment and decision making [i]
  716. (2012) Science, pseudo-science and urban design [d]
  717. (2012) Delusional inference [d]
  718. (2012) What do clients want from therapy?: a practice-friendly review of research into client preferences [d]
  719. (2012) Fly and be damned: what now for aviation and climate change? [i]
  720. (2012) Prosecution complex: America's race to convict, and its impact on the innocent [i]
  721. (2012) The case for informal argument [about assessment] [d]
  722. (2012) Six myths about spatial thinking [d]
  723. (2012) Rescuing political theory from fact-insensitivity [d] [u]
  724. (2012) Computer applications for handling legal evidence, police investigation, and case argumentation [i] [d]
  725. (2012) The philosophy of modelling or does the philosophy of biology have any use? [d]
  726. (2012) Why have children?: the ethical debate [i]
  727. (2012) What would John Dewey say about deliberative democracy and democratic experimentalism? [d]
  728. (2012) Metaphysics as modeling: the handmaiden's tale [d]
  729. (2012) Are we good at detecting conflict during reasoning? [d]
  730. (2012) On being unreasonable in modern society: are mental health problems special? [d]
  731. (2012) Who gets to draw the map?: the contentious creation of the American road/map system, 1917–1926 [d]
  732. (2012) Special sciences and the unity of science [i] [d]
  733. (2012) Secrets and lies: involuntary leakage in deceptive facial expressions as a function of emotional intensity [d]
  734. (2012) The limitations of hierarchical organization [d]
  735. (2012) Does classroom explicitation of initial conceptions favour conceptual change or is it counter-productive? [d]
  736. (2012) What is a home range? [d]
  737. (2012) Psychology of science: implicit and explicit processes [i] [d]
  738. (2012) Uncomfortable knowledge: the social construction of ignorance in science and environmental policy discourses [d]
  739. (2012) How can we know if investors are coherently linking sustainability concepts? [d]
  740. (2012) White privilege in experiential education: a critical reflection [d]
  741. (2012) Cognitive schemas among mental health professionals: adaptive or maladaptive? [p]
  742. (2012) Doublethinking or dialectical thinking: a critical appreciation of Hoffman's 'doublethinking' critique [d]
  743. (2012) The origins of inquiry: inductive inference and exploration in early childhood [d]
  744. (2012) Finding new facts; thinking new thoughts [i]
  745. (2012) Multi-perspective modelling of complex phenomena [d]
  746. (2012) What is your personal knowledge management ecosystem? [u]
  747. (2012) In doubt: the psychology of the criminal justice process [i] [d]
  748. (2012) Jumping to conclusions, a lack of belief flexibility and delusional conviction in psychosis: a longitudinal investigation of the structure, frequency, and relatedness of reasoning biases [p] [d]
  749. (2012) Can remote sensing estimate fine-scale quality indicators of natural habitats? [d]
  750. (2012) On Charles S. Peirce's lecture 'How to theorize' (1903) [d]
  751. (2012) Modeling, truth, and philosophy [d]
  752. (2012) The cognitive science of science: explanation, discovery, and conceptual change [i]
  753. (2012) What makes you not a Buddhist?: a preliminary mapping of values [d]
  754. (2012) What can design thinking learn from behavior group therapy? [i] [d]
  755. (2012) Handbook of critical issues in finance [i] [d]
  756. (2012) The need for systematic ethnopsychology: the ontological status of mentalistic terminology [d]
  757. (2012) What is a responsible supply chain? [d]
  758. (2012) Essays on neuroscience and political theory: thinking the body politic [i]
  759. (2012) From critical thinking to non-conclusive argument and back again [d]
  760. (2012) Building a system for finding objections to an argument [d]
  761. (2012) Buddhist epistemology and economics: deconstructing dysfunctional delusions [u]
  762. (2012) Cognitive sophistication does not attenuate the bias blind spot [d]
  763. (2012) Meaning and relevance [i] [d]
  764. (2012) Epistemic privilege and the success of science [d]
  765. (2012) Science education for global sustainability: what is necessary for teaching, learning, and assessment strategies? [d]
  766. (2011) Resistance or disconnection?: a relational-cultural approach to supervisee anxiety and nondisclosure [d]
  767. (2011) Reasonable atheism: a moral case for respectful disbelief [i]
  768. (2011) The cloud of knowing: blurring the difference with China [d]
  769. (2011) Can charisma be taught?: tests of two interventions [d]
  770. (2011) The dream is freedom: Pauli Murray and American democratic faith [i] [d]
  771. (2011) Was Darwin wrong about emotional expressions? [d]
  772. (2011) Do conscious thoughts cause behavior? [p] [d]
  773. (2011) The philosophy of software: code and mediation in the digital age [i] [d]
  774. (2011) Do educated leaders matter? [d]
  775. (2011) Location-based questions and local knowledge [d]
  776. (2011) Dissenting in reflective conversations: critical components of doing action research [d]
  777. (2011) Does effort matter in mindful parenting? [d]
  778. (2011) Explanation in personality psychology: 'verbal magic' and the five-factor model [d]
  779. (2011) Argumentation in science education: a model-based framework [d]
  780. (2011) The epistemic predicament of a pseudoscience: social constructivism confronts Freudian psychoanalysis [d]
  781. (2011) Driven, distracted, or both?: a performance-based ex-Gaussian analysis of individual differences in anxiety [d]
  782. (2011) Ecosystem services and fictitious commodities [d]
  783. (2011) Two unification strategies: analysis or reduction, and synthesis or integration [i] [d]
  784. (2011) Carving nature at its joints: natural kinds in metaphysics and science [i]
  785. (2011) On the distinction between Peirce's abduction and Lipton's inference to the best explanation [d]
  786. (2011) Foucault in the forest: questioning environmentality in Amazonia [d]
  787. (2011) Displacing activism?: the impact of international service trips on understandings of social change [d]
  788. (2011) Mindfulness-based approaches: are they all the same? [d]
  789. (2011) The old solutions are the new problem: how do we better use what we already know about reducing the burden of mental illness? [d]
  790. (2011) Making capability lists: philosophy versus democracy [d]
  791. (2011/2015) Cross-examination handbook: persuasion, strategies, and techniques [i]
  792. (2011) Can expectancies produce placebo effects for implicit learning? [d]
  793. (2011) A philosopher's view of theory: a response to Gorelick [d]
  794. (2011) Does participation in citizen science improve scientific literacy?: a study to compare assessment methods [d]
  795. (2011) What are the benefits of mindfulness?: a practice review of psychotherapy-related research [d]
  796. (2011) To walk in their shoes: the problem of missing, misunderstood, and misrepresented context in judging criminal confessions [u]
  797. (2011) Evidence, inference and enquiry [i] [d]
  798. (2011/2013) The art of thinking clearly [i]
  799. (2011) From belief to knowledge: achieving and sustaining an adaptive culture in organizations [i]
  800. (2011) The meaning of career success: avoiding reification through a closer inspection of historical, cultural, and ideological contexts [d]
  801. (2011) The making of the economy: a phenomenology of economic science [i]
  802. (2011) The innovator's DNA: mastering the five skills of disruptive innovators [i]
  803. (2011) What do I say?: the therapist's guide to answering client questions [i] [d]
  804. (2011) The placebo response in clinical trials: more questions than answers [d]
  805. (2011/2016) Think critically [i]
  806. (2011/2012) Adversarial inquisitions: rethinking the search for the truth [u]
  807. (2011) Philosophical delusion and its therapy: outline of a philosophical revolution [i]
  808. (2011) Are things that are hard to physically move also hard to imagine moving? [d]
  809. (2011) Evidence-based practice and the ethics of discretion [d]
  810. (2011) What does living in a democracy mean for kids? [d]
  811. (2011) Convicting the innocent: where criminal prosecutions go wrong [i] [d]
  812. (2011) Expertise, argumentation, and the end of inquiry [d]
  813. (2011) 'Consumption' [d]
  814. (2011) Understanding, evaluating, and producing arguments: training is necessary for reasoning skills [d]
  815. (2011) What's wrong with this picture?: an experiment in quantifying accuracy in 2D portrait drawing [d]
  816. (2011) To tell the truth: on scientific counterpublics [d]
  817. (2011) How to know: a practicalist conception of knowledge [i] [d]
  818. (2011) Great man or great myth?: a quantitative review of the relationship between individual differences and leader effectiveness [d]
  819. (2011) The unity of knowledge and the diversity of knowers: science as an agent of cultural integration in the United States between the two world wars [d]
  820. (2011) Neuroticism explained?: from a non-informative vulnerability marker to informative person–context interactions in the realm of daily life [d]
  821. (2011) Change blindness and inattentional blindness [d]
  822. (2011) What is a conservation actor? [d]
  823. (2011) Learning to solve problems: a handbook for designing problem-solving learning environments [i]
  824. (2011) 'Bet you think this song is about you': whose narrative is it in narrative research? [u]
  825. (2011) What kinds of things are psychiatric disorders? [d]
  826. (2011) So you're a creative genius—now what? [i]
  827. (2011) How do models give us knowledge?: the case of Carnot's ideal heat engine [d]
  828. (2011) Spirituality: an overlooked predictor of placebo effects? [d]
  829. (2011) Genealogical pragmatism: how history matters for Foucault and Dewey [d]
  830. (2011) Thinking critically about critical thinking: ability, disposition or both? [d]
  831. (2011) Complex predictions and assessor mystique [d]
  832. (2011) What does recovery mean in practice?: a qualitative analysis of international recovery-oriented practice guidance [d]
  833. (2011) Using sketch drawing to induce inconsistency in liars [d]
  834. (2011) Which are the basic meaning dimensions of observable interpersonal behavior? [d]
  835. (2011) The secret identity of science education: masculine and politically conservative? [d]
  836. (2011) Effects of an evidence-based text on scepticism, methodological reasoning, values and juror decision-making [d]
  837. (2011) Are positive emotions just as 'positive' across cultures? [d]
  838. (2011) When does jumping-to-conclusions reach its peak?: the interaction of vulnerability and situation-characteristics in social reasoning [d]
  839. (2011) Multidimensional reality [d]
  840. (2011) Why do people work?: individual wants versus common goods [d]
  841. (2011) Unsustainable development: could it be a Ponzi scheme? [u]
  842. (2011) Narrative therapy [i]
  843. (2011) Error and inference: recent exchanges on experimental reasoning, reliability, and the objectivity and rationality of science [i] [d]
  844. (2011) Domestic wastewater treatment as a net energy producer: can this be achieved? [d]
  845. (2011) Could EFT have saved the Buddha's marriage?: a reflection on Beckerman and Sarracco [d]
  846. (2011) Productivity tie-breaker: how will you feel afterwards? [u]
  847. (2011) When experts argue: explaining the best and the worst of reasoning [d]
  848. (2011) What good is moral reasoning? [d]
  849. (2011) Teaching science as a cultural way of knowing: merging authentic inquiry, nature of science, and multicultural strategies [d]
  850. (2011) Narrative nonfiction: essential or overrated? [u]
  851. (2011) Wage slavery or creative work? [d]
  852. (2011) Useful research: advancing theory and practice [i]
  853. (2011) Critical thinking and disciplinary thinking: a continuing debate [d]
  854. (2011/2016) A workbook for arguments: a complete course in critical thinking [i]
  855. (2011) Critical questions and argument stratagems: a framework for enhancing and analyzing students' reasoning practices [d]
  856. (2011) Why do we need to protect institutional diversity? [d]
  857. (2011) The Continuum companion to pragmatism [i]
  858. (2011) What is soundscape ecology?: an introduction and overview of an emerging new science [d]
  859. (2011) What went wrong?: therapists' reflections on their role in premature termination [d]
  860. (2011) Neurath and the encyclopaedic project of unity of science [i] [d]
  861. (2011) Effects of epistemological sensitization on source choices [d]
  862. (2011) A Neurathian conception of the unity of science [d]
  863. (2011) Argumentation without arguments [d]
  864. (2011) The under-examined life: a proposal for critically evaluating teachers' and students' philosophies of teaching [d]
  865. (2011) Evolutionary analogies: is the process of scientific change analogous to the organic change? [i]
  866. (2011) Biased advice [u]
  867. (2011) Paradoxes of learning and memory [i] [d]
  868. (2011) The un-making of a method: from rating scales to the study of psychological processes [d]
  869. (2011) Make just one change: teach students to ask their own questions [i]
  870. (2011) Local actions, global effects?: understanding the circumstances in which locally beneficial environmental actions cumulate to have global effects [u]
  871. (2011) Erasing the invisible hand: essays on an elusive and misused concept in economics [i] [d]
  872. (2011) Invoking experience as evidence [d]
  873. (2011) What's happening in the coaching conversation with an executive at risk of derailing? [u]
  874. (2011) How are you feeling? [u]
  875. (2011) How many slaves are working for you? [u]
  876. (2011) Becoming dialogical: psychotherapy or a way of life? [d]
  877. (2011) Is timing everything?: temporal considerations in emotion regulation [d]
  878. (2011) False-positive psychology: undisclosed flexibility in data collection and analysis allows presenting anything as significant [p] [d]
  879. (2011) On the nature of concepts [d]
  880. (2011) Neuropragmatism, old and new [d]
  881. (2011) Damn the consequences: projective evidence and the heterogeneity of scientific confirmation [d]
  882. (2011) What makes a journalist?: story by an Amazon field volunteer [u]
  883. (2011) Retractions in the scientific literature: is the incidence of research fraud increasing? [d]
  884. (2011) Time scarcity: another health inequality? [d]
  885. (2011) Otto Neurath and the unity of science [i] [d]
  886. (2011) Critical thinking and informal logic: neuropsychological perspectives [d] [u]
  887. (2011) Does fast or slow evaluation foster greater certainty? [d]
  888. (2011) No ownership of common factors [d]
  889. (2011) Reclassifying personality disorders [p] [d]
  890. (2011) Local knowledge: who cares? [d]
  891. (2011) Are these the poems to remember? [u]
  892. (2011) Are high hypnotizables especially vulnerable to false memory effects?: a sociocognitive perspective [conclusion: no] [p] [d]
  893. (2011) Childhood temperament: dimensions or types? [d]
  894. (2011) Reasoning about knowledge using defeasible logic [d]
  895. (2011) From macro to micro—how much micro is too much? [d]
  896. (2011) Knowledge-telling and knowledge-transforming arguments in mock jurors' verdict justifications [d]
  897. (2011) Models and mechanisms in psychological explanation [d]
  898. (2011) Should you be practicing right now? [u]
  899. (2011) Psychodynamic psychotherapy: from psychoanalytic arrogance to evidence-based modesty [i]
  900. (2011) Letting the brain speak for itself [d]
  901. (2011) How can the financial sector better serve people and the planet?: the need to reimagine finance [d]
  902. (2011) Reel conservation: can big screen animations save tropical biodiversity? [u]
  903. (2011) Helping students know what they know and do not know [d]
  904. (2011) The nature of dynamical explanation [d]
  905. (2011) Is collaboration a viable target for family therapists? [d]
  906. (2010) How is value really created?: the value networks approach [i] [u]
  907. (2010) What does doodling do? [d]
  908. (2010) On making causal claims: a review and recommendations [d]
  909. (2010) Are older adults wiser than college students?: a comparison of two age cohorts [d]
  910. (2010) Who can do what, therapeutically, with whom, in what way? [d]
  911. (2010) Who decides what is fair in fair trade?: the agri-environmental governance of standards, access, and price [d]
  912. (2010) Successful reentry: what differentiates successful and unsuccessful parolees? [d]
  913. (2010) 1001 solution-focused questions: handbook for solution-focused interviewing [i]
  914. (2010) On the vices of nominalization and the virtues of contextualizing [i]
  915. (2010) What is the best dose of nature and green exercise for improving mental health?: a multi-study analysis [d]
  916. (2010) Can geographic coordinates in the catalog record be useful? [d]
  917. (2010) Immunizing strategies and epistemic defense mechanisms [d]
  918. (2010) Sensemaking software for crime analysis [i] [u]
  919. (2010) Teaching modeling in critical thinking [d]
  920. (2010) Does plantation forestry restore biodiversity or create green deserts?: a synthesis of the effects of land-use transitions on plant species richness [d]
  921. (2010) Beyond reduction and pluralism: toward an epistemology of explanatory integration in biology [d]
  922. (2010) Matter and mind: a philosophical inquiry [i] [d]
  923. (2010) What's love got to do with it?: contemporary lessons on lawyerly advocacy from the preacher Martin Luther King, Jr. [u]
  924. (2010) Can compassionate practice also be good legal practice?: answers from the lives of Buddhist lawyers [u]
  925. (2010) Is the practice of yoga associated with positive outcomes?: the role of passion [d]
  926. (2010) Models: parables v. fables [i] [d]
  927. (2010) Psychotherapists, researchers, or both?: a qualitative analysis of psychotherapists' experiences in a practice research network [d]
  928. (2010) Does an argument-based approach to validity make a difference? [d]
  929. (2010) The Cambridge companion to Dewey [i] [d]
  930. (2010) Abductive inference and delusional belief [p] [d]
  931. (2010) What do psychotherapists really do in practice?: an Internet study of over 2,000 practitioners [d]
  932. (2010) Teaching the practical relevance of propositional logic [d]
  933. (2010) Can an ethical person be an ethical prosecutor?: a social cognitive approach to systemic reform [u]
  934. (2010) How would we know if psychotherapy were harmful? [d]
  935. (2010) Synthesis, the synthetic a priori, and the origins of modern space-time theory [i]
  936. (2010) Two kinds of evidence: how information systems form rhetorical arguments [d]
  937. (2010) Asking about ambivalence: a different kind of therapist neutrality [d]
  938. (2010) Discourse on a new method: reinvigorating the marriage of history and philosophy of science [i]
  939. (2010) Human rationality challenges universal logic [d]
  940. (2010) Well-being as discourse: potentials and problems for studies of organizing and health inequalities [d]
  941. (2010) On being thoroughly evidence-based [through second-order evidence] [u]
  942. (2010) An agent-based conception of models and scientific representation [d]
  943. (2010) Can linguistic predictors detect fraudulent financial filings? [d]
  944. (2010) What is a good question? [i]
  945. (2010) Writing in the life sciences: a critical thinking approach [i]
  946. (2010) The achievement gap and the discipline gap: two sides of the same coin? [d]
  947. (2010) Why don't we practice what we preach?: a meta-analytic review of religious racism [d]
  948. (2010) 'Ethnophilosophy' redefined? [d]
  949. (2010) The agonistic metaphor in psychotherapy: should clients battle their blues? [d]
  950. (2010) Causal effects in psychotherapy: counterfactuals counteract overgeneralization [p] [d]
  951. (2010) A narrative policy framework: clear enough to be wrong? [d]
  952. (2010) Learning to be surprised: how to foster reflective practice in a high-reliability context [d]
  953. (2010) What is behavioral activation?: a review of the empirical literature [d]
  954. (2010) 'Whose inquiry is this anyway?': money, power, reports, and collaborative inquiry [d]
  955. (2010) Selfish or selfless?: the role of empathy in economics [d]
  956. (2010) Philosophy of science after feminism [i]
  957. (2010) How do we empathize with someone who is not like us?: a functional magnetic resonance imaging study [d]
  958. (2010) Delusion and confabulation: mistakes of perceiving, remembering and believing [p] [d]
  959. (2010) What are your priorities right now?: identifying service needs across recovery stages to inform service development [p] [d]
  960. (2010) What is sexual addiction? [d]
  961. (2010) What is it like to be someone else? [d]
  962. (2010) Psychologism, overpsychologism, and action [d]
  963. (2010) Idealization in evolutionary developmental investigation: a tension between phenotypic plasticity and normal stages [d]
  964. (2010) Is there harm in silence? [p] [d]
  965. (2010) Handbook of reflection and reflective inquiry [i] [d]
  966. (2010) What we hide in words: emotive words and persuasive definitions [d]
  967. (2010) What is psychotherapy for?: an alternative to the profession of psychotherapy [i]
  968. (2010) Why was Darwin's view of species rejected by twentieth century biologists? [d]
  969. (2010) The ambiguities of experience [i]
  970. (2010) What is intimacy in Zen? [u]
  971. (2010) Forest certification as a global environmental governance tool: what is the macro-effectiveness of the Forest Stewardship Council? [d]
  972. (2010) Does ethical theory have a place in post-Kohlbergian moral psychology? [d]
  973. (2010) Critical reading of science-based news reports: establishing a knowledge, skills and attitudes framework [d]
  974. (2010) How should the risk associated with the introduction of biological control agents be estimated? [d]
  975. (2010) Are there any true adult-onset offenders? [d]
  976. (2010) Confabulation, delusion, and anosognosia: motivational factors and false claims [d]
  977. (2010) The data avalanche is here: shouldn't we be digging? [d]
  978. (2010) Moral complexity: the fatal attraction of truthiness and the importance of mature moral functioning [d]
  979. (2010) Understanding the changing planet: strategic directions for the geographical sciences [i] [d] [u]
  980. (2010) There are no universal rules for induction [d]
  981. (2010) Cosmic confusions: not supporting versus supporting not [d]
  982. (2010) From argument and philosophy to critical thinking across the curriculum [d]
  983. (2010) Out of sync and unaware?: exploring the effects of problem frame alignment and discordance in community collaboratives [d]
  984. (2010) How can we improve school discipline? [d]
  985. (2010) How similar are personality scales of the 'same' construct?: a meta-analytic investigation [d]
  986. (2010) Why argue?: towards a cost–benefit analysis of argumentation [d]
  987. (2010) Breaking the expertise barrier: understanding activist strategies in science and technology policy domains [d]
  988. (2010) The power of positive deviance: how unlikely innovators solve the world's toughest problems [i] [u]
  989. (2010/2014) False justice: eight myths that convict the innocent [i]
  990. (2010) Completely out of control or the desire to be in complete control?: how low self-control and the desire for control relate to corporate offending [d]
  991. (2010) Dangerous decisions: the impact of first impressions of trustworthiness on the evaluation of legal evidence and defendant culpability [d]
  992. (2010) On the nature of argument schemes [i]
  993. (2010) The trouble with experts [d]
  994. (2010) Untangling the environmentalist's paradox: why is human well-being increasing as ecosystem services degrade? [d]
  995. (2010) What is social learning? [u]
  996. (2010) Can ecosystem services lead ecology on a transdisciplinary pathway? [d]
  997. (2010) Should we trust grand bazaar carpet sellers (and vice versa)? [i] [u]
  998. (2010) The epistemology of mathematical and statistical modeling: a quiet methodological revolution [d]
  999. (2010) What is addiction? [i] [d]
  1000. (2010) Reflective interviewing: a guide to theory and practice [i]
  1001. (2010) Between the general and the unique: overcoming the nomothetic versus idiographic opposition [d]
  1002. (2010) Being wrong: adventures in the margin of error [i]
  1003. (2010) Interviewing: an insider's insight into learning [i] [d]
  1004. (2010) Teaching students to think critically about science and origins [d]
  1005. (2010) Evidence and simplicity: why we should reject homeopathy [d]
  1006. (2010) Informed social reflection: its development and importance for adolescents' civic engagement [i] [d]
  1007. (2010) John Dewey's reception in 'Schönian' reflective practice [u]
  1008. (2010) Epistemic vigilance [d]
  1009. (2010) Protecting rainforest realism [d]
  1010. (2010) Psychotherapist-as-philosopher-of-science [i]
  1011. (2010) Coherence between emotional experience and physiology: does body awareness training have an impact? [d]
  1012. (2010) Skill in questions: how the Buddha taught [o] [u]
  1013. (2010) The wisdom of property and the politics of the middle classes [i]
  1014. (2010) Why the world economy needs a financial crash and other critical essays on finance and financial economics [i]
  1015. (2010) Psychotherapy integration and integrative psychotherapy: process or product? [d]
  1016. (2010) Experiencing flow: is doing it together better than doing it alone? [d]
  1017. (2010) Why do parents become involved in their children's education?: implications for school counselors [d] [j]
  1018. (2010) Dementia: continuum or distinct entity? [d]
  1019. (2010) Wrenching from context: the manipulation of commitments [d]
  1020. (2010) A dialogue model of belief [d]
  1021. (2010) Why fallacies appear to be better arguments than they are [d] [u]
  1022. (2010) Is there a genetic contribution to cultural differences?: collectivism, individualism and genetic markers of social sensitivity [d]
  1023. (2010) The right to inquire into the religious [i] [d]
  1024. (2010) Explanatory depth [d]
  1025. (2010) Twelve examples of illusion [i]
  1026. (2010) Framing innocents: the wrongly convicted as victims of state harm [d]
  1027. (2010) The data-driven life [u]
  1028. (2010) Why do I get angry?: a componential appraisal approach [i] [d]
  1029. (2010) What can pest management learn from laboratory animal ethics? [d]
  1030. (2010) Embodied interdisciplinarity: what is the role of polymaths in environmental research? [d]
  1031. (2010) Asking 'Who are you?' when going into the wild: moving beyond an individualized form of outdoor education [d]
  1032. (2009) How to choose a good scientific problem [d]
  1033. (2009) Editorial: Why no borders? [u]
  1034. (2009) How similar are wise men and women?: a comparison across two age cohorts [d]
  1035. (2009) Why can't we be more idiographic in our research? [d]
  1036. (2009) Conversation and psychotherapy: how questioning reveals institutional answers [d]
  1037. (2009) Psychotherapy as a developmental process [i]
  1038. (2009) Delusion and self-deception: affective and motivational influences on belief formation [i]
  1039. (2009) Doctoring the mind: is our current treatment of mental illness really any good? [i]
  1040. (2009/2013) Critical thinking: reasoning and communicating with Rationale [i]
  1041. (2009) Geographies of circulation and exchange: constructions of markets [d]
  1042. (2009) Analysing stories using schemes [i]
  1043. (2009) Why did I change when I went to therapy?: a qualitative analysis of former patients' conceptions of successful psychotherapy [d]
  1044. (2009) No silver bullet for inquiry: making sense of teacher change following an inquiry-based research experience for teachers [d]
  1045. (2009) Is it necessary to discuss person-oriented research in community psychology? [p] [d]
  1046. (2009) Social learning for solving complex problems: a promising solution or wishful thinking?: a case study of multi-actor negotiation for the integrated management and sustainable use of the Drentsche Aa area in the Netherlands [d]
  1047. (2009) The two disciplines of scientific psychology, or: The disunity of psychology as a working hypothesis [i] [d]
  1048. (2009) The empire of civilization: the evolution of an imperial idea [i]
  1049. (2009) Learning without error [i] [d]
  1050. (2009) Models and perspectives on stage: remarks on Giere's Scientific perspectivism [d]
  1051. (2009) Why are modern scientists so dull?: how science selects for perseverance and sociability at the expense of intelligence and creativity [d]
  1052. (2009) No harm in a little gossip, right? [u]
  1053. (2009) Does farm worker health vary between localised and globalised food supply systems? [d]
  1054. (2009) Space and time in ecology: noise or fundamental driver? [i] [d]
  1055. (2009) Vegetarianism, sentimental or ethical? [d]
  1056. (2009) What counts as credible evidence in applied research and evaluation practice? [i]
  1057. (2009) Rationality and effectiveness: does EIA/SEA treat them as synonyms? [d]
  1058. (2009) Narrow assessments misrepresent development and misguide policy [d]
  1059. (2009) Logical fallacies as informational shortcuts [d]
  1060. (2009) How do feelings influence effort?: an empirical study of entrepreneurs' affect and venture effort [d]
  1061. (2009) Statistical machine learning and the logic of scientific discovery [u]
  1062. (2009) How many birds are there in a city of half a million people? [d]
  1063. (2009) Resiliency in the face of disadvantage: do Hispanic cultural characteristics protect health outcomes? [d]
  1064. (2009) What is hypothesis mapping? [u]
  1065. (2009) What is decision mapping? [u]
  1066. (2009) We can think with the implicit, as well as with fully-formed concepts [i] [d]
  1067. (2009) Why the brain talks to itself: sources of error in emotional prediction [d]
  1068. (2009) Defeating bigenderism: changing gender assumptions in the twenty-first century [d]
  1069. (2009) Extremism and social learning [d]
  1070. (2009) Visual representations in science [d]
  1071. (2009) Proof burdens and standards [i] [d]
  1072. (2009) The influence of diversity in clinical supervision: a framework for reflective conversations and questioning [d]
  1073. (2009) Global development?: monitored object(ive)s, omitted subject(ivitie)s [d]
  1074. (2009) Learning styles as self-fulfilling prophecies [i]
  1075. (2009) Inference to the best explanation: a neglected approach to theory appraisal in psychology [p] [j]
  1076. (2009) Why we make mistakes: how we look without seeing, forget things in seconds, and are all pretty sure we are way above average [i]
  1077. (2009) Beyond explanations: what else do students need to understand science? [d]
  1078. (2009) The potentials and limitations of civil society research: getting undone science done [d]
  1079. (2009) Confabulation: views from neuroscience, psychiatry, psychology, and philosophy [i] [d]
  1080. (2009) Going amiss in experimental research [i] [d]
  1081. (2009) Zero-sum world: challenges in conceptualizing environmental load displacement and ecologically unequal exchange in the world-system [d]
  1082. (2009) What should every citizen know about ecology? [d]
  1083. (2009) 'Maybe I made up the whole thing': placebos and patients' experiences in a randomized controlled trial [d]
  1084. (2009) Can tropical farmers reconcile subsistence needs with forest conservation? [d]
  1085. (2009) Source separation: will we see a paradigm shift in wastewater handling? [d]
  1086. (2009) Thinking and working in the midst of things: discovery, explanation, and evidence in comparative politics [i] [d]
  1087. (2009) Giving debiasing away: can psychological research on correcting cognitive errors promote human welfare? [d]
  1088. (2009) Understanding without explanation [i]
  1089. (2009) Typology reconfigured: from the metaphysics of essentialism to the epistemology of representation [d]
  1090. (2009) A different 'enlightened' jurisprudence? [u]
  1091. (2009) Abductive cognition: the epistemological and eco-cognitive dimensions of hypothetical reasoning [i] [d]
  1092. (2009) Diet and the environment: does what you eat matter? [d]
  1093. (2009) Unsimple truths: science, complexity, and policy [i]
  1094. (2009) Liberty and learning: academic freedom for teachers and students [i]
  1095. (2009) Think, blink or sleep on it?: the impact of modes of thought on complex decision making [d]
  1096. (2009) Critical appraisal of physical science as a human enterprise: dynamics of scientific progress [i] [d]
  1097. (2009) Ecosystem services: from eye-opening metaphor to complexity blinder [d]
  1098. (2009) Prime suspect: an examination of factors that aggravate and counteract confirmation bias in criminal investigations [d]
  1099. (2009) The entangled roots of objective knowledge [i] [d]
  1100. (2009) Limits to systems engineering [i] [d]
  1101. (2009) Developments in task analysis: new methods to study change [p] [d]
  1102. (2009) Path dependence in the production of scientific knowledge [d]
  1103. (2009/2012) Defending underdetermination or why the historical perspective makes a difference [i] [d]
  1104. (2009) What makes parties trust mediators? [d]
  1105. (2009) How science became technical [d]
  1106. (2009) Does spatial visualization ability improve after studying technical drawing? [d]
  1107. (2009) The introspection illusion [i]
  1108. (2009) Argumentation in artificial intelligence [i] [d]
  1109. (2009) Scientific understanding: philosophical perspectives [i]
  1110. (2009) Logic, hermeneutics, or both? [d] [u]
  1111. (2009) Ignorance: on the wider implications of deficient knowledge [i]
  1112. (2009) Unknowability: an inquiry into the limits of knowledge [i]
  1113. (2009) Does unconscious thought improve complex decision making? [d]
  1114. (2009) Know what you don't know: how great leaders prevent problems before they happen [i]
  1115. (2009) The undiscovered Dewey: religion, morality, and the ethos of democracy [i]
  1116. (2009) Why school?: reclaiming education for all of us [i]
  1117. (2009) Science and religion: what is at stake? [d]
  1118. (2009) Reflexivity in economics: an experimental examination on the self-referentiality in economic theories [i] [d]
  1119. (2009) Unsettling questions: cognitive dissonance in self-deception [d]
  1120. (2009) Is geography (the discipline) sustainable without geography (the subject)? [d]
  1121. (2009) Videogames: the new GIS? [u]
  1122. (2009) Invasions of plant communities: more of the same, something very different, or both? [d]
  1123. (2009) Appropriate treatment works, but how?: rehabilitating general, psychopathic, and high-risk offenders [i]
  1124. (2009) Why do different individuals progress along different life trajectories? [d]
  1125. (2009/2010) In praise of the guilty project: a criminal defense lawyer's growing anxiety about innocence projects [u]
  1126. (2009) Underdetermination of scientific theory [u]
  1127. (2009) Popper and communitarianism: justification and criticism of moral standards [i] [d]
  1128. (2009) Logical operations in theory-building case studies [d] [u]
  1129. (2009) Building trust with parties: are mediators overdoing it? [d]
  1130. (2009) Manufacturing doubt: journalists' roles and the construction of ignorance in a scientific controversy [d]
  1131. (2009) Are we talking the walk of community-based research? [d]
  1132. (2009) Rethinking intergenerational transmission(s): does a wellbeing lens help?: the case of nutrition [d]
  1133. (2009) Learning: an evolutionary analysis [d]
  1134. (2009) The Zen doctrine of 'no-method' [d]
  1135. (2009) Provisional knowledge [i] [d]
  1136. (2009) Why cognitive science needs philosophy and vice versa [d]
  1137. (2009) Psychotherapy, American culture, and social policy: immoral individualism [i] [d]
  1138. (2009) Bourdieu's distinction between philosophical and sociological approaches to science studies [d]
  1139. (2009) Botanical literacy: what and how should students learn about plants? [d]
  1140. (2009) Accepting the truth of a story about the facts of a criminal case [i]
  1141. (2009) The Toulmin argument model in artificial intelligence, or: how semi-formal, defeasible argumentation schemes creep into logic [i] [d]
  1142. (2009) Today's food system: how healthy is it? [d]
  1143. (2009) Event ecology, causal historical analysis, and human–environment research [d]
  1144. (2009) Jumping to a conclusion: fallacies and standards of proof [d] [u]
  1145. (2009) Coalitions, science, and belief change: comparing adversarial and collaborative policy subsystems [d]
  1146. (2009) Can nature make us more caring?: effects of immersion in nature on intrinsic aspirations and generosity [d]
  1147. (2009) On the art of being wrong: an essay on the dialectic of errors [d]
  1148. (2009) Why don't students like school?: a cognitive scientist answers questions about how the mind works and what it means for the classroom [i]
  1149. (2009) Method versus model—two sides of the same coin? [i] [d]
  1150. (2009) The illusion of depth of understanding in science [i]
  1151. (2008) Credibility [of scientists] [d]
  1152. (2008) Naturalizing as an error-type in biology [u]
  1153. (2008) What makes organic agriculture move: protest, meaning or market?: a polyocular approach to the dynamics and governance of organic agriculture [d]
  1154. (2008) Could the use of a knowledge-based system lead to implicit learning? [i] [d]
  1155. (2008) Can plantations develop understory biological and physical attributes of naturally regenerated forests? [d]
  1156. (2008) A fighting chance: can conservation create a platform for peace within cycles of human conflict? [i]
  1157. (2008) What's stopping you?: shatter the 9 most common myths keeping you from starting your own business [i]
  1158. (2008) What Heidegger and Dewey could learn from each other [d] [j]
  1159. (2008) Beyond common sense: psychological science in the courtroom [i]
  1160. (2008) Crowdsourcing as a model for problem solving [d]
  1161. (2008) Plantation forests and biodiversity: oxymoron or opportunity? [d]
  1162. (2008) Volitional pragmatism [d]
  1163. (2008) Can environmental history save the world? [d]
  1164. (2008) Toward a relational concept of uncertainty: about knowing too little, knowing too differently, and accepting not to know [u]
  1165. (2008) Are theories to be evaluated in isolation or relative to alternatives?: an abductive view [d] [j]
  1166. (2008) How far and with whom do people socialize?: empirical evidence about distance between social network members [d]
  1167. (2008) Who's afraid of the big bad Whorf?: crosslinguistic differences in temporal language and thought [d]
  1168. (2008) Socially responsible entrepreneurs: what do they do to create and build their companies? [d]
  1169. (2008) How do we know?: evidence, ethnography, and the making of anthropological knowledge [i]
  1170. (2008) What's the point of school?: rediscovering the heart of education [i]
  1171. (2008) Where do people draw lines? [d]
  1172. (2008) Is probability the only coherent approach to uncertainty? [d]
  1173. (2008) Ecological knowledge shrinks as economies grow [d]
  1174. (2008) Pluralism, scientific values, and the value of science [i]
  1175. (2008/2014) The Routledge companion to philosophy of science [i]
  1176. (2008) Credibility and the use of geospatial media in activism and advocacy [d]
  1177. (2008) Understanding and predicting ecological dynamics: are major surprises inevitable? [d]
  1178. (2008) What is debate for?: the rationality of Tibetan debates and the role of humor [d]
  1179. (2008) Thinking critically about critical thinking: towards a post-critical, dialogic pedagogy for popular visual culture [d]
  1180. (2008) Whataboutism [u]
  1181. (2008) Is character fate, or is there hope to change my personality yet? [d]
  1182. (2008) The myth of mental disorder: transsubstantive behavior and taxometric psychiatry [u]
  1183. (2008) Not so innocent: does seeing one's own capability for wrongdoing predict forgiveness? [d]
  1184. (2008) Participatory research in conservation and rural livelihoods: doing science together [i]
  1185. (2008) What makes one person paranoid and another person anxious?: the differential prediction of social anxiety and persecutory ideation in an experimental situation [d]
  1186. (2008/2012) Gaither's dictionary of scientific quotations [i]
  1187. (2008) The methodological dilemma: creative, critical, and collaborative approaches to qualitative research [i]
  1188. (2008) On the process of becoming a great scientist [d]
  1189. (2008) Rationality for mortals: how people cope with uncertainty [i]
  1190. (2008) Contentious geographies: environmental knowledge, meaning, scale [i]
  1191. (2008) 'Indigenous knowledge' and 'science': reframing the debate on knowledge diversity [d]
  1192. (2008) Making research relevant: if it is an evidence-based practice, where's the practice-based evidence? [d]
  1193. (2008) The false paths, the endless labors, the turns now this way and now that: participatory action research, mutual vulnerability, and the politics of inquiry [d]
  1194. (2008/2013) Putting philosophy to work: inquiry and its place in culture: essays on science, religion, law, literature, and life [i]
  1195. (2008) Engaging contradictions: theory, politics, and methods of activist scholarship [i]
  1196. (2008) Enrichment effects on adult cognitive development: can the functional capacity of older adults be preserved and enhanced? [p] [d]
  1197. (2008) Who fights?: the determinants of participation in civil war [d]
  1198. (2008) Argumentation in science: the cross-fertilization of argumentation theory and science studies [i]
  1199. (2008) Philosophical issues in psychiatry: explanation, phenomenology, and nosology [i]
  1200. (2008) The recurrence of an illusion: the concept of 'evil' in forensic psychiatry [p] [u]
  1201. (2008) What needs to develop in the development of inquiry skills? [d]
  1202. (2008) Beyond control of variables: what needs to develop to achieve skilled scientific thinking? [d]
  1203. (2008) Narrators defend their side of the story metaphorically at troubled narrative junctions [d]
  1204. (2008) On the irrationality of emotion and the rationality of awareness [d]
  1205. (2008) How'd you score that gig?: a guide to the coolest jobs—and how to get them [i]
  1206. (2008) Science and pseudoscience in law enforcement: a user-friendly primer [d]
  1207. (2008) Mixed method nursing studies: a critical realist critique [d]
  1208. (2008) Reason, reality and objectivity—shared dogmas and distortions in the way both 'scientistic' and 'postmodern' commentators frame the EBM debate [d]
  1209. (2008) Power, politics, and psychotherapy: a constructive caution on unification [d]
  1210. (2008) Who cares about wildlife?: social science concepts for exploring human–wildlife relationships and conservation issues [i]
  1211. (2008) The local industrial complex?: questioning the link between local foods and energy use [d]
  1212. (2008) Can strategic investing transform the corporation? [d]
  1213. (2008) Do humans homogenize or differentiate biotas?: it depends [d]
  1214. (2008) The unification of systems thinking: is there gold at the end of the rainbow? [d]
  1215. (2008) Explaining complex behavior [i]
  1216. (2008) Personality: a new positionality? [d]
  1217. (2008) On there being wide reflective equilibria: why it is important to put it in the plural [d] [u]
  1218. (2008) What would the Ottawa Charter look like if it were written today? [d]
  1219. (2008) Asking the right questions in the right way: the need for a shift in research on psychological treatments for addiction [d]
  1220. (2008) John Dewey's ethics: democracy as experience [i]
  1221. (2008) Empiricism is not a matter of faith [d]
  1222. (2008) Why are there so many banking crises?: the politics and policy of bank regulation [i]
  1223. (2008) Noticing noticing: how does investigation of video records change how teachers reflect on their experiences? [d]
  1224. (2008) The role of generativity in psychological well-being: does it differ for childless adults and parents? [d]
  1225. (2008) Purpose, argument fields, and theoretical justification [d]
  1226. (2008) The nature of light: what is a photon? [i]
  1227. (2008) Why Dewey matters [d]
  1228. (2008) The ethics of investing: making money or making a difference? [i]
  1229. (2008) Extending the joint problem space: time and sequence as essential features of knowledge building [u]
  1230. (2008) The confabulating mind: how the brain creates reality [i]
  1231. (2008) The unreliability of naive introspection [d]
  1232. (2008) Parents who abuse: what are they thinking? [d]
  1233. (2008) Can visualisation save the world?: lessons for landscape architects from visualizing local climate change [i]
  1234. (2008) Is poverty more acute near parks?: an assessment of infant mortality rates around protected areas in developing countries [d]
  1235. (2008) Writing for all, for some, or for no one?: some thoughts on the applications and evaluations of the writing technique [i] [d]
  1236. (2008) Rethinking scientific change and theory comparison: stabilities, ruptures, incommensurabilities? [i] [d]
  1237. (2008) Exploring scientific misconduct: isolated individuals, impure institutions, or an inevitable idiom of modern science? [d]
  1238. (2008) On the relative independence of thinking biases and cognitive ability [d]
  1239. (2008) Coaching questions: a coach's guide to powerful asking skills [i]
  1240. (2008) Art leisure instead of art work: a conversation with Randall Szott [u]
  1241. (2008) Are cattle, sheep, and goats endangered species? [d]
  1242. (2008) Unmasking the truth beneath the beauty: why the supposed aesthetic judgements made in science may not be aesthetic at all [d]
  1243. (2008) Seduction without cause: uncovering explanatory neurophilia [d]
  1244. (2008) What is cartographic rationality? [d]
  1245. (2008) Selective publication of antidepressant trials and its influence on apparent efficacy [d]
  1246. (2008) The virtues of ignorance: complexity, sustainability, and the limits of knowledge [i]
  1247. (2008) Joyful ignorance and the civic mind [i]
  1248. (2008) What are we measuring?: convergence of leadership with interpersonal and non-interpersonal personality [d]
  1249. (2008) Outsmarting the liars: the benefit of asking unanticipated questions [d]
  1250. (2008) Argumentation schemes [i] [d]
  1251. (2008) Witness testimony evidence: argumentation, artificial intelligence, and law [i] [d]
  1252. (2008) Why do we keep turning time into space? [i]
  1253. (2008) Beyond ideology: dialogue [i] [d]
  1254. (2008) When is dying? [d]
  1255. (2008) Beyond the scientific method: model-based inquiry as a new paradigm of preference for school science investigations [d]
  1256. (2008) Cognitive behaviour therapy: from rationalism to constructivism? [d]
  1257. (2008) Critical thinking as disciplinary practice [d]
  1258. (2008) Critical examination of information: a discursive approach and its implementations [u]
  1259. (2008) Why current publication practices may distort science [d]
  1260. (2008) Real kinds but no true taxonomy: an essay in psychiatric systematics [i]
  1261. (2008/2017) Power in psychotherapy and counseling: re-thinking the 'power differential' myth and exploring the moral, ethical, professional, and clinical issues of power in therapy [u]
  1262. (2007) Argumentation and distortion [d]
  1263. (2007) Turning back the linguistic turn in the theory of knowledge [d]
  1264. (2007) Does philosophy improve critical thinking skills? [o] [u]
  1265. (2007) Practical reasoning as presumptive argumentation using action based alternating transition systems [d]
  1266. (2007) Rational fundamentalism?: an explanatory model of fundamentalist beliefs [d]
  1267. (2007) Sense-making software for crime investigation: how to combine stories and arguments? [d]
  1268. (2007) Spaces speak, are you listening?: experiencing aural architecture [i]
  1269. (2007) Sustainable economic organisation: simply a matter of reconceptualisation or a need for a new ethics? [d]
  1270. (2007) Appreciative inquiry is not (just) about the positive [o]
  1271. (2007/2017) The unity of science [u]
  1272. (2007) Personality and music: can traits explain how people use music in everyday life? [d]
  1273. (2007) Children's questions: a mechanism for cognitive development [d]
  1274. (2007) Puzzle them first!: motivating adolescent readers with question-finding [i]
  1275. (2007) Virtue epistemology and argumentation theory [u]
  1276. (2007) Rethinking expertise [i]
  1277. (2007) Emergent pedagogy: learning to enjoy the uncontrollable—and make it productive [d]
  1278. (2007) Cooperation versus competition: is there really such an issue? [d]
  1279. (2007) Objectivity [i]
  1280. (2007) Perceiving causation via videomicroscopy [d]
  1281. (2007) The model-based view of scientific theories and the structuring of school science programmes [d]
  1282. (2007) What is migration? [d]
  1283. (2007/2010) Gilles Deleuze & Félix Guattari: intersecting lives [i]
  1284. (2007) Psychological categories as homologies: lessons from ethology [d]
  1285. (2007) Ten simple rules for doing your best research, according to Hamming [d]
  1286. (2007) Thinking and reasoning in human decision making: the method of argument and heuristic analysis [i]
  1287. (2007) Thinking beyond the shown: implicit inferences in evidence and argument [d]
  1288. (2007) Does peacekeeping work?: shaping belligerents' choices after civil war [i]
  1289. (2007) Are there such things as 'Narcissists' in social psychology?: a taxometric analysis of the Narcissistic Personality Inventory [d]
  1290. (2007) Incompleteness, error, approximation, and uncertainty: an ontological approach to data quality [i] [d]
  1291. (2007) Hypothesis testing: what's wrong with ACH? [analysis of competing hypotheses] [u]
  1292. (2007) In a shade of blue: pragmatism and the politics of Black America [i]
  1293. (2007) Whose science and whose religion?: reflections on the relations between scientific and religious worldviews [d]
  1294. (2007) What has psychotherapy inherited from Carl Rogers? [d]
  1295. (2007) Interdisciplinarity, transdisciplinarity, and beyond: the brain, story sharing, and social organization [u]
  1296. (2007) The illusion of knowledge: when more information reduces accuracy and increases confidence [d]
  1297. (2007) Less is more original? [d]
  1298. (2007) The end of life: unknown and unplanned? [d]
  1299. (2007/2014) How to measure anything: finding the value of 'intangibles' in business [i]
  1300. (2007) Technical rationality in Schön's reflective practice: dichotomous or non-dualistic epistemological position [d]
  1301. (2007) Ways of reading as religious power in print globalization [d]
  1302. (2007) How might action learning be used to develop the emotional intelligence and leadership capacity of public administrators? [d] [j]
  1303. (2007) Is abstraction the key to computing? [d]
  1304. (2007) Does psychotherapy training matter?: maybe not [d]
  1305. (2007) Therapeutic collaboration: how does it work? [d]
  1306. (2007) A discussion of Habermas' reading and use of Toulmin's model of argumentation [i]
  1307. (2007) The great ideas of clinical science: 17 principles that every mental health professional should understand [i]
  1308. (2007) Why Bataille now? [i] [u]
  1309. (2007) Do you look to the future or focus on today?: the impact of life experience on intertemporal decisions [d]
  1310. (2007) Do we need to challenge thoughts in cognitive behavior therapy? [d]
  1311. (2007) How healthy is your organization?: the leader's guide to curing corporate diseases and promoting joyful cultures [i]
  1312. (2007) Revisiting the use of self: questioning professional identities [i]
  1313. (2007/2015) What therapists say and why they say it: effective therapeutic responses and techniques [i]
  1314. (2007) Clarifying the purposes of educational assessment [d]
  1315. (2007) Intellectuals searching for publics: who is out there? [d]
  1316. (2007) Error: on our predicament when things go wrong [i]
  1317. (2007) The price of truth: how money affects the norms of science [i]
  1318. (2007) Individual differences in the analysis of informal reasoning fallacies [d]
  1319. (2007) Pseudo-PTSD [d]
  1320. (2007) Did meditating make us human? [d]
  1321. (2007) What are we?: the social construction of the human biological self [d]
  1322. (2007) So why aren't counselors reporting n = 1 research designs? [d]
  1323. (2007) Quantitative behavior analysis and human values [d]
  1324. (2007) Governing through crime: how the war on crime transformed American democracy and created a culture of fear [i]
  1325. (2007) Natural myside bias is independent of cognitive ability [d]
  1326. (2007) The science of real-time data capture: self-reports in health research [i]
  1327. (2007) Making questions work: a guide to what and how to ask for facilitators, consultants, managers, coaches, and educators [i]
  1328. (2007) Teaching for a better world: the why and how of student-initiated curricula [i] [d]
  1329. (2007/2015) Mistakes were made (but not by me): why we justify foolish beliefs, bad decisions, and hurtful acts [i]
  1330. (2007) Coherence, truth, and the development of scientific knowledge [d]
  1331. (2007) The psychology of scientific explanation [d]
  1332. (2007) Out of range: why the Constitution can't end the battle over guns [i]
  1333. (2007) Why are cooperatives important in agriculture?: an organizational economics perspective [d]
  1334. (2007) Evaluating practical reasoning [d]
  1335. (2007) Jumping to conclusions and the continuum of delusional beliefs [d]
  1336. (2007) Are you your own worst enemy?: the nine inner strengths you need to overcome self-defeating tendencies at work [i]
  1337. (2007) The seductive allure of neuroscience explanations [d]
  1338. (2007) Who is a modeler? [d]
  1339. (2007) How can a knowledge of the past help to conserve the future?: biodiversity conservation and the relevance of long-term ecological studies [d]
  1340. (2007) Means, ends and medical care [i] [d]
  1341. (2007) Mechanisms and psychological explanation [i]
  1342. (2007) John Dewey's view of situations, problems, means and ends [i] [d]
  1343. (2007) Reframing rhetoric: a liberal politics without dogma [i] [d]
  1344. (2007) When is a patient's behavior unacceptable? [u]
  1345. (2006) Are you selling the right colour?: a cross-cultural review of colour as a marketing cue [d]
  1346. (2006) Integrative learning and action: a call to wholeness [i]
  1347. (2006) Chemistry and the pendulum: what have they to do with each other? [d]
  1348. (2006) The person-oriented versus the variable-oriented approach: are they complementary, opposites, or exploring different worlds? [d]
  1349. (2006) How do adaptive immune systems control pathogens while avoiding autoimmunity? [d]
  1350. (2006) Are we 'experienced listeners'?: a review of the musical capacities that do not depend on formal musical training [d]
  1351. (2006) Diversity of theories in mathematics education—how can we deal with it? [d]
  1352. (2006/2012) System justification theory and research: implications for law, legal advocacy, and social justice [i] [d]
  1353. (2006) Spinning our way to sustainability? [d]
  1354. (2006) Do you see what I see?: examining the epistemic barriers to sustainable agriculture [d]
  1355. (2006) How should nations measure the quality of end-of-life care for older adults?: recommendations for an international minimum data set [d]
  1356. (2006) Dialogue mapping: building shared understanding of wicked problems [i]
  1357. (2006) What happened to civil rights? [d]
  1358. (2006) Accuracy of physician self-assessment compared with observed measures of competence [d]
  1359. (2006) Reconsidering qualitative and quantitative research approaches: a cognitive developmental perspective [d]
  1360. (2006) What is the middle ground, anyway? [d] [j]
  1361. (2006) What changes in cognitive therapy?: the role of tacit knowledge structures [u]
  1362. (2006) Mapping whose reality?: geographic information systems (GIS) and 'wild science' [d]
  1363. (2006) From flawed self-assessment to blatant whoppers: the utility of voluntary and involuntary behavior in detecting deception [d]
  1364. (2006) Psychotherapy as religion: the civil divine in America [i]
  1365. (2006) I AM being fair: the bias blind spot as a stumbling block to seeing both sides [d]
  1366. (2006) The power of why: engaging the goal paradox in program evaluation [d]
  1367. (2006) Are 'implicit' attitudes unconscious? [d]
  1368. (2006) Leading through conflict: how successful leaders transform differences into opportunities [i]
  1369. (2006) Scientific perspectivism [i]
  1370. (2006) Why should anyone be led by you?: what it takes to be an authentic leader [i]
  1371. (2006) What is a good death?: terminally ill patients dealing with normative expectations around death and dying [d]
  1372. (2006) How much should a person consume?: environmentalism in India and the United States [i]
  1373. (2006) Is 'shy bladder syndrome' (paruresis) correctly classified as social phobia? [d]
  1374. (2006) Arguing on the Toulmin model: new essays in argument analysis and evaluation [i] [d]
  1375. (2006) Investigative research as a knowledge-generation method: discovering and uncovering [d]
  1376. (2006) What we do not know: using information murals to portray scientific ignorance [d]
  1377. (2006) Demonstrating environmental citizenship?: a study of everyday life among green activists [i]
  1378. (2006) Decision and experience: why don't we choose what makes us happy? [d]
  1379. (2006) Management as a design science mindful of art and surprise: a conversation [d]
  1380. (2006/2016) What is environmental history? [i]
  1381. (2006) The capacity for music: what is it, and what's special about it? [d]
  1382. (2006) How we reason [i]
  1383. (2006) Why doesn't the writing cure help poets? [d]
  1384. (2006) Can between-session (homework) activities be considered a common factor in psychotherapy? [d]
  1385. (2006) Matrices or node-link diagrams: which visual representation is better for visualising connectivity models? [d]
  1386. (2006) Scientific pluralism [i]
  1387. (2006) Don't believe everything you think: the 6 basic mistakes we make in thinking [i]
  1388. (2006) Endophyte or parasite—what decides? [d]
  1389. (2006) On the paradox of corporate social responsibility: how can we use social science and natural science for a new vision? [d]
  1390. (2006) Ways of questioning that can transform organizations—and people [i]
  1391. (2006) Truth, error, and criminal law: an essay in legal epistemology [i] [d]
  1392. (2006) Strategies of abstraction [d]
  1393. (2006) Sustainability of mangrove harvesting: how do harvesters' perceptions differ from ecological analysis? [u]
  1394. (2006) Who defines indigenous?: identities, development, intellectuals, and the state in northern Mexico [i]
  1395. (2006) A critical realist rationale for using a combination of quantitative and qualitative methods [d]
  1396. (2006) Need for closure, jumping to conclusions, and decisiveness in delusion-prone individuals [d]
  1397. (2006) Ambiguity in tempo perception: what draws listeners to different metrical levels? [d]
  1398. (2006) A Paul Meehl reader: essays on the practice of scientific psychology [i]
  1399. (2006) Credentialed persons, credentialed knowledge [d]
  1400. (2006) Multi-criteria decision analysis in natural resource management: a critical review of methods and new modelling paradigms [d]
  1401. (2006) Why hasn't the world gotten to yes?: an appreciation and some reflections [d]
  1402. (2006) Biological control of invasive species: solution or pollution? [d]
  1403. (2006) Where do we go from here?: the goal perspective in psychotherapy [d]
  1404. (2006) Who trusts?: personality, trust and knowledge sharing [d]
  1405. (2006) Smells like?: sources of uncertainty in the history of the Great Lakes environment [d]
  1406. (2006) ¿Acaso comemos plata? [o] [u]
  1407. (2006) The innovation killer: how what we know limits what we can imagine—and what smart companies are doing about it [i]
  1408. (2006) Presumption and the practices of tentative cognition [i] [d]
  1409. (2006) Who has the D? [o] [u]
  1410. (2006) What keeps cells in tissues behaving normally in the face of myriad mutations? [d]
  1411. (2006) Let the brain explain the mind: the case of attention [d]
  1412. (2006) On 'arriving on time', but what is 'on time'? [d]
  1413. (2006) Identity and violence: the illusion of destiny [i]
  1414. (2006) Freedom to think [i]
  1415. (2006) The dimensionality of counterproductivity: are all counterproductive behaviors created equal? [d]
  1416. (2006) Exceeding our grasp: science, history, and the problem of unconceived alternatives [i]
  1417. (2006) The seven deadly sins of argumentative writing [u]
  1418. (2006) 'Are you at peace?': one item to probe spiritual concerns at the end of life [d]
  1419. (2006) Who benefits from disclosure?: exploration of attachment style differences in the effects of expressing emotions [d]
  1420. (2006) What do managers do when subordinates just say 'no'?: an analysis of incidents involving refusal to perform downward requests [i]
  1421. (2006/2012) The people solutions sourcebook [i]
  1422. (2006) Why?: what happens when people give reasons, and why [i]
  1423. (2006) To what ends?: psychotherapy goals and outcomes, the good life, and the principle of beneficence [d]
  1424. (2006) Reasoning in theory and practice [i] [d]
  1425. (2006) Corruption in evidence presentations: effects without causes, cherry picking, overreaching, chartjunk, and the rage to conclude [i]
  1426. (2006) Evaluating arguments based on Toulmin's scheme [i] [d]
  1427. (2006) Carving nature at its joints: Paul Meehl's development of taxometrics [d]
  1428. (2006) Fundamentals of critical argumentation [i] [d]
  1429. (2006) Principles of problem solving [d]
  1430. (2006) Identification of informal reasoning fallacies as a function of epistemological level, grade level, and cognitive ability [d]
  1431. (2006) English: meaning and culture [i] [d]
  1432. (2006) The half-second delay: what follows? [d]
  1433. (2006) Investigative interviewing: rights, research, and regulation [i]
  1434. (2006) Overcoming the illusion of will and self-fabrication: going beyond naïve subjective personal introspection to an unconscious/conscious theory of behavior explanation [d]
  1435. (2006) Comics media in conflict resolution programs: are they effective in promoting and sustaining peace? [o] [u]
  1436. (2005) Humor in hospice care: who, where, and how much? [d]
  1437. (2005) Wet growth: should water law control land use? [i]
  1438. (2005) Empirically based guidelines for goal-finding procedures in psychotherapy: are some goals easier to attain than others? [p] [d]
  1439. (2005) Epistemology and the psychology of human judgment [i]
  1440. (2005) Rethinking Freire: globalization and the environmental crisis [i]
  1441. (2005) Just one question: if one question works, why ask several? [p] [d]
  1442. (2005) The science of false memory [i]
  1443. (2005) Leisure and health: why is leisure therapeutic? [d]
  1444. (2005) Answers in search of a question: 'proofs' of the tri-dimensionality of space [d]
  1445. (2005) Making accounting accountable in the public sector [d]
  1446. (2005) You know what land cover is but does anyone else?: an investigation into semantic and ontological confusion [d]
  1447. (2005/2011) Critical thinking skills: developing effective analysis and argument [i]
  1448. (2005) Am I respected or not?: inclusion and reputation as issues in group membership [d]
  1449. (2005) What is journalism?: professional identity and ideology of journalists reconsidered [d]
  1450. (2005) Are you really listening?: keys to successful communication [i]
  1451. (2005) Self-insight: roadblocks and detours on the path to knowing thyself [i]
  1452. (2005) Why Paul Meehl will revolutionize the philosophy of science and why it should matter to psychologists [d]
  1453. (2005) Arguments about arguments: systematic, critical, and historical essays in logical theory [i] [d]
  1454. (2005) The game of school: why we all play it, how it hurts kids, and what it will take to change it [i]
  1455. (2005) The dynamics of thought [i] [d]
  1456. (2005) Teaching critical thinking: some lessons from cognitive science [d]
  1457. (2005) Making the unconscious conscious, and vice versa: a bi-directional bridge between neuroscience/cognitive science and psychotherapy? [d]
  1458. (2005) Should your lips be zipped?: how therapist self-disclosure and non-disclosure affects clients [d]
  1459. (2005) Brain fiction: self-deception and the riddle of confabulation [i]
  1460. (2005) Why most published research findings are false [d]
  1461. (2005) Treatment outcomes, common factors, and continued neglect of mechanisms of change [d]
  1462. (2005) Domain-specific identity, epistemic regulation, and intellectual ability as predictors of belief-biased reasoning: a dual-process perspective [d]
  1463. (2005) Problem detection [d]
  1464. (2005) What really is strategic process? [i]
  1465. (2005) When asking 'why' does not hurt: distinguishing rumination from reflective processing of negative emotions [d]
  1466. (2005) Ecological sanitation—a way to solve global sanitation problems? [d]
  1467. (2005) Reassembling the social: an introduction to actor-network-theory [i]
  1468. (2005) To grow in wisdom: Vannevar Bush, information overload, and the life of leisure [i] [d]
  1469. (2005) Planting misinformation in the human mind: a 30-year investigation of the malleability of memory [d]
  1470. (2005) Deconstructing, reconstructing, preserving Paul E. Meehl's legacy of construct validity [d]
  1471. (2005) Leading with questions: how leaders find the right solutions by knowing what to ask [i]
  1472. (2005) Are you big enough for your job? Is your job big enough for you? Exploring levels of work in organisations [u]
  1473. (2005) The quantitative imperative vs the imperative of presuppositions [d]
  1474. (2005) What's an integrationist?: a study of self-identified integrative and (occasionally) eclectic psychologists [d]
  1475. (2005) A critical epistemology of analytical statistics: addressing the sceptical realist [d]
  1476. (2005) Is your genius at work?: 4 key questions to ask before your next career move [i]
  1477. (2005/2013) Why great leaders don't take yes for an answer: managing for conflict and consensus [i]
  1478. (2005) Whose oppression is this?: the cultivation of compassionate action in dissolving the dualistic barrier [i]
  1479. (2005) Who are the oppressed? [i]
  1480. (2005) 'It is a horrible term for someone': service user and provider perspectives on 'personality disorder' [d]
  1481. (2005) Older but not wiser?: the relationship between age and wisdom [d]
  1482. (2005) Friend, foe, ally, adversary... or something else? [u]
  1483. (2005) The edifice complex: how the rich and powerful shape the world [i]
  1484. (2005/2010) Art practice as research: inquiry in visual arts [i]
  1485. (2005) Unruly complexity: ecology, interpretation, engagement [i]
  1486. (2005) Why is connection with others so critical?: the formation of dyadic states of consciousness and the expansion of individuals' states of consciousness: coherence governed selection and the co-creation of meaning out of messy meaning making [i]
  1487. (2005) Multiplicity, criticism and knowing what to do next: way-finding in a transmodern world: response to Meera Nanda's Prophets facing backwards [d]
  1488. (2005) Why devise? Why now? Why breathe? [d]
  1489. (2005) Constructing a life philosophy: opposing viewpoints [i]
  1490. (2005) Why is drawing interesting? [d]
  1491. (2004) Knowledge and civilization [i]
  1492. (2004) Intuitive inquiry: an epistemology of the heart for scientific inquiry [d]
  1493. (2004) What motivates members to participate in co-operative and mutual businesses? [d]
  1494. (2004) What we reason about and why: how evolution explains reasoning [i]
  1495. (2004) Logical non-apriorism and the law of non-contradiction [i]
  1496. (2004) Inventing temperature: measurement and scientific progress [i]
  1497. (2004) Rationality, rational analysis, and human reasoning [i]
  1498. (2004) The irreducible complexity of objectivity [d]
  1499. (2004/2008) How do you design?: a compendium of models [u]
  1500. (2004) Are religious people nicer people?: taking a closer look at the religion–empathy relationship [d]
  1501. (2004) How can I know what I don't know?: poor self assessment in a well-defined domain [d]
  1502. (2004) Playing sick?: untangling the web of Munchausen syndrome, Munchausen by proxy, malingering & factitious disorder [i]
  1503. (2004) Wishful reality distortions in confabulation: a case report [d]
  1504. (2004) How models are used to represent reality [d]
  1505. (2004) Laws of men and laws of nature: the history of scientific expert testimony in England and America [i]
  1506. (2004) Where do spacing and timing happen?: two movements in the loss of cosmological innocence [d]
  1507. (2004) Essentialist beliefs about personality and their implications [d]
  1508. (2004) Pampered or enslaved?: the moral dilemmas of pets [d]
  1509. (2004) The heart of the actor: let it all out or keep a healthy distance? [i]
  1510. (2004) Native anthroplogy: the Japanese challenge to Western academic hegemony [i]
  1511. (2004) Do occupational groups vary in expressed organizational culture preferences? [d]
  1512. (2004/2008) What should we do with our brain? [i] [j]
  1513. (2004/2011) Optimizing the power of action learning: solving problems and building leaders in real time [i]
  1514. (2004) Animal pragmatism: rethinking human–nonhuman relationships [i]
  1515. (2004) From inference to reasoning: the construction of rationality [d]
  1516. (2004) Smart questions: learn to ask the right questions for powerful results [i]
  1517. (2004) From consent to mutual inquiry [d]
  1518. (2004) If ontology is the solution, what is the problem? [i] [p]
  1519. (2004) What are you afraid of?: a body/mind guide to courageous living [i]
  1520. (2004/2017) Cognitive illusions: intriguing phenomena in thinking, judgement and memory [i]
  1521. (2004) Decision support for practical reasoning: a theoretical and computational perspective [i] [d]
  1522. (2004) Is anger a thing-to-be-managed? [d]
  1523. (2004) Common factors and our sacred models [d]
  1524. (2004) The reference librarian as non-expert: a postmodern approach to expertise [d]
  1525. (2004) Action inquiry: the secret of timely and transforming leadership [i]
  1526. (2004) Deriving the Engel curve: Pierre Bourdieu and the social critique of Maslow's hierarchy of needs [d]
  1527. (2004) The scientist as philosopher: philosophical consequences of great scientific discoveries [i] [d]
  1528. (2004) Missing the point or missing the norms?: epistemological norms as predictors of students' ability to identify fallacious arguments [d]
  1529. (2004) Your identity zones: Who am I? Who are you? How do we get along? [i]
  1530. (2004) 'How can I be a Buddhist if I don't like to sit?' [i]
  1531. (2003) Scientific myth-conceptions [d]
  1532. (2003) A life full of learning [d]
  1533. (2003) How (un) ethical are you? [p] [u]
  1534. (2003) Confronting the gaps by being present in 'not knowing' [u]
  1535. (2003) Truth-centred ethics and ideology [i] [d]
  1536. (2003) Emergence and convergence: qualitative novelty and the unity of knowledge [i] [d]
  1537. (2003) Can we dissolve physical entities into mathematical structures? [d]
  1538. (2003) Transforming inquiry and action: interweaving 27 flavors of action research [d]
  1539. (2003) Understanding the language of science [i]
  1540. (2003) What can we learn by looking for the first code of professional ethics? [p] [d]
  1541. (2003/2006) Two regimes of madness: texts and interviews 1975–1995 [i]
  1542. (2003) Why aren't you your own boss?: leaping over the obstacles that stand between you and your dream [i]
  1543. (2003) Anyone who has a view: theoretical contributions to the study of argumentation [i] [d]
  1544. (2003) Practice-based evidence [d]
  1545. (2003) Counterexamples by possible conjunction and the sufficiency of premises [d]
  1546. (2003/2007) Defending science—within reason: between scientism and cynicism [i]
  1547. (2003) Representing uncertainty: does it help people make better decisions? [u]
  1548. (2003) Beyond realism and antirealism: John Dewey and the neopragmatists [i]
  1549. (2003) A perspective on judgment and choice: mapping bounded rationality [p] [d]
  1550. (2003) Toward ecologically sustainable democracy? [i]
  1551. (2003) Folkscience: coarse interpretations of a complex reality [d]
  1552. (2003) Peirce's notion of abduction and Deweyan inquiry [u]
  1553. (2003) Key management questions: smart questions for every business situation [i]
  1554. (2003) Unregulated Internet usage: addiction, habit, or deficient self-regulation? [d]
  1555. (2003) Behavior theory and philosophy [i] [d]
  1556. (2003/2014) Science and pseudoscience in clinical psychology [i]
  1557. (2003) Using focus groups in research [i]
  1558. (2003) Putting science in its place: geographies of scientific knowledge [i]
  1559. (2003) Protest, collaboration, and creation of alternative models: women's health activists using the Internet [i] [d]
  1560. (2003) Minding science: constructivism and the discourse of inquiry [d]
  1561. (2003) Do you need to have them or should you believe you have them?: resources, their appraisal, and well-being in adulthood [d]
  1562. (2003) Science as systemic intervention: some implications of systems thinking and complexity for the philosophy of science [d]
  1563. (2003) Substance and structure in assessment arguments [d]
  1564. (2003) In memoriam Ivan Illich: critic of professionalized design [d]
  1565. (2003) A Dalit defense of the Deweyan-Buddhist view of science [i]
  1566. (2003) Causation as folk science [u]
  1567. (2003) Unified science as political philosophy: positivism, pluralism and liberalism [d]
  1568. (2003/2008) Weaving self-evidence: a sociology of logic [i]
  1569. (2003) What exactly is a youth development program?: answers from research and practice [d]
  1570. (2003) Is there a fundamental level? [d]
  1571. (2003) The blind men and the elephant: mastering project work: how to transform fuzzy responsibilities into meaningful results [i]
  1572. (2003/2006) The leader's guide to skills: unlocking the creativity and innovation in you and your team [i]
  1573. (2003) Beyond critical thinking and decision making: teaching business students how to think [d]
  1574. (2003) Mathematics and the theory of multiplicities: Badiou and Deleuze revisited [d]
  1575. (2003) Deleuze and the liberal tradition: normativity, freedom and judgement [d]
  1576. (2003) Development of personality in early and middle adulthood: set like plaster or persistent change? [d]
  1577. (2003) Confucian democracy: a Deweyan reconstruction [i]
  1578. (2003) What is time geography? [u]
  1579. (2003) The scientist as autodidact [i]
  1580. (2002) Why are artists poor?: the exceptional economy of the arts [i]
  1581. (2002) Decomposing the mind-brain: a long-term pursuit [d]
  1582. (2002) How does the relationship facilitate productive client thinking? [d]
  1583. (2002) Iatrogenic symptoms in psychotherapy: a theoretical exploration of the potential impact of labels, language and belief systems [p] [u]
  1584. (2002) Does venting anger feed or extinguish the flame?: catharsis, rumination, distraction, anger, and aggressive responding [d]
  1585. (2002) Achieving pluralism: why AIDS activists are different from creationists [i]
  1586. (2002) One size cannot fit all: a stage model for psychotherapy manual development [d]
  1587. (2002) Participatory action research in natural resource management: a critique of the method based on five years' experience in the Transamazônica region of Brazil [i]
  1588. (2002) 78 important questions every leader should ask and answer [i]
  1589. (2002) Economic aspects of social and environmental violence [d] [j]
  1590. (2002) Why Deleuze? [i]
  1591. (2002/2004) Desert islands and other texts, 1953–1974 [i]
  1592. (2002) Reconsidering Kant, Friedman, logical positivism, and the exact sciences [d]
  1593. (2002) What makes librarianship exciting to you? [i]
  1594. (2002) The learning organization: Foucauldian gloom or utopian sunshine? [d]
  1595. (2002) Food ethics: a decision making tool for the food industry? [d]
  1596. (2002) Memory and suggestibility in the forensic interview [i]
  1597. (2002) Underestimating costs in public works projects: error or lie? [d]
  1598. (2002) Becoming a reflective practitioner: a continuing professional development strategy through humanistic action research [d]
  1599. (2002) The challenges of Ivan Illich: a collective reflection [i]
  1600. (2002) Is art good for us?: beliefs about high culture in American life [i]
  1601. (2002/2010) Guided reflection: a narrative approach to advancing professional practice [i]
  1602. (2002) Mind the gap: why do people act environmentally and what are the barriers to pro-environmental behavior? [d]
  1603. (2002) Is GIS for women?: reflections on the critical discourse in the 1990s [d] [u]
  1604. (2002) Illusory causation in the courtroom [d]
  1605. (2002) War of the worlds: what about peace? [i]
  1606. (2002) The mistaken dimensionality of CAD [d]
  1607. (2002) Model-based reasoning: science, technology, values [i] [d]
  1608. (2002) Fitness and leadership: is there a relationship?: regular exercise correlates with higher leadership ratings in senior-level executives [d]
  1609. (2002) Who is 'forest-dependent'?: capturing local variation in forest-product sale, eastern Honduras [d]
  1610. (2002) When 'stupid' is smarter than we are: mindlessness and the attribution of stupidity [i]
  1611. (2002) Can self-study challenge the belief that telling, showing, and guided practice constitute adequate teacher education? [i]
  1612. (2002) Arguments, contradictions, resistances, and conceptual change in students' understanding of atomic structure [d]
  1613. (2002) Who says change can be managed?: positions, perspectives and problematics [d]
  1614. (2002/2010) Mastering the art of asking questions [i]
  1615. (2002) No place to learn: why universities aren't working [i]
  1616. (2002) Engineering philosophy of science: American pragmatism and logical empiricism in the 1930s [d]
  1617. (2002/2011) Questions to ask when writing and editing a narrative that reconstructs events [u]
  1618. (2002) Transference: shibboleth or albatross? [i]
  1619. (2002) The limits of explication [d]
  1620. (2002) Dewey's logical forms [i]
  1621. (2002) Abnormality: does it define us or do we define it? [i]
  1622. (2002) All models are wrong: reflections on becoming a systems scientist [d]
  1623. (2002) 'Diagnosing' behaviour: cui bono? [i]
  1624. (2002) Questions of skill [o] [u]
  1625. (2002) Learning to exercise timely action now: toward a theory and practice of timely action [u]
  1626. (2002) Bikeability checklist: how bikeable is your community? [o] [u]
  1627. (2002) Palms as rainforest resources: how evenly are they distributed in Peruvian Amazonia? [d]
  1628. (2002) The language of psychoanalytic discourse [d]
  1629. (2002) Did Śāntideva destroy the bodhisattva path? [u]
  1630. (2002) A philosophy of culture: the case for holistic pragmatism [i]
  1631. (2002) Encyclopedia of positive questions: using appreciative inquiry to bring out the best in your organization [i]
  1632. (2001) Error types [d]
  1633. (2001) The unfinished system of nonknowledge [i]
  1634. (2001/2015) The Sage handbook of action research: participative inquiry and practice [i] [d]
  1635. (2001) Scientific realism: selected essays of Mario Bunge [i]
  1636. (2001/2009) Clear leadership: sustaining real collaboration and partnership at work [i]
  1637. (2001) Sit still and pay attention? [d]
  1638. (2001) Business ethics: brightening the corner where we are [d]
  1639. (2001/2009) Doing action research in your own organization [i]
  1640. (2001) Participation: the new tyranny? [i]
  1641. (2001) Conflict of interest in the professions [i]
  1642. (2001) Everyday irrationality: how pseudo-scientists, lunatics, and the rest of us systematically fail to think rationally [i]
  1643. (2001) What is the end point of psychotherapy integration?: a commentary [d]
  1644. (2001) Making social science matter: why social inquiry fails and how it can succeed again [i]
  1645. (2001) A tale of three blind men on the proper subject matter of clinical science and practice: commentary on Plaud's behaviorism vs. Ilardi and Feldman's cognitive neuroscience [p] [d]
  1646. (2001) A new framework for teaching scientific reasoning [d]
  1647. (2001) The adversary system and historical accuracy: can we do better? [i]
  1648. (2001) Discriminators of moral orientation: gender role or personality? [d]
  1649. (2001) Henry Johnstone, Jr.'s still-unacknowledged contributions to contemporary argumentation theory [d] [u]
  1650. (2001) Toward an anthropological theory of value: the false coin of our own dreams [i]
  1651. (2001) Critical thinking and emotional well-being [d]
  1652. (2001/2010) Rational choice in an uncertain world: the psychology of judgment and decision making [i]
  1653. (2001) Selection theory and social construction: the evolutionary naturalistic epistemology of Donald T. Campbell [i]
  1654. (2001) A model for extending hands-on science to be inquiry based [d]
  1655. (2001) Placebo insight: the rationality of insight-oriented psychotherapy [p] [d]
  1656. (2001) How the way we talk can change the way we work: seven languages for transformation [i]
  1657. (2001) Abduction, reason, and science: processes of discovery and explanation [i] [d]
  1658. (2001) Ethnic diversity and the use of humor in counseling: appropriate or inappropriate? [d]
  1659. (2001) Is gratitude a moral affect? [d]
  1660. (2001) Building better theory: time and the specification of when things happen [d] [j]
  1661. (2001) What is complexity science, really? [d]
  1662. (2001) Where has all the education gone? [d]
  1663. (2001/2004) The three enlightenments [i]
  1664. (2001) Public reflection as the basis of learning [d]
  1665. (2001) What is your school's mental health profile? [d]
  1666. (2001) A stage model of behavioral therapies research: getting started and moving on from stage I [d]
  1667. (2001) The seven sins of memory: how the mind forgets and remembers [i]
  1668. (2001) Behavior as a social construction [d]
  1669. (2001) Twilight of the perfect-model model [d]
  1670. (2001) Will the circle be unbroken?: reflections on death, rebirth, and hunger for a faith [i]
  1671. (2001) Return to reason [i]
  1672. (2001) The trouble with disciplines [i]
  1673. (2001) Johnstone's view of rhetorical and dialectical argument [d] [u]
  1674. (2001) Wrongly convicted: perspectives on failed justice [i]
  1675. (2001) Some notes on theoretical constructs: types and validation from a contextual behavioral perspective [u]
  1676. (2001) The philosophy of Donald T. Campbell: a short review and critical appraisal [d]
  1677. (2001/2017) Quantum leaps in the wrong direction: where real science ends—and pseudoscience begins [i]
  1678. (2001) Bipolarity... or not?: some conceptual problems relating to bipolar rating scales [d]
  1679. (2000) Truth and legitimacy in the American criminal process [review of Trials without truth by William Pizzi] [d] [j]
  1680. (2000) Be your own coach: your pathway to possibility [i]
  1681. (2000) Collaborative inquiry in practice: action, reflection, and making meaning [i]
  1682. (2000/2001) Energy: between physics and metaphysics [i]
  1683. (2000) Travel broadens the mind [d]
  1684. (2000) Myth as ideology, and scholarship as myth with footnotes [d]
  1685. (2000) A science of meaning: can behaviorism bring meaning to psychological science? [d]
  1686. (2000) Portraying science accurately in classrooms: emphasizing open-mindedness rather than relativism [d]
  1687. (2000/2007) Strategies that work: teaching comprehension for understanding and engagement [i]
  1688. (2000) Training yourself: the 21st century credential [i]
  1689. (2000/2009) Becoming a reflective practitioner [i]
  1690. (2000) Can wicked problems be tackled through abductive inferencing? [d]
  1691. (2000) Personal theories, intellectual ability, and epistemological beliefs: adult age differences in everyday reasoning biases [p] [d]
  1692. (2000) Exploring science: the cognition and development of discovery processes [i]
  1693. (2000) What is practical judgement? [d]
  1694. (2000) The construct of mindfulness [d]
  1695. (2000) Action research and reflective practice: towards a holistic view [d]
  1696. (2000) Accounting as simulacrum and hyperreality: perspectives on income and capital [d]
  1697. (2000) The meaning of leadership in a cultural democracy: rethinking public library values [d]
  1698. (2000) Voodoo science: the road from foolishness to fraud [i]
  1699. (2000) Truth v. justice: the morality of truth commissions [i]
  1700. (2000) Methodology of the oppressed [i]
  1701. (2000/2006) Coaching and consultation revisited: are they the same? [i]
  1702. (2000) On slowness in philosophy [d] [j]
  1703. (2000) Three paradigms of assessment: measurement, procedure, and inquiry [j]
  1704. (2000) Uncertain hazards: environmental activists and scientific proof [i]
  1705. (2000) Rationality and the disunity of the sciences [i] [d]
  1706. (2000) Scare tactics: arguments that appeal to fear and threats [i] [d]
  1707. (2000) Victimized by 'victims': a taxonomy of antecedents of false complaints against psychotherapists [d]
  1708. (2000) Realism and appearances: an essay in ontology [i]
  1709. (2000) Hume's ontology [i]
  1710. (2000) Real science: what it is, and what it means [i] [d]
  1711. (1999) What, then, is time? [i]
  1712. (1999/2006) Diagnosing and changing organizational culture: based on the competing values framework [i]
  1713. (1999) Junk skepticism and recovered memory: a reply to Piper [d]
  1714. (1999) The ethics of belief and other essays [i]
  1715. (1999) Self, social identity, and physical health: interdisciplinary explorations [i]
  1716. (1999) The philosopher as Andy Warhol [i]
  1717. (1999) Why don't people change? What stops them from changing? An integrative commentary on the special issue on resistance [d]
  1718. (1999) Why do whales and children sing?: a guide to listening in nature [i]
  1719. (1999/2000) How much joy can you stand?: a creative guide to facing your fears and making your dreams come true [i]
  1720. (1999) Against and beyond core theoretical models [i]
  1721. (1999) Controversies in psychotherapy and counselling [i]
  1722. (1999) The case for pragmatic psychology [i]
  1723. (1999) Rethinking the fifth discipline: learning within the unknowable [i]
  1724. (1999) Weaving, bending, patching, mending the fabric of reality: a cognitive science perspective on worldview inconsistency [d]
  1725. (1999) Science without laws [i]
  1726. (1999) 'Limits to therapy and counselling': deconstructing a professional ideology [d]
  1727. (1999) Dialogue and the art of thinking together: a pioneering approach to communicating in business and in life [i]
  1728. (1999) What can we learn from time-use data? [u]
  1729. (1999) On seeking first to understand [d]
  1730. (1999) Living life as inquiry [d]
  1731. (1999) Anatomy of nonsense [u]
  1732. (1999) Deprogramming from the academic cult [u]
  1733. (1999) Have you ever?: questions about you, your friends, and your world [i]
  1734. (1999) On being a secularist all the way down [i]
  1735. (1999/2008) Caring enough to lead: how reflective practice leads to moral leadership [i]
  1736. (1999) Why don't continents move? Why don't people change? [d]
  1737. (1999) H.G. Wells's idea of a World Brain: a critical reassessment [d]
  1738. (1999) Visions of technology: a century of vital debate about machines, systems, and the human world [i]
  1739. (1999/2012) Decolonizing methodologies: research and indigenous peoples [i]
  1740. (1999) Reconciling empirical knowledge and clinical experience: the art and science of psychotherapy [i]
  1741. (1999) Who is rational?: studies of individual differences in reasoning [i]
  1742. (1999) One-sided arguments: a dialectical analysis of bias [i]
  1743. (1999) The fallacy of many questions: on the notions of complexity, loadedness and unfair entrapment in interrogative theory [d]
  1744. (1998) Isolation: artist's friend or foe? [o]
  1745. (1998/2009) The Sage handbook of applied social research methods [i]
  1746. (1998) Of two minds: the nature of inquiry [i]
  1747. (1998) At what level of cognition does meaning exist? [i]
  1748. (1998) Juárez: the laboratory of our future [i]
  1749. (1998) Elogio de la curiosidad [i]
  1750. (1998) The vulnerable therapist: practicing psychotherapy in an age of anxiety [i]
  1751. (1998) Whose development?: an ethnography of aid [i]
  1752. (1998/2013) The art and science of evaluation in the arts therapies: how do you know what's working? [i]
  1753. (1998) What's in a case formulation?: development and use of a content coding manual [p]
  1754. (1998) Is critical thinking culturally biased? [d]
  1755. (1998) Whose knowledge, whose nature?: biodiversity, conservation, and the political ecology of social movements [d] [u]
  1756. (1998/2004) Double exposure: cutting across Buddhist and Western discourses [i]
  1757. (1998) What good are positive emotions? [d]
  1758. (1998) Behavior analysis of private events is possible, progressive, and nondualistic: a response to Lamal [d]
  1759. (1998) Greatness [as a symptom] [i]
  1760. (1998) Symptoms of culture [i]
  1761. (1998) The art of the question: a guide to short-term question-centered therapy [i]
  1762. (1998) On the limits to empowerment through critical and feminist pedagogies [i]
  1763. (1998) Whose dying?: a sociological critique of the 'good death' [d]
  1764. (1998) Innate talents: reality or myth? [d]
  1765. (1998) Expanding hermeneutics: visualism in science [i]
  1766. (1998) From the world of science to the world of research? [d]
  1767. (1998) Smart thinking for crazy times: the art of solving the right problems [i]
  1768. (1998) Confirmation bias: a ubiquitous phenomenon in many guises [d]
  1769. (1998) The Latino character of American pragmatism [d] [j]
  1770. (1998) Leading by asking good questions [i]
  1771. (1998) The development of logic in adulthood: postformal thought and its applications [i] [d]
  1772. (1998/2007) Co-active coaching: new skills for coaching people toward success in work and life [i]
  1773. (1998) Worry versus anxiety: is there really a difference? [d]
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  1775. (1997) A developmental perspective on psychotherapy process, psychotherapists' expertise, and 'meaning-making conflict' within therapeutic relationships: part II: dialectical thinking and psychotherapeutic expertise: implications for training psychotherapists and protecting clients from 'theoretical abuse' [d]
  1776. (1997) An introduction to comparative philosophy: a travel guide to philosophical space [i]
  1777. (1997) History versus science: the evolutionary solution [d] [j]
  1778. (1997) Circular questioning: an introductory guide [d]
  1779. (1997) The persuasive pen: an integrated approach to reasoning and writing [i]
  1780. (1997) Whose reality counts?: putting the first last [i] [d]
  1781. (1997) An examination of the constraints on mutual inquiry in a participatory action research project [d]
  1782. (1997) Why can't most people draw what they see? [d]
  1783. (1997) The unit of selection: what do reinforcers reinforce? [d]
  1784. (1997) Epistemological anarchy and the many forms of constructivism [d]
  1785. (1997/2014) How to read a paper: the basics of evidence-based medicine [i]
  1786. (1997/2012) Good reasoning matters!: a constructive approach to critical thinking [i]
  1787. (1997) The art of doing science and engineering: learning to learn [i]
  1788. (1997) Objective, subjective and intersubjective selectors of knowledge [u]
  1789. (1997) Marxism and dualism in Deleuze [u]
  1790. (1997) Knowing and erring: the consolations of error: essay on developmental epistemology [i]
  1791. (1997) Arguing about public issues: what can we learn from practical ethics? [d]
  1792. (1997) Making us crazy: DSM: the psychiatric bible and the creation of mental disorders [i]
  1793. (1997) How to succeed in school without really learning: the credentials race in American education [i]
  1794. (1997) Danger ahead: the risks you really face on life's highway [i]
  1795. (1997/2010) Tools of critical thinking: metathoughts for psychology [i]
  1796. (1997) Foundations of biophilosophy [i] [d]
  1797. (1997) How to give advice [u]
  1798. (1997) Deleuze's philosophy of the concrete [u]
  1799. (1997) Who is arguing about the cat?: moral action and enlightenment according to Dōgen [d] [j]
  1800. (1997) Lifelong unlearning [i]
  1801. (1997) How can we be sure?: using truth criteria to validate memories [i]
  1802. (1997/1998) Fashionable nonsense: postmodern intellectuals' abuse of science [i]
  1803. (1997) Reasoning independently of prior belief and individual differences in actively open-minded thinking [d]
  1804. (1997) Power and invention: situating science [i]
  1805. (1997) Towards a methodology of psychological practice: the regulative cycle [d]
  1806. (1997) Health psychology: what is an unhealthy environment and how does it get under the skin? [d]
  1807. (1997) Judging how heavily a question is loaded: a pragmatic method [u]
  1808. (1997) The liberty tree [u]
  1809. (1997) 75 cage-rattling questions to change the way you work: shake-em-up questions to open meetings, ignite discussion, and spark creativity [i]
  1810. (1997) Using questioning to guide student thinking [d]
  1811. (1996) Finding philosophy in social science [i] [d] [j]
  1812. (1996) The boat: Neurath's image of knowledge [i] [d]
  1813. (1996) Otto Neurath: philosophy between science and politics [i] [d]
  1814. (1996) Public libraries and intellectual freedom [i] [u]
  1815. (1996) Gaslighting, the double whammy, interrogation, and other methods of covert control in psychotherapy and psychoanalysis [i]
  1816. (1996) Acceptable ignorance, negotiable disagreement: alternative views of learning [i] [d]
  1817. (1996) Human judgment and social policy: irreducible uncertainty, inevitable error, unavoidable injustice [i]
  1818. (1996) Who says?: essays on pivotal issues in contemporary storytelling [i]
  1819. (1996) Deschooling our lives [i]
  1820. (1996) Forward to Deschooling our lives [i]
  1821. (1996) Living off the waste of development [o]
  1822. (1996) Feminism and science [i]
  1823. (1996/2009) InterViews: learning the craft of qualitative research interviewing [i]
  1824. (1996) Where is your body?: and other essays on race, gender, and the law [i]
  1825. (1996) Error and the growth of experimental knowledge [i]
  1826. (1996) Encyclopedia and utopia: the life and work of Otto Neurath (1882–1945) [i]
  1827. (1996) Naturalism without foundations [i]
  1828. (1996) From cultural to existential diversity: the impossibility of psychotherapy integration within a traditional framework [d]
  1829. (1996) Champions of a cause: American librarians and the Library Bill of Rights in the 1950s [o]
  1830. (1996) Models of teaching and learning: participation in a community of learners [i] [d]
  1831. (1996) What's the problem?: an introduction to problem structuring methods [d]
  1832. (1996/2005) What works for whom?: a critical review of psychotherapy research [i]
  1833. (1996) Sequencing to build coalitions: with whom should I talk first? [i]
  1834. (1996) Reinventing the university: a radical proposal for a problem-focused university [i]
  1835. (1996/2009) An integrated approach to communication theory and research [i]
  1836. (1996) Beyond theory: changing organizations through participation [i]
  1837. (1996) Argument structure: a pragmatic theory [i]
  1838. (1996) The witch hunt as a structure of argumentation [d]
  1839. (1996) The fetish of technique: methodology as a social defence [d]
  1840. (1996) Individual differences in listening styles: Do you hear what I hear? [d]
  1841. (1995) Statistics as principled argument [i]
  1842. (1995) Can we talk?: on the elusiveness of dialogue [d]
  1843. (1995) How do public managers manage?: bureaucratic constraints, organizational culture, and the potential for reform [i]
  1844. (1995/2016) The craft of research [i]
  1845. (1995) Concepts and paradigms in spatial information: are current geographical information systems truly generic? [d]
  1846. (1995/1997) Eyewitness to science [i]
  1847. (1995) A bigger picture: cause and cognition in relation to differing scientific frameworks [d]
  1848. (1995) The illusion of psychotherapy [i]
  1849. (1995) But is it art?: the spirit of art as activism [i]
  1850. (1995) Beyond one-dimensional change: parallel, concurrent, socially distributed processes in learning and development [d]
  1851. (1995) What might cognition be, if not computation? [d] [j]
  1852. (1995/2003) Masterful coaching: inspire an 'impossible future' while producing extraordinary leaders and extraordinary results [i]
  1853. (1995) Construing on the edge: clinical mythology in working with borderline processes [i] [d]
  1854. (1995) Proving you're qualified: strategies for competent people without college degrees [i]
  1855. (1995) Objectivity as responsibility [d]
  1856. (1995) Multiple explanation: a consider-an-alternative strategy for debiasing judgments [d]
  1857. (1995) Personal problem solving in a simulated setting: do perceptions accurately reflect behavior? [d]
  1858. (1995) Reasoning as self-constrained thinking [d]
  1859. (1995) On transforming philosophy: a metaphilosophical inquiry [i]
  1860. (1995) Integrating self and system: an empty intersection? [d]
  1861. (1995) Memory distortion: how minds, brains, and societies reconstruct the past [i]
  1862. (1995) Knowledge growth and maintenance across the life span: the role of print exposure [d]
  1863. (1995) Defying the crowd: cultivating creativity in a culture of conformity [i]
  1864. (1995) 'What should I draw today?': sketchbooks in early childhood [d] [j]
  1865. (1995/2000) A warning to students of all ages [o] [u]
  1866. (1995) Rethinking 'Don't blame the victim': the psychology of victimhood [d]
  1867. (1994) Argumentation-based design rationale: what use at what cost? [d]
  1868. (1994) Dewey's new logic: a reply to Russell [i]
  1869. (1994) The double mirror: a skeptical journey into Buddhist tantra [i]
  1870. (1994) Business ethics: knowing ourselves [d] [j]
  1871. (1994) Where is the mind?: constructivist and sociocultural perspectives on mathematical development [d]
  1872. (1994) Are psychological models of adult development still important for the practice of adult education? [d]
  1873. (1994) Does the use of analogies contribute to conceptual change? [d]
  1874. (1994) House of cards: psychology and psychotherapy built on myth [i]
  1875. (1994) Incurable unemployment: a progressive disease of modern societies? [d]
  1876. (1994) Why do we work? [u]
  1877. (1994) Teaching to transgress: education as the practice of freedom [i]
  1878. (1994) Orientation to inquiry in a reflective professional psychology [i]
  1879. (1994/2001) Death to dust: what happens to dead bodies? [i]
  1880. (1994) False rape allegations [d]
  1881. (1994) Reason, reasons and reasoning: a constructivist account of human rationality [d]
  1882. (1994) Philosophy within the limits of wide reflective equilibrium alone [j]
  1883. (1994) Methods of ethics: wide reflective equilibrium and a kind of consequentialism [d]
  1884. (1994/2007) Ecological understanding: the nature of theory and the theory of nature [i]
  1885. (1994) Behaviorism and mentalism: is there a third alternative? [d]
  1886. (1994) Planning science: Otto Neurath and the International Encyclopedia of Unified Science [d]
  1887. (1994) Balancing inquiry and advocacy [i]
  1888. (1994) The ladder of inference [i]
  1889. (1994) Frame reflection: toward the resolution of intractable policy controversies [i]
  1890. (1994) The evidential foundations of probabilistic reasoning [i]
  1891. (1994/2017) The skilled facilitator: a comprehensive resource for consultants, facilitators, managers, trainers, and coaches [i] [d]
  1892. (1994) Mindfulness and meaningful work: explorations in right livelihood [i]
  1893. (1994) Suggestions of abuse: true and false memories of childhood sexual trauma [i]
  1894. (1993/2001) Explaining creativity [i]
  1895. (1993) Telling your own stories: a new resource for discovering and creating your own stories [i]
  1896. (1993) What to ask when you don't know what to say: 555 powerful questions to use for getting your way at work [i]
  1897. (1993/1997) Literature and life [i]
  1898. (1993) Chan insights and oversights: an epistemological critique of the Chan tradition [i]
  1899. (1993) 'Power in the service of love': John Dewey's Logic and the dream of a common language [d]
  1900. (1993) How much is enough?: controlling water demand in apartment buildings [i]
  1901. (1993) Science as argument: implications for teaching and learning scientific thinking [d]
  1902. (1993) A response to Orzack and Sober: formal analysis and the fluidity of science [d] [j]
  1903. (1993) Questions about questions: situating the therapist's curiosity in front of the family [i]
  1904. (1993) What is 'experiencing'?: a critical review of meanings and applications in psychotherapy [d]
  1905. (1993/2006) Philosophy of science: help or hindrance? [i]
  1906. (1993) Environmentalism: the view from anthropology [i]
  1907. (1993) The process of change in cognitive therapy: schema change or acquisition of compensatory skills? [d]
  1908. (1993) Analysis analysed: when the map becomes the territory [i]
  1909. (1993) Decision science or decision-aid science? [d]
  1910. (1993) Does business ethics make economic sense? [d]
  1911. (1993) Cultural politics of everyday life: social constructionism, rhetoric and knowing of the third kind [i]
  1912. (1993/2004) Opening the hand of thought: foundations of Zen Buddhist practice [i]
  1913. (1993/2009) Abrir la mano del pensamiento: fundamentos de la práctica del budismo zen [i]
  1914. (1992/1994) A dictionary of philosophical quotations [i]
  1915. (1992) Objectivity and the escape from perspective [d]
  1916. (1992) How much is enough?: the consumer society and the future of the earth [i]
  1917. (1992) The cognitive construction of scientific knowledge: response to Pickering [d]
  1918. (1992) The particular-circumstance model of scientific explanation [i]
  1919. (1992) Thinking as argument [d]
  1920. (1992) Factors and taxa, traits and types, differences of degree and differences in kind [d]
  1921. (1992) Why plan?: a multi-rationality foundation for planning [d]
  1922. (1992) The theory of inquiry: Dewey's legacy to education [d] [j]
  1923. (1992/1995) Conversations on science, culture, and time [i]
  1924. (1992) Scientific management: technique or cultural ideology? [d]
  1925. (1992) After analytic philosophy, what's next?: an analytic philosopher's perspective [j]
  1926. (1992) Toward better problems: new perspectives on abortion, animal rights, the environment, and justice [i]
  1927. (1992) Personal construct theory and alternative constructions of psychological disorder and therapy [i]
  1928. (1991/2005) Analysis of evidence [i] [d]
  1929. (1991) Have all won and must all have prizes?: revisiting Luborsky et al.'s verdict [d]
  1930. (1991/1994) What is philosophy? [i]
  1931. (1991) The rhetoric of immediacy: a cultural critique of Chan/Zen Buddhism [i]
  1932. (1991) Dialectics and the macrostructure of arguments: a theory of argument structure [i] [d]
  1933. (1991) How we know what isn't so: the fallibility of human reason in everyday life [i]
  1934. (1991/1993) We have never been modern [i]
  1935. (1991) Human change processes: the scientific foundations of psychotherapy [i]
  1936. (1991) Questioning the sacred cow of the transference [i] [d]
  1937. (1991) Maslow's theory of motivation: a critique [d]
  1938. (1991) On religious freedom [i]
  1939. (1991) The reflective turn: case studies in and on educational practice [i]
  1940. (1991) 'What we have here, is a failure to communicate': on the inherent indefensibility of behaviorist metaphysics [d]
  1941. (1991) A theory of preliminary fact investigation [u]
  1942. (1990) Making face, making soul = Haciendo caras: creative and critical perspectives by feminists of color [i]
  1943. (1990) Wisdom: the art of problem finding [i]
  1944. (1990) What are people for?: essays [i]
  1945. (1990) The scholastic point of view [d]
  1946. (1990/2005) Critical thinking in clinical practice: improving the quality of judgments and decisions [i]
  1947. (1990) Wisdom and reflective judgment: knowing in the face of uncertainty [i]
  1948. (1990) Can psychotherapists transcend the shackles of their training and superstitions? [d]
  1949. (1990) How universal is something we can call 'therapy'?: some implications of non-Western healing systems for intercultural work [d]
  1950. (1990) The loss of wisdom [i]
  1951. (1990) What is really unethical about insider trading? [d]
  1952. (1990) Words of power: a feminist reading of the history of logic [i]
  1953. (1990/1994) What is education for? [i]
  1954. (1990) A useful inheritance: evolutionary aspects of the theory of knowledge [i]
  1955. (1990) Killing the spirit: higher education in America [i]
  1956. (1990) Wisdom: its nature, origins, and development [i]
  1957. (1990) The adult problem solver as person scientist [o]
  1958. (1990) Creative understanding: philosophical reflections on physics [i]
  1959. (1990/2006) Rethinking evidence: exploratory essays [i] [d]
  1960. (1990) Studies on Mario Bunge's Treatise [i]
  1961. (1990) Professionalism as purification ritual: alienation and disintegration in the university [d] [j]
  1962. (1990) Evolutionary epistemology and its implications for humankind [i]
  1963. (1989) The problem of the problem [i]
  1964. (1989) Toward a constructive-developmental understanding of the dialectics of individuality and irrationality [i] [d]
  1965. (1989) Mood in argumentation [j]
  1966. (1989/1992) What is a dispositif? [i]
  1967. (1989) The philanthropic vision: the Owatonna Art Education Project as an example of 'private' interests in public schooling [d] [j]
  1968. (1989/1996) Interruptions [i]
  1969. (1989/2003) Ilha das flores = Isle of flowers [or: Island of flowers] [o]
  1970. (1989/2004) The Buddha's 'undetermined questions' and the religions [u]
  1971. (1989) When is an object not an object?: the effect of 'meaning' upon the copying of line drawings [d]
  1972. (1989) Why methodological behaviorism is mentalistic [d]
  1973. (1989) The creative construction of rationality: a paradox? [i] [d]
  1974. (1989) The (even) bolder model: the clinical psychologist as metaphysician–scientist–practitioner [d]
  1975. (1989) Issue-based information systems for design [o]
  1976. (1989) Contemporary behaviorism versus the old behavioral straw man in Gardner's The mind's new science: a history of the cognitive revolution [d]
  1977. (1989) Collingwood's logic of question and answer [d] [j]
  1978. (1989) The powers of problem definition: the case of government paperwork [d]
  1979. (1989) How can Chinese children draw so well? [j]
  1980. (1988/2008) Thinking and deciding [i] [d]
  1981. (1988) gIBIS: a hypertext tool for exploratory policy discussion [d]
  1982. (1988/1993) What is an event? [i]
  1983. (1988) When did I begin?: conception of the human individual in history, philosophy, and science [i] [d]
  1984. (1988) Making intuitive knowledge explicit through future technology [i]
  1985. (1988) Ambiguity and rationality [d]
  1986. (1988) Explaining science: a cognitive approach [i]
  1987. (1988) Discovery-oriented psychotherapy research: rationale, aims, and methods [d]
  1988. (1988) Questions and questioning [i] [d]
  1989. (1988) Questioning and problems in philosophy of science: problem-solving versus directly truth-seeking epistemologies [i] [d]
  1990. (1988/2008) Clinical assessment of malingering and deception [i]
  1991. (1988) Alternatives to psychoanalytic psychobiography [i]
  1992. (1988) The creative attitude: learning to ask and answer the right questions [i]
  1993. (1988) Computational philosophy of science [i]
  1994. (1988) The recovery of practical philosophy [j]
  1995. (1987) Are all maps mental maps? [d]
  1996. (1987) Philosophy of psychology [i] [d]
  1997. (1987/2001) What is the creative act? [i]
  1998. (1987/1992) The insanity of normality: realism as sickness: toward understanding human destructiveness [i]
  1999. (1987) The persistence of error: essays in developmental epistemology [i]
  2000. (1987) The process of science: contemporary philosophical approaches to understanding scientific practice [i] [d]
  2001. (1987) 'Twixt method and madness [i] [d]
  2002. (1986) Evolutionary epistemology, durational metaphysics, and theoretical physics: Čapek and the Bergsonian tradition [i]
  2003. (1986/2000) The biographical illusion [i]
  2004. (1986) Assessing evolutionary epistemology [d]
  2005. (1986) Learning how to ask: a sociolinguistic appraisal of the role of the interview in social science research [i]
  2006. (1986/1988) Foucault [i]
  2007. (1986) Evolution and the triumph of homology, or why history matters [j]
  2008. (1986/2010) You and your research [i] [d] [u]
  2009. (1986) What the hell do we want an artist here for? [i]
  2010. (1986) Scientific change: philosophical models and historical research [d]
  2011. (1986) In search of artistic excellence: the social construction of artistic values [d] [j]
  2012. (1986/1989) Reflexive epistemology: the philosophical legacy of Otto Neurath [i] [d]
  2013. (1985) The price of the ticket: collected nonfiction, 1948–1985 [i]
  2014. (1985) Visions of excess: selected writings, 1927–1939 [i]
  2015. (1985) Kinds of knowledge [i] [d]
  2016. (1985) How can I help?: stories and reflections on service [i]
  2017. (1985/2001) Goals for a critical thinking curriculum and its assessment [i]
  2018. (1985) Interview methodologies for construct elicitation: searching for the core [i]
  2019. (1985) The dialectical biologist [i]
  2020. (1985) Equality and liberty: a defense of radical egalitarianism [i]
  2021. (1984) Dialectical thinking and adult development [i]
  2022. (1984/1993) The ideal problem solver: a guide for improving thinking, learning, and creativity [i]
  2023. (1984) What is pseudoscience? [o]
  2024. (1984) Particles or events? [i] [d]
  2025. (1984) What is enlightenment? [i]
  2026. (1984/2014) Thought and knowledge: an introduction to critical thinking [i]
  2027. (1984) How to know what is known: designing crutches for communication [i]
  2028. (1984) Notes on Popper as follower of Whewell and Peirce [i] [d]
  2029. (1984) Is science progressive? [i] [d]
  2030. (1984) The role of problems and problem solving in Popper's early work on psychology [d]
  2031. (1984/1999) The limits of science [i] [j]
  2032. (1984) The new philosophy of science and the 'paranormal' [o]
  2033. (1984) The invented reality: how do we know what we believe we know?: contributions to constructivism [i]
  2034. (1984) Small wins: redefining the scale of social problems [i]
  2035. (1984/2014) Case study research: design and methods [i]
  2036. (1983/1988) The unavowable community [i]
  2037. (1983) Geography is a field subject [j]
  2038. (1983/1985) Epistemology & methodology [in three volumes] [o] [d]
  2039. (1983/1987) Involvement and detachment [i]
  2040. (1983) Wisdom and the context of knowledge: knowing that one doesn't know [i]
  2041. (1983) The social relations of physics, mysticism, and mathematics: studies in social structure, interests, and ideas [i]
  2042. (1983) Reducing unrealistic optimism about illness susceptibility [d]
  2043. (1982) Scientific philosophy today: essays in honor of Mario Bunge [i] [d]
  2044. (1982) Reasoning, learning, and action: individual and organizational [i]
  2045. (1982/2004) Asking questions: the definitive guide to questionnaire design—for market research, political polls, and social and health questionnaires [i]
  2046. (1982) Identifying implicit assumptions [d]
  2047. (1982) The problem of the problem [i]
  2048. (1982) Are individuals really subordinated to genes?: a theory of living entities [d]
  2049. (1982) Question framing and response consistency [i]
  2050. (1982) The construction of logical necessity [d]
  2051. (1982) Cartoons: when are they effective? [u]
  2052. (1982) Telling it like it isn't: language misuse & malpractice, what we can do about it [i]
  2053. (1981) Scientific inquiry and the social sciences: a volume in honor of Donald T. Campbell [i]
  2054. (1981) A critique of dialectics [i] [d]
  2055. (1981) Hypothesis testing in students: sequences, stages, and instructional strategies [d]
  2056. (1981) What is a problem that we may solve it? [d]
  2057. (1981) Human inquiry: a sourcebook of new paradigm research [i]
  2058. (1981) Logic as a liberal art [d]
  2059. (1981) Scientific discovery as problem solving [d]
  2060. (1981) Why educational research has been so uneducational: the case for a new model of social science based on collaborative inquiry [i] [u]
  2061. (1981) Evolution, adaptation, and human understanding [i]
  2062. (1980) Inner contradictions of rigorous research [i]
  2063. (1980/1987) How do you make yourself a body without organs? [i]
  2064. (1980/1987) A thousand plateaus: capitalism and schizophrenia [i]
  2065. (1980) The language of behavior analysis: its community, its functions, and its limitations [j]
  2066. (1980) Philosophy and public policy [and other essays] [i]
  2067. (1980) Are there limits to freedom of expression? [i]
  2068. (1980/1990) The psychology of transcendence [i]
  2069. (1979/1984) Distinction: a social critique of the judgement of taste [i]
  2070. (1979) Systemism supersedes atomism and holism [i] [d]
  2071. (1979) On the nature of problems in consulting practice [d]
  2072. (1979) The logic of question and answer: writing as inquiry [d] [j]
  2073. (1979/2006) Understanding scientific reasoning [i]
  2074. (1979) Michel Foucault's immature science [d] [j]
  2075. (1979/1996) Eyewitness testimony [i]
  2076. (1979/1997) Can we know the universe?: reflections on a grain of salt [i]
  2077. (1979/1984) An introduction to reasoning [i]
  2078. (1979) The test–trait fallacy [d]
  2079. (1978) Beyond closed-system problem-solving: a study of meta-systematic aspects of mature thought [o]
  2080. (1978) Ethical problems of psychological jargon [d]
  2081. (1978) Toward a history of needs [i]
  2082. (1978) The right to useful unemployment and its professional enemies [i]
  2083. (1978) Validity and rhetoric in philosophical argument: an outlook in transition [o]
  2084. (1978) The rise of systems theory: an ideological analysis [i]
  2085. (1978) Psychology, mon amour: a countertext [i]
  2086. (1978) The ideology of advocacy: procedural justice and professional ethics [o]
  2087. (1978) Buddhist hermeneutics [d]
  2088. (1978/1991) Reliable knowledge: an exploration of the grounds for belief in science [i]
  2089. (1977/1979) Ontology [in two volumes] [o] [d]
  2090. (1977/1987) Dialogues [i]
  2091. (1977/1997) Creative interviewing: the writer's guide to gathering information by asking questions [i]
  2092. (1977) Epicycles and the homocentric earth: or what is wrong with 'stages' of cognitive development? [d]
  2093. (1977) A comparison between John Dewey's theory of inquiry and Jean Piaget's genetic analysis of intelligence [p] [d]
  2094. (1977) Loaded and honest questions: a construct theory view of symptoms and therapy [i]
  2095. (1976) Reliability and validity of traits measured by Kelly's repertory grid [d]
  2096. (1976) Problem finding and creativity [i]
  2097. (1976/1977) The overdeveloped nations: the diseconomies of scale [i]
  2098. (1976/1978) Behavior and evolution [i]
  2099. (1976/1994) The myth of the framework [i]
  2100. (1976) How real is real?: confusion, disinformation, communication [i]
  2101. (1975) The flight from reason: essays on intellectual freedom in the academy, the press, and the library [i]
  2102. (1975) Psychiatry and psychotherapy as political processes [p] [u]
  2103. (1975) The diploma disease: education, qualification, and development [i]
  2104. (1975/1976) Medical nemesis: the expropriation of health [i]
  2105. (1974) Semantics [in two volumes] [o] [d]
  2106. (1974/1985) Cargo cult science [i]
  2107. (1974/2015) Intellectual freedom manual [i]
  2108. (1974) Whose invisible religion? Luckmann revisited [d] [j]
  2109. (1973/1992) The step not beyond [i]
  2110. (1973/2004) Nomadic thought [i]
  2111. (1973) The life and mind of John Dewey [i]
  2112. (1973) The logical requirements for explanations of systematic desensitization [d]
  2113. (1973/1982) The demystification of the law [i] [d]
  2114. (1973/1974) Energy and equity [i]
  2115. (1973/1997) Practical reasoning in natural language [i]
  2116. (1972) The politics of expertise [i]
  2117. (1972/2001) Hume [i]
  2118. (1972/1982) Groupthink: psychological studies of policy decisions and fiascoes [i]
  2119. (1972) Psychological man as scientist, humanist and specialist [o]
  2120. (1972) What time is this place? [i]
  2121. (1972) Human understanding: the collective use and evolution of concepts [i]
  2122. (1971) Conversation with Karl Popper [o]
  2123. (1970) Science through the looking glass [i]
  2124. (1970) Voluntary service: good will or evil goods? [o]
  2125. (1970/1987) Ciencia propia y colonialismo intelectual: los nuevos rumbos [i]
  2126. (1970/2011) Coping with psychiatric and psychological testimony: based on the original work by Jay Ziskin [i]
  2127. (1970) What about people in regional science? [d]
  2128. (1970) Constraints and restraints [d]
  2129. (1970) The one-man revolution in America [i]
  2130. (1970) Celebration of awareness: a call for institutional revolution [o]
  2131. (1970) Issues as elements of information systems [o]
  2132. (1970/1978) The web of belief [i]
  2133. (1969/1993) The infinite conversation [i]
  2134. (1969) An essay on liberation [i]
  2135. (1969) Teaching as a subversive activity [o]
  2136. (1969) The process of problem finding [u]
  2137. (1968) Readings in argumentation [o]
  2138. (1968) The onion and the moebius strip [o] [u]
  2139. (1968/2004) Nietzsche and the image of thought [i]
  2140. (1968/1970) To hell with good intentions [o]
  2141. (1968) The cultural role of scientific behavior [d]
  2142. (1968) What's the point of history? [j]
  2143. (1967) A comprehensible world: on modern science and its origins [o]
  2144. (1966) Psychology as an exercise in paradox [o] [u]
  2145. (1966/1988) Bergsonism [i]
  2146. (1966) The uses of computers in science [j]
  2147. (1964/1972) Time and method: an essay on the methodology of research [i]
  2148. (1964) The nature of psychological inquiry [o]
  2149. (1964/1998) The conduct of inquiry: methodology for behavioral science [i]
  2150. (1963) Psychotherapy today or where do we go from here? [p] [u]
  2151. (1962) The creative process [i]
  2152. (1962/1983) Nietzsche and philosophy [i]
  2153. (1962) Augmenting human intellect: a conceptual framework [o] [u]
  2154. (1962) A concept of critical thinking [u]
  2155. (1961) The concept of method [o]
  2156. (1960) Dewey's conception of philosophy [j]
  2157. (1960) A neural-identity theory of mind [o]
  2158. (1959/2009) Causality and modern science [or: Causality: the place of the causal principle in modern science] [i]
  2159. (1959) Power and morality: who shall guard the guardians? [o]
  2160. (1959) Pragmatism as a theory of historical knowledge: John Dewey on the nature of historical inquiry [d] [j]
  2161. (1956) The image: knowledge in life and society [o]
  2162. (1955/2013) Why is the world four-dimensional? [i]
  2163. (1954) John Dewey, my son, and education for human freedom [j]
  2164. (1953) The philosophy of science: an introduction [o]
  2165. (1952) The validation of scientific belief: a conspectus of the symposium [j]
  2166. (1952) Flying saucers [d] [j]
  2167. (1952/1959) On intellectual craftsmanship [i]
  2168. (1951) The dangers of literacy [d] [j]
  2169. (1951) The wisdom of insecurity [o]
  2170. (1950) The human community: its philosophy and practice for a time of crisis [o]
  2171. (1950) The place of John Dewey in modern thought [o]
  2172. (1949) Lecture on nothing [i]
  2173. (1949) Knowing and the known [o]
  2174. (1949) The messes animals make in metaphysics [d] [j]
  2175. (1949/2002) The concept of mind [i]
  2176. (1947) Will science meet a new challenge? [d] [j]
  2177. (1946) Problems of men [o] [u]
  2178. (1946/2000) The question of German guilt [i] [j]
  2179. (1945/1992) On Nietzsche [i]
  2180. (1944/1988) Guilty [i]
  2181. (1943/1988) Inner experience [i]
  2182. (1943/1989) The normal and the pathological [i]
  2183. (1942) World hypotheses: a study in evidence [i]
  2184. (1941/1996) What is mathematics?: an elementary approach to ideas and methods [i]
  2185. (1941/1975) On my philosophy [i]
  2186. (1939) Experience, knowledge and value: a rejoinder [o]
  2187. (1939) Freedom and culture [o] [u]
  2188. (1939/1958) The philosophy of physical science [o]
  2189. (1939) Knowledge for what?: the place of social science in American culture [o]
  2190. (1938/2002) The formation of the scientific mind: a contribution to a psychoanalysis of objective knowledge [i]
  2191. (1938) Logic: the theory of inquiry [i] [u]
  2192. (1936/1983) Encyclopedia as 'model' [i] [d]
  2193. (1935) Philosophy of science and science of philosophy [d] [j]
  2194. (1934) To sleep, perchance to dream [d] [j]
  2195. (1934/2009) Mind and nature: selected writings on philosophy, mathematics, and physics [i]
  2196. (1933/1998) How we think: a restatement of the relation of reflective thinking to the educative process [i]
  2197. (1932/1970) Convicting the innocent: errors of criminal justice [i]
  2198. (1929/1960) The quest for certainty: a study of the relation of knowledge and action [o] [u]
  2199. (1925/1929) Experience and nature [i] [u]
  2200. (1923/1968) Potestas clavium [o] [u]
  2201. (1921/1973) Anti-Spengler: dedicated to the young and the future they shape [i] [d]
  2202. (1920/1946) The possible and the real [i]
  2203. (1916) Democracy and education: an introduction to the philosophy of education [o] [u]
  2204. (1916/2007) Essays in experimental logic [i] [u]
  2205. (1913/1937) The principles of judicial proof: or, The process of proof as given by logic, psychology, and general experience and illustrated in judicial trials [o]
  2206. (1909/1977) A pluralistic universe [i] [u]
  2207. (1908/1909) On the witness stand: essays on psychology and crime [o] [u]
  2208. (1907/1978) Pragmatism, a new name for some old ways of thinking; The meaning of truth, a sequel to Pragmatism [i] [u]
  2209. (1903/1934) How to theorize [or: On selecting hypotheses] [i] [u]
  2210. (1900/2007) Some stages of logical thought [i] [j] [u]
  2211. (1898/1992) Reasoning and the logic of things: the Cambridge conferences lectures of 1898 [i]
  2212. (1898/1992) Training in reasoning [i]
  2213. (1895/1986) Popular scientific lectures [i] [u]
  2214. (1894) Science and education: essays [o] [u]
  2215. (1891) The architecture of theories [d] [j]
  2216. (1887/1993) The autobiography of Charles Darwin, 1809–1882: with original omissions restored [i] [u]
  2217. (1886/1914) The analysis of sensations and the relation of the physical to the psychical [i] [u]
  2218. (1878/1934) How to make our ideas clear [i] [u]
  2219. (1877/1999) The ethics of belief [i]
  2220. (1877/1934) The fixation of belief [i] [u]
  2221. (1876/1877) Philosophical discussions [o] [u]
  2222. (1869/1934) Grounds of validity of the laws of logic: further consequences of four incapacities [i] [u]
  2223. (1868/1934) Some consequences of four incapacities [i] [u]
  2224. (1866/1893) On the advisableness of improving natural knowledge [o] [u]
  2225. (1866/1888) The logic of chance: an essay on the foundations and province of the theory of probability, with especial reference to its logical bearings and its application to moral and social science, and to statistics [o] [u]
  2226. (1854/1896) On the educational value of the natural history sciences [o] [u]
  2227. (1849/1964) Civil disobedience [i] [u]
  2228. (1840) The philosophy of the inductive sciences: founded upon their history [o] [u]
  2229. (1838/1988) Letters on the equality of the sexes, and the condition of women, and other essays [i] [u]
  2230. (1834/1975) On the connexion of the physical sciences [i] [u]
  2231. (1782/1987) Letter to the Abbé Raynal [i] [u]
  2232. (1779/1998) Dialogues concerning natural religion, the posthumous essays, Of the immortality of the soul, and Of suicide, from An enquiry concerning human understanding of miracles [i] [u]
  2233. (1774/1971) Political disquisitions: an enquiry into public errors, defects, and abuses [i] [u]
  2234. (1772/1975) Letter to Joseph Priestley [i] [u]
  2235. (1763) An essay towards solving a problem in the doctrine of chances [d]
  2236. (1739/1978) A treatise of human nature [i] [u]
  2237. (1697/1901) Of the conduct of the understanding [i] [u]
  2238. (1677/1995) The letters [i]
  2239. (1677/1996) Ethics [i] [u]

Copyright © 2010–2018 Nathan A. Strait (contact me)
14th edition, last updated: 6 September 2018
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