How to question

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

  1. () Victim or perpetrator? [i] [d]
  2. Giorgio Bongiovanni, Gerald Postema, Antonino Rotolo, Giovanni Sartor, Chiara Valentini, & Douglas N. Walton [ed] () Handbook of legal reasoning and argumentation [i] [d]
  3. () Vaccinate against bad arguments [u]
  4. () The surprising power of questions [u]
  5. () The scientific stance: using evidence-based arguments across fields [i]
  6. () Suing for peace in the war against mentalism [d]
  7. () Dewey's Chicago-functionalist conception of logic [i] [d]
  8. () Basic questions [or: The questioning attitude] [d]
  9. () Deceptively dodging questions: a theoretical note on issues of perception and detection [d]
  10. () Delusions, harmful dysfunctions, and treatable conditions [d]
  11. () Contextual debiasing and critical thinking: reasons for optimism [d]
  12. () Fake news: a definition [d] [u]
  13. () Expediting inquiry: Peirce's social economy of research [d] [j] [u]
  14. Stephen Cade Hetherington [ed] () What makes a philosopher great?: thirteen arguments for twelve philosophers [i]
  15. () Psychotic-like experiences in esoterism: a twilight zone? [p] [d]
  16. () Stimulating reflection and self-correcting reasoning through argument mapping: three approaches [d]
  17. () How far to nudge?: assessing behavioural public policy [i]
  18. () Late stages of adult development: one linear sequence or several parallel branches? [u]
  19. () Open label placebo: can honestly prescribed placebos evoke meaningful therapeutic benefits? [p] [d]
  20. () A role for reasoning in a dialogic approach to critical thinking [d]
  21. () Do reasoning limitations undermine discourse? [d]
  22. () How can pictorial representations stimulate the imaginative capacity of experienced multimedia designers? [d]
  23. () Practical reasoning arguments: a modular approach [d]
  24. () What is community operational research? [d]
  25. () The character gap: how good are we? [i]
  26. () Eliciting the truth, the whole truth, and nothing but the truth: the effect of question phrasing on deception [d]
  27. () Contrarian or jerk? [u]
  28. () Investigating the root causes of major failures of critical components—with a case study of asbestos cement pipes [d]
  29. () 'Trained satisfaction': self-limiting of inquiry [u]
  30. () The book of why: the new science of cause and effect [i]
  31. () Why not try harder?: computational approach to motivation deficits in neuro-psychiatric diseases [p] [d]
  32. () Incorporating mindfulness: questioning capitalism [d]
  33. () Transforming 'ecosystem' from a scientific concept into a teachable topic: philosophy and history of ecology informs science textbook analysis [d]
  34. () Working, but poor: the good life in rural America? [d]
  35. () Dewey, Addams, and design thinking: pragmatist feminist innovation for democratic change [i] [d]
  36. () Associations between belief inflexibility and dimensions of delusions: a meta-analytic review of two approaches to assessing belief flexibility [p] [d]
  37. () Pragmatism and metaphilosophy [i] [d]
  38. () Rethinking the problem of cognition [d]
  39. () 'Pragmatic complexity' a new foundation for moving beyond 'evidence-based policy making'? [d]
  40. () The politics of research—or why you can't trust anything you read, including this article! [d]
  41. () Therapeutic conversations: therapists' use of observational language contributes to optimal therapeutic outcomes [p] [d]
  42. () Could we advance the science of religion (better) without the concept 'religion'? [d]
  43. Floris J. Bex, Floriana Grasso, Nancy L. Green, Fabio Paglieri, & Chris Reed [ed] () Argument technologies: theory, analysis, and applications [i]
  44. () Why do irrational beliefs mimic science?: the cultural evolution of pseudoscience [d]
  45. () Recollection, belief and metacognition: a reality check [p] [d]
  46. () Models in geosciences [i] [d]
  47. () Models and explanation [i] [d]
  48. () Using a Bayesian network to clarify areas requiring research in a host–pathogen system [d]
  49. () Don't dodge the question [u]
  50. () Treat cross-examination questions as a flashlight in a dark room [and turn on the overhead lights instead] [u]
  51. () Multiple religious belonging: conceptual advance or secularization denial? [d]
  52. () Pragmatism and engineering [i] [d]
  53. () Doing science: in the light of philosophy [i] [d]
  54. () In the beginning was the problem [i] [d]
  55. () What makes time special? [i] [d]
  56. () Rethinking knowledge: the heuristic view [i] [d]
  57. () Confronting the 'seeker of newspaper notoriety': pathological lying, the public, and the press, 1890–1920 [d]
  58. () Science, lies and video-taped experiments [d]
  59. () Taxonomising delusions: content or aetiology? [p] [d]
  60. Bruce M. Z. Cohen [ed] () Routledge international handbook of critical mental health [i]
  61. () Belief and belief formation: insights from delusions [i] [d]
  62. () Shared reality makes life meaningful: are we really going in the right direction? [d]
  63. () What's the problem?: frameworks and methods from policy analysis for analyzing complex problems [d]
  64. () 'Fake news': incorrect, but hard to correct: the role of cognitive ability on the impact of false information on social impressions [d]
  65. () Seeing what you want to see: how imprecise uncertainty ranges enhance motivated reasoning [d]
  66. Susan Dieleman, David Rondel, & Christopher J. Voparil [ed] () Pragmatism and justice [i] [d]
  67. () Physical actor training: what shall I do with the body they gave me? [i]
  68. Ian T. Durham & Dean Rickles [ed] () Information and interaction: Eddington, Wheeler, and the limits of knowledge [i] [d]
  69. () Reasoning biases, non-monotonic logics and belief revision [d]
  70. () Critical thinking: conceptual perspectives & practical guidelines [i] [d]
  71. () Since Sandy Hook: strategic maneuvering in the gun control debate [d]
  72. () The false academy: predatory publishing in science and bioethics [p] [d]
  73. Steven Fesmire [ed] (/2018) The Oxford handbook of Dewey [i] [d]
  74. () Weapon of choice: small arms and the culture of military innovation [i] [d]
  75. () Assessing the epistemic quality of democratic decision-making in terms of adequate support for conclusions [d]
  76. () Open innovation and the core of the engineer's domain [i] [d]
  77. () Which functions assumed to be religious and spiritual in nature are ultimately attributable or reducible to purely secular mechanisms? [d]
  78. () Pursuing fundamental advances in human reasoning [i] [d]
  79. () Is schizophrenia a disorder of consciousness?: experimental and phenomenological support for anomalous unconscious processing [p] [d]
  80. () Are formal planners more likely to achieve new venture viability?: a counterfactual model and analysis [d]
  81. () Stop guessing: the 9 behaviors of great problem solvers [i]
  82. () Predictive processing, source monitoring, and psychosis [p] [d]
  83. () What is a good medical decision?: a research agenda guided by perspectives from multiple stakeholders [p] [d]
  84. () Critical thinking: the basics [i]
  85. () Tell, ask, repair: early responding to discordant reality [d]
  86. () Why should any body have a self? [i]
  87. () Public deliberation and the fact of expertise: making experts accountable [d]
  88. () How do social norms influence prosocial development? [p] [d]
  89. () It doesn't hurt to ask: question-asking increases liking [p] [d]
  90. () Three remarks on 'reflective equilibrium': on the use and misuse of Rawls' balancing concept in contemporary ethics [d]
  91. () When do scientific explanations compete?: steps toward a heuristic checklist [d]
  92. () When should we use simple decision models?: a synthesis of various research strands [d]
  93. () Evidence in engineering [i] [d]
  94. () Illusions in reasoning [d]
  95. () 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]
  96. () Arguing deep ideational change [d]
  97. () Can engaging in science practices promote deep understanding of them? [d]
  98. () How will you die? [u]
  99. () Because without cause: non-causal explanation in science and mathematics [i] [d]
  100. () How reliable is perception? [d] [u]
  101. Lorenzo Magnani & Tommaso Bertolotti [ed] () Springer handbook of model-based science [i] [d]
  102. () More data, new problems: audiences, ahistoricity, and selection bias in terrorism and insurgency research [d]
  103. () Why do we need government?: the role of civic education in the face of the free-rider problem [i] [u]
  104. () Improving how to think in intelligence analysis and medicine [d]
  105. () How is awe connected to wisdom? [u]
  106. () Modeling the social organization of science: chasing complexity through simulations [d]
  107. () Association of the jumping-to-conclusions and evidence-integration biases with delusions in psychosis: a detailed meta-analysis [p] [d]
  108. () How gullible are we?: a review of the evidence from psychology and social science [d]
  109. Diane P. Michelfelder, Byron Newberry, & Qin Zhu [ed] () Philosophy and engineering: exploring boundaries, expanding connections [i] [d]
  110. (/2018) Dewey on the authority and legitimacy of law [i] [d]
  111. () Assessing model-based reasoning using evidence-centered design: a suite of research-based design patterns [i] [d]
  112. () What's so bad about scientism? [d]
  113. () A cognitive cost of the need to achieve? [d]
  114. () On the political vernaculars of 'value creation' [d]
  115. () Challenging the dominance of formalism in accounting education: an analysis of the potential of stewardship in light of the evolution of legal education [d]
  116. () A robust preference for cheap-and-easy strategies over reliable strategies when verifying personal memories [p] [d]
  117. () Not strange but not true: self-reported interest in a topic increases false memory [p] [d]
  118. () The politics of evidence: from evidence-based policy to the good governance of evidence [i] [d]
  119. () Virtues and vices in scientific practice [d]
  120. () Conditionals, counterfactuals, and rational reasoning: an experimental study on basic principles [d]
  121. Sami Pihlström [ed] () Pragmatism and objectivity: essays sparked by the work of Nicholas Rescher [i] [d]
  122. () Idealization and the aims of science [i]
  123. () Pragmatism as a way of life: the lasting legacy of William James and John Dewey [i] [d]
  124. () Using argumentation theory to analyse software practitioners' defeasible evidence, inference and belief [d]
  125. () The Argument Web: an online ecosystem of tools, systems and services for argumentation [d]
  126. Rick Repetti [ed] () Buddhist perspectives on free will: agentless agency? [i] [d]
  127. () Extracting discourse elements and annotating scientific documents using the SciAnnotDoc model: a use case in gender documents [d]
  128. () Why is belief in God not a delusion? [d]
  129. () Beyond realism and antirealism?: the strange case of Dewey's instrumentalism [i] [d]
  130. () Laypeople's evaluation of arguments: are criteria for argument quality scheme-specific? [d]
  131. () How does religious experience work in predictive minds? [d]
  132. Thomas Schramme & Steven Edwards [ed] () Handbook of the philosophy of medicine [i] [d]
  133. () Dialogue, argumentation, and education: history, theory, and practice [i] [d]
  134. () A mega-analysis of memory reports from eight peer-reviewed false memory implantation studies [p] [d]
  135. () Reason and justice: the optimal and the maximal [d]
  136. () What makes everyday scientific reasoning so challenging? [d]
  137. Matthew H. Slater & Zanja Yudell [ed] () Metaphysics and the philosophy of science: new essays [i]
  138. () The knowledge illusion: why we never think alone [i]
  139. () The methodology of 'The witch-hunt narrative': a question of evidence—evidence questioned [d]
  140. () So long and thanks for all the fish: metaphysics and the philosophy of science [i]
  141. () Rhetoric, ethics, and the principle of charity: pragmatist clues to the democratic riddle [d]
  142. () Security and ideology [i] [d]
  143. () Are atheists undogmatic? [d]
  144. () Proof with and without probabilities: correct evidential reasoning with presumptive arguments, coherent hypotheses and degrees of uncertainty [d]
  145. () Field notes: a guided journal for doing anthropology [i]
  146. () The slippery slope argument in the ethical debate on genetic engineering of humans [d]
  147. () Are you solving the right problems? [u]
  148. () Informed reflexivity: enacting epistemic virtue [d]
  149. () Wilful ignorance and the emotional regime of schools [d]
  150. Anthony Aguirre, Brendan Foster, & Zeeya Merali [ed] () How should humanity steer the future? [i] [d]
  151. () Which individual therapist behaviors elicit client change talk and sustain talk in motivational interviewing? [p] [d]
  152. () Thought experiments as model-based abductions [i] [d]
  153. () Rationale mapping and functional modelling enhanced root cause analysis [d]
  154. () The 'big picture': the problem of extrapolation in basic research [d]
  155. () Fostering the virtues of inquiry [d]
  156. () Seeing is believing: observer perceptions of trait trustworthiness predict perceptions of honesty in high-stakes emotional appeals [d]
  157. () Are fallacies vices? [d]
  158. () Electrophysiology, chronometrics, and cross-cultural psychometrics at the Biosignal Lab: why it began, what we learned, and why it ended [d]
  159. () Revolution, reconciliation, integration: is there a way to bring social and biological anthropology together? [d]
  160. () Enhancing rationality: heuristics, biases, and the Critical Thinking Project [d] [u]
  161. () Are there levels of consciousness? [conclusion: no] [p] [d]
  162. () Why are offenders victimized so often? [i] [d]
  163. () Combining explanation and argumentation in dialogue [d]
  164. () Bias in legitimate ad hominem arguments [and comment and reply] [u]
  165. () The Chicago guide to fact-checking [i]
  166. () Digital detachment: how computer culture undermines democracy [i]
  167. () Mindful makers: question prompts to help guide young peoples' critical technical practices in maker spaces in libraries, museums, and community-based youth organizations [d]
  168. () If you don't know the answer, then that's your answer [u]
  169. () Don't get lost in your own story [u]
  170. () Analysing practical argumentation [i] [d]
  171. () Explication as a method of conceptual re-engineering [d]
  172. () Evidence mapping for decision making: feasibility versus accuracy—when to abandon high sensitivity in electronic searches [p] [d]
  173. () Between two worlds: memoirs of a philosopher-scientist [i] [d]
  174. () Antidualism and antimentalism in radical behaviorism [u]
  175. () Re-appropriating a question/answer system to support dialectical constructivist learning activity [d]
  176. () Single case causes: what is evidence and why [i] [d]
  177. () Is there a scientific method?: the analytic model of science [i] [d]
  178. () What is money?: a qualitative study of money as experienced [d]
  179. Hsiang-Ke Chao & Julian Reiss [ed] () Philosophy of science in practice: Nancy Cartwright and the nature of scientific reasoning [i] [d]
  180. () Deconstructing the mission: a critical content analysis of public library mission statements [d]
  181. () 'You are as you read': do students' reading interests contribute to their individuality? [d]
  182. () Defining Peirce's reasoning processes against the background of the mathematical reasoning of computability theory [i] [d]
  183. () Tropes in the rhetoric of gun rights: a pragma-dialectic analysis [d]
  184. () Reductio ad absurdum from a dialogical perspective [d]
  185. () How can physics underlie the mind?: top-down causation in the human context [i] [d]
  186. Sayyed Mohsen Fatemi [ed] () Critical mindfulness: exploring Langerian models [i] [d]
  187. () The doxastic shear pin: delusions as errors of learning and memory [p] [d]
  188. () Humor, law, and jurisprudence: on Deleuze's political philosophy [d]
  189. () What makes a good experiment?: reasons & roles in science [i] [j]
  190. () Are mental disorders brain diseases, and what does this mean?: a clinical-neuropsychological perspective [p] [d]
  191. () Argumentation and decision making in professional practice [d]
  192. () How to do science with models: a philosophical primer [i] [d]
  193. () Transforming science education for the anthropocene—is it possible? [d]
  194. () Pushing the bounds of rationality: argumentation and extended cognition [i]
  195. () Do psychotherapists improve with time and experience?: a longitudinal analysis of outcomes in a clinical setting [p] [d]
  196. () Deciding what's true: the rise of political fact-checking in American journalism [i] [d]
  197. () What is the DSM?: diagnostic manual, cultural icon, political battleground: an overview with suggestions for a critical research agenda [d]
  198. () Questioning the victim status of complainants in professional ethics investigations [d]
  199. () Slippery slope arguments imply opposition to change [p] [d]
  200. () The decentralization of knowledge: how Carnap and Heidegger influenced the Web [d] [u]
  201. () Decriminalizing violence: a critique of restorative justice and proposal for diversionary mediation [u]
  202. () Why don't we grieve for extinct species? [u]
  203. Sven Ove Hansson & Gertrude Hirsch Hadorn [ed] () The argumentative turn in policy analysis: reasoning about uncertainty [i] [d]
  204. () The explanation frame [i]
  205. Jim Haslam & Prem Sikka [ed] () Pioneers of critical accounting: a celebration of the life of Tony Lowe [i] [d]
  206. () An ethical perspective on accounting standard setting: professional and lay-experts' contribution to GASB's Pension Project [d]
  207. () One mechanism, many models: a distributed theory of mechanistic explanation [d]
  208. () The bleeding edge: why technology turns toxic in an unequal world [i]
  209. () Open-mindedness as a critical virtue [d]
  210. (/2018) Human rights on trial: a genealogy of the critique of human rights [i] [d]
  211. () The law's flaws: rethinking trials and errors? [i]
  212. () A field guide to lies: critical thinking in the information age [i]
  213. () What could you really learn on your own?: understanding the epistemic limitations of knowledge acquisition [p] [d]
  214. () Plausibility judgments in conceptual change and epistemic cognition [d]
  215. () Where and how to search?: search paths in open innovation [d]
  216. () Theory, experience and practice [d]
  217. () Interpretative disputes, explicatures, and argumentative reasoning [d]
  218. () Taking nature seriously in the anthropocene [d]
  219. () Linguistic obfuscation in fraudulent science [d]
  220. () Believing that humans swallow spiders in their sleep: false beliefs as side effects of the processes that support accurate knowledge [i] [d]
  221. () First person action research: living life as inquiry [i]
  222. () Can network analysis transform psychopathology? [d]
  223. () Should the international accounting standards board have responsibility for human rights? [d]
  224. () Equanimity and the moral virtue of open-mindedness [u]
  225. () Why be an intellectually humble philosopher? [d]
  226. Fathali M. Moghaddam & Rom Harré [ed] () Questioning causality: scientific explorations of cause and consequence across social contexts [i]
  227. () The construct of mindfulness amidst and along conceptions of rationality [i] [d]
  228. () Value uncertainty [i] [d]
  229. () Argumentation in history classrooms: a key path to understanding the discipline and preparing citizens [d]
  230. () Intersection of argumentation and the use of multiple representations in the context of socioscientific issues [d]
  231. Robert A. Nash & James Ost [ed] () False and distorted memories [i] [d]
  232. () Questioning our questions: a constructivist technique for clinical supervision [d]
  233. () Deleuze and psychology: philosophical provocations to psychological practices [i]
  234. () Fast and frugal heuristics at research frontiers [i] [d]
  235. () Socratic pedagogy: the importance of argument [i] [d]
  236. Fabio Paglieri, Laura Bonelli, & Silvia Felletti [ed] () The psychology of argument: cognitive approaches to argumentation and persuasion [i]
  237. () The pragmatists' approach to injustice [d] [u]
  238. () John Dewey's radical logic: the function of the qualitative in thinking [d] [u]
  239. () How delusion is formed? [d]
  240. () Appeals to evidence for the resolution of wicked problems: the origins and mechanisms of evidentiary bias [d]
  241. () Analogies we suffer by: the case of the state as a household [i]
  242. () On Popper's contributions to psychology as part of biology [i] [d]
  243. () The visualizable, the representable and the inconceivable: realist and non-realist mathematical models in physics and beyond [p] [d]
  244. () Criticism without fundamental principles [d] [u]
  245. () Hallucinations as top-down effects on perception [p] [d]
  246. () Early forms of metaethical constructivism in John Dewey's pragmatism [d] [u]
  247. () Honest advocacy for nature: presenting a persuasive narrative for conservation [d]
  248. () Exposing fraud: skills, process and practicalities [i] [d]
  249. () Case rethinking: a protocol for reviewing criminal investigations [d]
  250. () Seeing mobility: how software engineers produce unequal representations [d]
  251. () Decision-making: are plants more rational than animals? [p] [d]
  252. () The memory illusion: remembering, forgetting, and the science of false memory [i]
  253. Jeremy Shearmur & Geoff Stokes [ed] () The Cambridge companion to Popper [i] [d]
  254. () Abduction, complex inferences, and emergent heuristics of scientific inquiry [d]
  255. () Can you be like Erickson? [u]
  256. () Pluralism as a bias mitigation strategy [u]
  257. () Crafting instructions collaboratively: student questions and dual addressivity in classroom task instructions [d]
  258. () Could this be true? I think so!: expressed uncertainty in online rumoring [i] [d]
  259. () Scientists making a difference: one hundred eminent behavioral and brain scientists talk about their most important contributions [i] [d]
  260. () The virtuous arguer: one person, four roles [d]
  261. () Recalling IBIS: can argumentation be disciplined? [o] [u]
  262. () Intelligence analysis as discovery of evidence, hypotheses, and arguments: connecting the dots [i] [d]
  263. () Belief echoes: the persistent effects of corrected misinformation [d]
  264. () Thick, thin, and becoming a virtuous arguer [d]
  265. () Knowing but not knowing: systematic conservation planning and community conservation in the Sierra Norte of Oaxaca, Mexico [d]
  266. () Arguments, scenarios and probabilities: connections between three normative frameworks for evidential reasoning [d]
  267. () Computer models and the evidence of anthropogenic climate change: an epistemology of variety-of-evidence inferences and robustness analysis [p] [d]
  268. () When stories and numbers meet in court: constructing and explaining Bayesian networks for criminal cases with scenarios [i] [u]
  269. () Are we smart enough to know how smart animals are? [i]
  270. () In praise of error [p] [d]
  271. () Truth or truthiness: distinguishing fact from fiction by learning to think like a data scientist [i] [d]
  272. () Deliberation, practical reasoning and problem-solving [u]
  273. () Argument evaluation and evidence [i] [d]
  274. () The end of scientific articles as we know them? [p] [d]
  275. () Does consciousness disappear in dreamless sleep? [p] [d]
  276. () What is Buddhist enlightenment? [i] [d]
  277. Leo Zaibert [ed] () The theory and practice of ontology [i] [d]
  278. () The polysemy of 'fallacy'—or 'bias', for that matter [u]
  279. () Reliable debiasing techniques in legal contexts?: weak signals from a darker corner of the social science universe [i]
  280. () What is stupid?: people's conception of unintelligent behavior [d]
  281. Anthony Aguirre, Brendan Foster, & Zeeya Merali [ed] () Questioning the foundations of physics: which of our fundamental assumptions are wrong? [i] [d]
  282. () Correcting the 'self-correcting' mythos of science [u]
  283. () Pragmatist interpretivism [i] [d]
  284. Michał Araszkiewicz & Krzysztof Płeszka [ed] () Logic in the theory and practice of lawmaking [i] [d]
  285. () Land for food & land for nature? [d]
  286. () Reasoned connections: a dual-process perspective on creative thought [d]
  287. () Bringing assumptions to the surface [i]
  288. () Perspectives of open borders and no border [d]
  289. () Unfair: the new science of criminal injustice [i]
  290. () The need for reporting standards in forensic science [d]
  291. () Personality assessment, 'construct validity', and the significance of theory [d]
  292. () The fake, the flimsy, and the fallacious: demarcating arguments in real life [d]
  293. () Breaking the filter bubble: democracy and design [d]
  294. () The practice of 'learning history': local and open system approaches [i] [d]
  295. () Empirical philosophy: using your everyday life in theoretical psychology [i] [d]
  296. John Brockman [ed] () This idea must die: scientific ideas that are blocking progress [i]
  297. () Fight the 'flight from facts' [u]
  298. () The dark side of the loon: explaining the temptations of obscurantism [d]
  299. () The skillful means of engaged research [i] [d]
  300. () Judging the reality of others' memories [p] [d]
  301. () Integration and interdisciplinarity: concepts, frameworks, and education [d]
  302. () The Socratic method in cognitive behavioural therapy: a narrative review [d]
  303. () Breaking our addiction to problem solving [u]
  304. () Doing philosophy comparatively [i]
  305. () Discussing design: improving communication and collaboration through critique [i]
  306. () Reasoning and public health: new ways of coping with uncertainty [i] [d]
  307. () The last straw fallacy: another causal fallacy and its harmful effects [d]
  308. Martin Davies & Ronald Barnett [ed] () The Palgrave handbook of critical thinking in higher education [i] [d]
  309. () Collaborative diagramming during problem based learning in medical education: do computerized diagrams support basic science knowledge construction? [p] [d]
  310. () The moral basis for conservation: how is it affected by culture? [d]
  311. () Cognitive fallacies and criminal investigations [d]
  312. () The politics of attachment: lines of flight with Bowlby, Deleuze and Guattari [p] [d]
  313. () The effects of argument mapping-infused critical thinking instruction on reflective judgement performance [d]
  314. () The four-sentence paper: a template for considering objections and replies [d]
  315. Frans H. van Eemeren & Bart Garssen [ed] () Reflections on theoretical issues in argumentation theory [i] [d]
  316. () The hungry mind: the origins of curiosity in childhood [i]
  317. () The ant trap: rebuilding the foundations of the social sciences [i] [d]
  318. () Collaborative developmental action inquiry [i] [d]
  319. () Critical priorities for the psychotherapy and counselling community [i] [d]
  320. () Through what mechanisms do protected areas affect environmental and social outcomes? [p] [d]
  321. () The argument form 'appeal to Galileo': a critical appreciation of Doury's account [d] [u]
  322. () Assessing connections between behavior change theories using network analysis [p] [d]
  323. () Cognitive mechanisms of change in delusions: an experimental investigation targeting reasoning to effect change in paranoia [p] [d]
  324. () Using argument mapping to improve critical thinking skills [i] [d]
  325. () Radical alterity is just another way of saying 'reality': a reply to Eduardo Viveiros de Castro [d]
  326. () Heuristics as methods: validity, reliability and velocity [i] [d]
  327. () Coaching the brain: neuro-science or neuro-nonsense? [o]
  328. () On muddled reasoning and mediation modeling [d]
  329. Matthias Gross & Linsey McGoey [ed] () Routledge international handbook of ignorance studies [i]
  330. () Changing my mind: one professor's story of rethinking psychotropic medication [d]
  331. () Getting democratic priorities straight: pragmatism, diversity, and the role of beliefs [d]
  332. () A normative framework for argument quality: argumentation schemes with a Bayesian foundation [d]
  333. () Willingness to inquire: the cardinal critical thinking virtue [i] [d]
  334. () What's it all about?: a qualitative study of meaning in life for counseling psychology doctoral students [d]
  335. () Six questions for the resource model of control (and some answers) [d]
  336. () Is it possible to recognize a major scientific discovery? [p] [d]
  337. Emiliano Ippoliti [ed] () Heuristic reasoning [i] [d]
  338. () Design thinking in argumentation theory and practice [d]
  339. () Arrests as regulation [u]
  340. () Do meditators have higher awareness of their intentions to act? [d]
  341. () How much sustainability substance is in urban visions?: an analysis of visioning projects in urban planning [d]
  342. () Is your dream too expensive?: six questions to ask about your life goals [u]
  343. () Habit, action, and knowledge, from the pragmatist perspective [i] [u]
  344. () The mediation myth [in mediation analysis in psychology] [d]
  345. () Metacognitive education: going beyond critical thinking [i] [d]
  346. () Delusion proneness and 'jumping to conclusions': relative and absolute effects [p] [d]
  347. () Intellectual empathy: critical thinking for social justice [i]
  348. () Model robustness as a confirmatory virtue: the case of climate science [p] [d]
  349. () Theory building, replication, and behavioral priming: where do we need to go from here? [p] [d]
  350. Del Loewenthal [ed] () Critical psychotherapy, psychoanalysis and counselling: implications for practice [i] [d]
  351. () The ability to live with incongruence: aintegration—the concept and its operationalization [d]
  352. () Debatable truths: what Buddhist argumentation reveals about critical thinking [d]
  353. () Argumentation theory in education studies: coding and improving students' argumentative strategies [d]
  354. () When analytic thought is challenged by a misunderstanding [d]
  355. Jack Martin, Jeff Sugarman, & Kathleen L. Slaney [ed] () The Wiley handbook of theoretical and philosophical psychology: methods, approaches, and new directions for social sciences [i] [d]
  356. () What would an integrative constructivism look like? [i]
  357. () Moral disengagement in 'war fever': how can we resist? [i] [d]
  358. () Dissemination and its deprivation: extending the behavioral enlightenment [d]
  359. () Experts and laymen grossly underestimate the benefits of argumentation for reasoning [d]
  360. () Is there an explanation for... the diversity of explanations in biological studies? [i] [d]
  361. () Biodiversity at twenty-five years: revolution or red herring? [d]
  362. () Epistemic cognition and development: the psychology of justification and truth [i]
  363. () The soul fallacy: what science shows we gain from letting go of our soul beliefs [i]
  364. () Mindware: tools for smart thinking [i]
  365. () Deweyan approaches to abduction? [i] [u]
  366. () Is truth stranger than fiction?: bizarre details and credibility assessment [d]
  367. () Tall tales across time: narrative analysis of true and false allegations [d]
  368. () The diverse aims of science [d]
  369. () None of the above: the catuṣkoṭi in Indian Buddhist logic [i] [d]
  370. () Cognitive complications: epistemology in pragmatic perspective [i]
  371. () A sustainable agriculture? [d]
  372. () When love is not all we want: queers, singles and the therapeutic cult of relationality [i] [d]
  373. () Philosophers' biased judgments persist despite training, expertise and reflection [p] [d]
  374. () Reasons for withdrawing belief in vivid autobiographical memories [p] [d]
  375. Florence Mihaela Singer, Nerida F. Ellerton, & Jinfa Cai [ed] () Mathematical problem posing: from research to effective practice [i] [d]
  376. () Constructing psychological objects: the rhetoric of constructs [d]
  377. () Surprisability and practical rationality: knowledge advancement through the explication of interpretation [i] [d]
  378. () Lessons from Einstein's 1915 discovery of general relativity [u]
  379. () Unconceived alternatives and conservatism in science: the impact of professionalization, peer-review, and Big Science [d] [u]
  380. () Critical rationalism and engineering: methodology [d]
  381. () Reclaiming travel [i] [d]
  382. () Wiser: getting beyond groupthink to make groups smarter [i]
  383. () On the overuse and misuse of mediation analysis: it may be a matter of timing [d]
  384. () Shift toward prior knowledge confers a perceptual advantage in early psychosis and psychosis-prone healthy individuals [p] [d]
  385. () Supporting reasoning with different types of evidence in intelligence analysis [i] [u]
  386. () Introduction to the special issue on mediation analyses: what if planetary scientists used mediation analysis to infer causation? [d]
  387. () Ontology and database schema: what's the difference? [d]
  388. () Wikipedia and the ecosystem of knowledge [u]
  389. Susann Wagenknecht, Nancy J. Nersessian, & Hanne Andersen [ed] () Empirical philosophy of science: introducing qualitative methods into philosophy of science [i] [d]
  390. () What's so funny about arguing with God?: a case for playful argumentation from Jewish literature [d]
  391. () Is life fundamental? [i] [d]
  392. () The importance and trickiness of definition strategies in legal and political argumentation [d] [u]
  393. () The basic slippery slope argument [d] [u]
  394. () A classification system for argumentation schemes [d]
  395. () A disease called childhood: why ADHD became an American epidemic [i]
  396. Rupert Wegerif, Li Li, & James C. Kaufman [ed] () The Routledge international handbook of research on teaching thinking [i]
  397. () Six strategies for generalizing software engineering theories [d]
  398. () Encouraging eyewitnesses to falsely corroborate allegations: effects of rapport-building and incriminating evidence [d]
  399. () Belief bias in the perception of sample size adequacy [d]
  400. () Should we build more large dams?: the actual costs of hydropower megaproject development [d]
  401. () States, goals and values: revisiting practical reasoning [u]
  402. () A theoretical approach to intuition in design: does design methodology need to account for unconscious processes? [i] [d]
  403. () A more beautiful question: the power of inquiry to spark breakthrough ideas [i]
  404. () Liberties and constraints of the normative approach to evaluation and decision in forensic science: a discussion towards overcoming some common misconceptions [d]
  405. () Incommensurability, relativism, and the epistemic authority of science [d]
  406. () Demystifying 'free will': the role of contextual information and evidence accumulation for predictive brain activity [d]
  407. () How smart is democracy?: you can't answer that question a priori [d]
  408. () Is memory for remembering?: recollection as a form of episodic hypothetical thinking [d]
  409. () Consulting in uncertainty: the power of inquiry [i]
  410. () On the essential nature of business [d]
  411. Ray Bull [ed] () Investigative interviewing [i] [d]
  412. () How do artists learn and what can educators learn from them? [u]
  413. () Improve your thinking by mapping it [u]
  414. () Micropublications: a semantic model for claims, evidence, arguments and annotations in biomedical communications [d]
  415. () Biased argumentation and critical thinking [i]
  416. () Salvaging psychotherapy research: a manifesto [u]
  417. () The map and the territory: a practitioner perspective on knowledge cartography [i] [d]
  418. () Conventionalism [i]
  419. () What is the future of conservation? [p] [d]
  420. () Computing trust as a form of presumptive reasoning [i] [d]
  421. () Pure science and the problem of progress [d]
  422. () The assessment of cognitive errors using an observer-rated method [p] [d]
  423. () What is learning?: a review of the safety literature to define learning from incidents, accidents and disasters [d]
  424. () What is it like to be diagnosed with bipolar illness, borderline personality disorder or another diagnosis with mood instability? [p] [d]
  425. () So, what's your proposal?: shifting high-conflict people from blaming to problem-solving in 30 seconds! [i]
  426. () Handbook of argumentation theory [i] [d]
  427. () Do biological explanations of psychological difficulties reduce empathy in mental health professionals? [u]
  428. () Rationality, legitimacy, & the law [u]
  429. () Scientific kinds [d]
  430. () Levels of organization: a deflationary account [d]
  431. () Philosophical intuitions, heuristics, and metaphors [d]
  432. () The consensus paradox: does deliberative agreement impede rational discourse? [d]
  433. () Are thoughts private? [u]
  434. Thomas Fuchs, Thiemo Breyer, & Christoph Mundt [ed] () Karl Jaspers' philosophy and psychopathology [i] [d]
  435. () Are empathic abilities learnable?: implications for social neuroscientific research from psychometric assessments [d]
  436. () What is a memory schema?: a historical perspective on current neuroscience literature [d]
  437. () The island of knowledge: the limits of science and the search for meaning [i]
  438. () Teaching rational entitlement and responsibility: a Socratic exercise [d] [u]
  439. () Democracy and epistocracy [d]
  440. () Evidence matters: science, proof, and truth in the law [i] [d]
  441. () Do not block the way of inquiry [d] [u]
  442. () We have never been digital [d]
  443. () People claim objectivity after knowingly using biased strategies [d]
  444. () Human intelligence interviewing and interrogation: assessing the challenges of developing an ethical, evidence-based approach [i] [d]
  445. () Natural kinds in psychiatry: conceptually implausible, empirically questionable, and stigmatizing [i]
  446. () Psychotherapy as science or knack?: a critique of the hermeneutic defense [d]
  447. () Publication and other reporting biases in cognitive sciences: detection, prevalence, and prevention [p] [d]
  448. () Jumping to the wrong conclusions?: an investigation of the mechanisms of reasoning errors in delusions [p] [d]
  449. () False polarization: debiasing as applied social epistemology [d]
  450. () 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]
  451. Harold Kincaid & Jacqueline A. Sullivan [ed] () Classifying psychopathology: mental kinds and natural kinds [i]
  452. () Tuneable resolution as a systems biology approach for multi-scale, multi-compartment computational models [p] [d]
  453. (/2016) Argue with me: argument as a path to developing students' thinking and writing [i]
  454. () How to be critically open-minded: a psychological and historical analysis [i] [d]
  455. () 'Jumping to conclusions' in delusion-prone participants: an experimental economics approach [p] [d]
  456. () Contextualising the teaching and learning of ecology: historical and philosophical considerations [i] [d]
  457. () The contributions of explanation and exploration to children's scientific reasoning [d]
  458. () Contingency horizon: on private events and the analysis of behavior [p] [d]
  459. () Curious: the desire to know and why your future depends on it [i]
  460. () Searching for injustice: the challenge of postconviction discovery, investigation, and litigation [u]
  461. () Misreporting signs of child abuse: the role of decision-making and outcome information [d]
  462. () What event are you training for? [u]
  463. () Unifying psychology: shared ontology and the continuum of practical assumptions [d]
  464. () Citation alone doesn't make the argument [u]
  465. () Where do cinematic ideas come from? [d]
  466. () Reality and accounting: ontological explorations in the economic and social sciences [i]
  467. () Is satire saving our nation?: mockery and American politics [i] [d]
  468. () Accusatorial and information-gathering interrogation methods and their effects on true and false confessions: a meta-analytic review [d]
  469. () The problem of unconceived objections [d]
  470. () Exploiting liars' verbal strategies by examining the verifiability of details [d]
  471. () Forgiving you is hard, but forgetting seems easy: can forgiveness facilitate forgetting? [d]
  472. () A material dissolution of the problem of induction [d]
  473. () Do institutions for collective action evolve? [d]
  474. () Trust, relevance, and arguments [d]
  475. () Seventy-one important questions for the conservation of marine biodiversity [d]
  476. () Argument schemes for reasoning about trust [d]
  477. () Models in science and in learning science: focusing scientific practice on sense-making [i] [d]
  478. () The end of mental illness thinking? [d]
  479. () Harnessing the power of big data: infusing the scientific method with machine learning to transform ecology [d]
  480. () The lean mindset: ask the right questions [i]
  481. () Causal patterns and adequate explanations [d]
  482. () Find out anything from anyone, anytime: secrets of calculated questioning from a veteran interrogator [i]
  483. () Does segregation create winners and losers?: residential segregation and inequality in educational attainment [d]
  484. () The science of perception and memory: a pragmatic guide for the justice system [i] [d]
  485. () The machinations of luck [d]
  486. Henrique Jales Ribeiro [ed] () Systematic approaches to argument by analogy [i] [d]
  487. () Intentions and voluntary actions: reframing the problem [p] [d]
  488. () Cognitive success: instrumental justifications of normative systems of reasoning [p] [d]
  489. () Evidence-informed person-centered healthcare, part I: do 'cognitive biases plus' at organizational levels influence quality of evidence? [p] [d]
  490. () 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]
  491. () Should everybody learn to code? [d]
  492. () Tainted: exposing bad science, practicing philosophy of science [i] [d]
  493. () The gospel according to Deleuze [i]
  494. () Open science and the three cultures: expanding open science to all domains of knowledge creation [i] [d]
  495. Lawrence Sklar [ed] () Physical theory: method and interpretation [i] [d]
  496. () 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]
  497. () Swimming against the stream?: mindfulness as a psychosocial research methodology [d]
  498. () Critical rationalism and engineering: ontology [d]
  499. () The ethical imperative to think about thinking: diagnostics, metacognition, and medical professionalism [p] [d]
  500. () Bias neglect: a blind spot in the evaluation of scientific results [p] [d]
  501. () The Oxford guide to effective argument and critical thinking [i]
  502. () Fear-driven inference: mechanisms of gut overreaction [i] [d]
  503. () Does coaching work?: a meta-analysis on the effects of coaching on individual level outcomes in an organizational context [d]
  504. () Intuitions in moral reasoning: normative empirical reflective equilibrium as a model for substantial justification of moral claims [i] [d]
  505. () Is it a problem for us to say, 'it is a coincidence that the patient does well'? [d]
  506. () From analyst to sense-maker [with IBIS] [u]
  507. () How does mindfulness reduce anxiety, depression, and stress?: an exploratory examination of change processes in wait-list controlled mindfulness meditation training [d]
  508. () What is life? And what might be said of the role of behaviour in its evolution? [d]
  509. () Collective interviewing: a transactive memory approach towards identifying signs of truthfulness [d]
  510. () Is this testimony truthful, fabricated, or based on false memory?: credibility assessment 25 years after Steller and Köhnken (1989) [d]
  511. () The inconsistent suspect: a systematic review of different types of consistency in truth tellers and liars [i] [d]
  512. () Argumentation schemes for argument from analogy [i] [d]
  513. () On a razor's edge: evaluating arguments from expert opinion [d]
  514. () Burden of proof, presumption and argumentation [i] [d]
  515. () Can humans form four-dimensional spatial representations? [i] [j]
  516. () Mindful ignorance [i] [d]
  517. () Willful ignorance: the mismeasure of uncertainty [i] [d]
  518. () Perspectival knowing: Karl Jaspers and Ronald N. Giere [i] [d]
  519. () Can a white person understand the black experience? [u]
  520. () Why does guessing incorrectly enhance, rather than impair, retention? [p] [d]
  521. () Understanding with theoretical models [d]
  522. () One quintillion ways to have PTSD comorbidity: recommendations for the disordered DSM-5 [d]
  523. () Pragmatic norms in science: making them explicit [d]
  524. () The use of useless knowledge: Bergson against the pragmatists [d]
  525. () The sacred is the profane: the political nature of 'religion' [i] [d]
  526. () Can a trait-based multi-taxa approach improve our assessment of forest management impact on biodiversity? [d]
  527. () The current status of energy psychology: extraordinary claims with less than ordinary evidence [d]
  528. () Curiosity: how science became interested in everything [i]
  529. () Psychological construction: the Darwinian approach to the science of emotion [d]
  530. () Deconstruct and superstruct: examining bias across the legal system [u]
  531. () Argumentation and pseudoscience: the case for an ethics of argumentation [i] [d]
  532. () Is there a core process across depression and anxiety? [d]
  533. () Outer space religion and the overview effect: a critical inquiry into a classic of the pro-space movement [d]
  534. () Why did eukaryotes evolve only once?: genetic and energetic aspects of conflict and conflict mediation [p] [d]
  535. () Investigating children's Why-questions: a study comparing argumentative and explanatory function [d]
  536. () Zooland: the institution of captivity [i]
  537. () Men and women are from Earth: examining the latent structure of gender [d]
  538. () Rethinking logic: logic in relation to mathematics, evolution, and method [i] [d]
  539. () Look for disconfirming evidence [u]
  540. () Confronting the data-divide in a time of spatial turns and volunteered geographic information [d]
  541. () Standards of decision in law: psychological and logical bases for the standard of proof, here and abroad [i]
  542. () What makes people healthy, happy, and fulfilled in the face of current world challenges? [p] [d]
  543. () Could HPS improve problem-solving? [history and philosophy of science] [d]
  544. () Idealisations in normative models [d]
  545. () Are you a computer addict? [u]
  546. Barry S. Cooper, Dorothee Griesel, & Marguerite Ternes [ed] () Applied issues in investigative interviewing, eyewitness memory, and credibility assessment [i] [d]
  547. Andre Costopoulos & Stephen Chrisomalis [ed] () Human expeditions: inspired by Bruce Trigger [i] [d]
  548. () In search of mechanisms: discoveries across the life sciences [i]
  549. () Deep rhetoric: philosophy, reason, violence, justice, wisdom [i] [d]
  550. () Troubling freedom: migration, debt, and modern slavery [d]
  551. () The little engine who could not: 'rehabilitating' the individual in safety research [d]
  552. () On the epistemology and ethics of communicating a Cartesian consciousness [d]
  553. () A dialogical account of deductive reasoning as a case study for how culture shapes cognition [d]
  554. () The placebo response in medicine: minimize, maximize or personalize? [d]
  555. () Role-induced bias in court: an experimental analysis [d]
  556. () Which relationship skills count most? [d]
  557. () No levels, no problems: downward causation in neuroscience [d]
  558. () A cognitive approach to teaching philosophy [d]
  559. Katharine Farrell, Tommaso Luzzati, & Sybille van den Hove [ed] () Beyond reductionism: a passion for interdisciplinarity [i]
  560. Gregory J. Feist & Michael E. Gorman [ed] () Handbook of the psychology of science [i]
  561. () Does science presuppose naturalism (or anything at all)? [d]
  562. () Transmitting delusional beliefs in a hypnotic model of folie à deux [p] [d]
  563. () Humans as scientists: scientists as humans [d]
  564. () It is value that brings universes into being [d] [u]
  565. () What's the point if we can't have fun? [d]
  566. () Client subversions of DSM knowledge [d]
  567. () Just say 'no' to logical negativism [i.e., to the falsificationist philosophy of Karl Popper] [i]
  568. (/2016) The fragmentation of philosophy, the road to reintegration [i] [d]
  569. () Detecting psychological phenomena: taking bottom-up research seriously [p] [d]
  570. () 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]
  571. () What is approach motivation? [d]
  572. () Why do we (still) lack data on policing? [u]
  573. () Delusions, illusions and inference under uncertainty [d]
  574. () The role of pattern recognition in creative problem solving: a case study in search of new mathematics for biology [p] [d]
  575. () Who? What? When? Using a timeline technique to facilitate recall of a complex event [d]
  576. () Evolution is a model, why not teach it that way? [i] [d]
  577. () Uncertainties in landscape analysis and ecosystem service assessment [d]
  578. Michael F. Hoyt [ed] () Therapist stories of inspiration, passion, and renewal: what's love got to do with it? [i]
  579. () John Dewey and the ethics of historical belief: religion and the representation of the past [i]
  580. () What is Mandela's secret? [u]
  581. () Neural mechanisms of reactivation-induced updating that enhance and distort memory [p] [d]
  582. () Establishing evidence through undercover and collective intelligence interviewing [d]
  583. () To value or not to value?: that is not the question [d]
  584. () Prisoners of abstraction?: the theory and measure of genetic variation, and the very concept of 'race' [d]
  585. () Saying meritocracy and doing privilege [d]
  586. () Could working less reduce pressures on the environment?: a cross-national panel analysis of OECD countries, 1970–2007 [d]
  587. () Belief buddies versus critical communities: the social organization of pseudoscience [i] [d]
  588. () Reasoning [and developmental psychology] [i] [d]
  589. () The neuroscience of memory: implications for the courtroom [d]
  590. () Sorting the liars from the truth tellers: the benefits of asking unanticipated questions on lie detection [d]
  591. () The anger fallacy: uncovering the irrationality of the angry mindset [i]
  592. () Why isn't evidence based practice improving health care for minorities in the United States? [p] [d]
  593. () Science, practice and mythology: a definition and examination of the implications of scientism in medicine [d]
  594. () What students' arguments can tell us: using argumentation schemes in science education [d]
  595. () Dialogue & deliberation [i]
  596. () Japanese philosophy as a lens on Greco-European thought [u]
  597. () Objectivity in journalism [i]
  598. () Student says to the master, 'Do I need therapy?' [u]
  599. () Essential questions: opening doors to student understanding [i]
  600. () Constructs, inferences, and mental measurement [d]
  601. () Can spatial training improve long-term outcomes for gifted STEM undergraduates? [d]
  602. () Knowing when to doubt: developing a critical stance when learning from others [p] [d]
  603. () Does ecologically unequal exchange occur? [d]
  604. () The knowledge acquisition workshops: a remarkable convergence of ideas [d]
  605. () Philosophy versus literature?: against the discontinuity thesis [d]
  606. () Can we handle the truth? [u]
  607. () Delusions about evidence: on why scientific evidence should not be the main concern in socioscientific decision making [d]
  608. () Constitutional violence: legitimacy, democracy and human rights [i]
  609. () Beyond DSM and ICD: introducing 'precision diagnosis' for psychiatry using momentary assessment technology [d]
  610. () Refining expertise: how responsible engineers subvert environmental justice challenges [i]
  611. () The practice of collaborative counseling & psychotherapy: developing skills in culturally mindful helping [i]
  612. () The potential of perspectivism for science education [d]
  613. () Evidence models and proof of causation [d]
  614. () Unifying psychology through situational realism [d]
  615. (/2017) Critical thinking for strategic intelligence [i]
  616. Massimo Pigliucci & Maarten Boudry [ed] () Philosophy of pseudoscience: reconsidering the demarcation problem [i] [d]
  617. () The dangers of pseudoscience [u]
  618. () How many trees are there in the Amazon? [u]
  619. () The development of delusion revisited: a transdiagnostic framework [p] [d]
  620. () Teleology, discontinuity and world history: periodization and some creation myths of modernity [d]
  621. () Defusing ideological defenses in biology [d]
  622. () Committed to what? [u]
  623. () 'What do I know?': scholastic fallacies and pragmatic religiosity in mental health-seeking behaviour in India [d]
  624. () What is meant by argumentative competence?: an integrative review of methods of analysis and assessment in education [d]
  625. () Implicit bias and the problem of certainty in the criminal standard of proof [u]
  626. () The science of the individual [d]
  627. () Memory and law: what can cognitive neuroscience contribute? [d]
  628. () Humble inquiry: the gentle art of asking instead of telling [i]
  629. () Renaissance or requiem: is nuclear energy cost effective in a post-Fukushima world? [d]
  630. () Are the misinformed more punitive?: beliefs and misconceptions in forensic psychology [d]
  631. () Philosophy and the foundations of dynamics [i] [d]
  632. () Morally, should we prefer never to have existed? [d]
  633. () Unsettling the privilege of self-reflexivity [i]
  634. () Argument revision and its role in dialogue [u]
  635. () Epistemological boot camp: the politics of science and what every qualitative researcher needs to know to survive in the academy [d]
  636. () What leads to better visitor outcomes in live interpretation? [u]
  637. () False memories [i] [d]
  638. () Why prevention? Why now? [d]
  639. () Assessing students' understanding of inquiry: what do prospective science teachers notice? [d]
  640. () How does interoceptive awareness interact with the subjective experience of emotion?: an fMRI study [p] [d]
  641. () Without hierarchy: the scale freedom of the universe [i] [d]
  642. () The secret life of decisions: how unconscious bias subverts your judgement [i]
  643. () What do scientist and non-scientist teachers notice about biology diagrams? [d]
  644. () Reconsidering philosophical questions and neuroscientific answers: two pillars of inquiry [d]
  645. () The epistemology of fact checking [d]
  646. () In defense of reflective equilibrium [d]
  647. () Teleological justification of argumentation schemes [d]
  648. () Methods of argumentation [i] [d]
  649. () The epistemology of scientific evidence [d]
  650. () What kind of scientist are you?: science and interdisciplinary research [d] [u]
  651. () Still radical after all these years: George Kelly's The psychology of personal constructs [p] [d]
  652. () How useful are the strategic tools we teach in business schools? [d]
  653. () The sins of interviewing: errors made by investigative interviewers and suggestions for redress [i] [d]
  654. () Know thy biases!: bringing argumentative virtues to the classroom [u]
  655. () On sort of knowing: the Daoist unhewn [d]
  656. () Well-being as an object of science [d]
  657. () Teaching the nature of science through scientific errors [d]
  658. () Can leadership development act as a rural poverty alleviation strategy? [d]
  659. () The (honest) truth about dishonesty: how we lie to everyone—especially ourselves [i]
  660. () Mentoring: apprenticeship or co-inquiry? [i] [d]
  661. () Does CBT facilitate emotional processing? [d]
  662. () Are the new mass media subverting cultural transmission? [d]
  663. () Constructing anthropologists: culture learning and culture making in U.S. doctoral education [d]
  664. () Why do ideas get more creative across time?: an executive interpretation of the serial order effect in divergent thinking tasks [d]
  665. () How can computer simulations produce new knowledge? [d]
  666. () Why Monte Carlo simulations are inferences and not experiments [d]
  667. () Fuzzy reasoning [d]
  668. () Solving a murder case by asking critical questions: an approach to fact-finding in terms of argumentation and story schemes [d]
  669. () Burdens and standards of proof for inference to the best explanation: three case studies [d]
  670. () Keywords, frames and the reconstruction of material starting points in argumentation [d]
  671. () Are diagrams always helpful tools?: developmental and individual differences in the effect of presentation format on student problem solving [d]
  672. () Can we recreate delusions in the laboratory? [d]
  673. () How convenient!: the epistemic rationale of self-validating belief systems [d]
  674. () Fair value accounting: simulacra and simulation [d]
  675. () Questioning the idea of the individual as an autonomous moral agent [d]
  676. () Science cannot fix this: the limitations of evidence-based practice [d]
  677. () John Dewey's logic of science [d]
  678. Phil Brown, Rachel Morello-Frosch, & Stephen Zavestoski [ed] () Contested illnesses: citizens, science, and health social movements [i]
  679. () The normativity of automaticity [d]
  680. () Styles of reasoning: a pluralist view [d]
  681. () Evaluating philosophies [i] [d]
  682. () Scientific perspectivism: a philosopher of science's response to the challenge of big data biology [d]
  683. () Ruminations and flow: why do people with a more harmonious passion experience higher well-being? [d]
  684. () Will this policy work for you?: predicting effectiveness better: how philosophy helps [d]
  685. () Is water H2O?: evidence, pluralism and realism [i] [d]
  686. () The limits of the Buddhist embrace of science: commentary on 'Compassion, ethics, and neuroscience: neuroethics through Buddhist eyes' [p] [d]
  687. () The ethics of argumentation [d] [u]
  688. () When should I trust my gut?: linking domain expertise to intuitive decision-making effectiveness [d]
  689. () Computer-aided argument mapping and the teaching of critical thinking: part I [d]
  690. () Computer-aided argument mapping and the teaching of critical thinking: part II [d]
  691. () OCD and cognitive illusions [d]
  692. () Patterns? What patterns? [u]
  693. () When friends deflect questions about sensitive information: questioners' cognitive complexity and explanations for friends' avoidance [d]
  694. () How is this paper philosophy? [u]
  695. () What if psychology redesigned the criminal justice system? [i] [d]
  696. () Not in my watershed! Will increased federal supervision really bring better coordination between land use and water planning? [d]
  697. Ricca Edmondson & Karlheinz Hülser [ed] () Politics of practical reasoning: integrating action, discourse and argument [i]
  698. () Layered history: styles of reasoning as stratified conditions of possibility [d]
  699. () Coherentism and the epistemic justification of moral beliefs: a case study in how to do practical ethics without appeal to a moral theory [d]
  700. () How does expansive framing promote transfer?: several proposed explanations and a research agenda for investigating them [d]
  701. () Could you please phrase 'home range' as a question? [d]
  702. () Tunnel vision [i] [d]
  703. () Pluralism and 'bad' mathematical theories: challenging our prejudices [i] [d]
  704. () Writing scripts for silent movies: how officer experience and high-crime areas turn innocuous behavior into criminal conduct [u]
  705. () Mapping uncertainty in conservation assessment as a means toward improved conservation planning and implementation [d]
  706. () Behavior as information: 'If I avoid, then there must be a danger' [d]
  707. () Scientific method in brief [i] [d]
  708. () Emotion words shape emotion percepts [d]
  709. () The role of psychology in an agent-centered theory of science [i] [d]
  710. () 50+ better questions to ask than how to be more productive [u]
  711. () Using private rights to manage natural resources: is stewardship linked to ownership? [d]
  712. () Dewey's pragmatism from an anthropological point of view [d] [u]
  713. () Cognitive interventions to reduce diagnostic error: a narrative review [d]
  714. () Rational argument [i] [d]
  715. Jon Hanson [ed] () Ideology, psychology, and law [i] [d]
  716. () Why is achieving good ecological outcomes in rivers so difficult? [d]
  717. () (Pseudo)scientific history? [u]
  718. Casey High, Ann Kelly, & Jonathan Mair [ed] () The anthropology of ignorance: an ethnographic approach [i] [d]
  719. () Shopping around for theories for counseling psychology practice: reaction [d]
  720. () Cultural validity of the Minnesota Multiphasic Personality Inventory–2 empirical correlates: is this the best we can do? [d]
  721. Keith J. Holyoak & Robert G. Morrison [ed] () The Oxford handbook of thinking and reasoning [i] [d]
  722. () Pragmatism, perspectival realism, and econometrics [i]
  723. () Reasoning and argumentation: towards an integrated psychology of argumentation [d]
  724. () Why science is not necessarily self-correcting [d]
  725. () Measuring the prevalence of questionable research practices with incentives for truth telling [d]
  726. () Why is drawing important to research? [d]
  727. () What is conservation science? [d]
  728. () Does valuing androgyny and femininity lead to a female advantage?: the relationship between gender-role, transformational leadership and identification [d]
  729. () What is systemic about systemic therapy?: therapy models muddle embodied systemic practice [d]
  730. () When figurative analogies fail: fallacious uses of arguments from analogy [i] [d]
  731. () Spatial information theory meets spatial thinking: is topology the Rosetta stone of spatio-temporal cognition? [d]
  732. () Preference, principle, and political casuistry [i] [d]
  733. () Post-credit crisis: what new concepts are needed? Which old notions or practices should be abandoned? [d]
  734. () What if you don't want to be a manager? [u]
  735. () The uncertain geographic context problem [d] [u]
  736. () 'What are you going to do with that major?': colloquial speech and the meanings of work and education [d]
  737. () Bit by bit or all at once?: splitting up the inquiry task to promote children's scientific reasoning [d]
  738. () Are landscape ecologists addressing uncertainty in their remote sensing data? [d]
  739. () Is ecology a holistic science, after all? [i]
  740. Aki Petteri Lehtinen, Jaakko Kuorikoski, & Petri Ylikoski [ed] () Economics for real: Uskali Mäki and the place of truth in economics [i]
  741. () Drawing on liars' lack of cognitive flexibility: detecting deception through varying report modes [d]
  742. Brian Levine & Fergus I. M. Craik [ed] () Mind and the frontal lobes: cognition, behavior, and brain imaging [i] [d]
  743. () Public skepticism of psychology: why many people perceive the study of human behavior as unscientific [d]
  744. () Provoking more productive discussion of wicked problems [d]
  745. () Character attacks as complex strategies of legal argumentation [u]
  746. () Presumptive reasoning in interpretation: implicatures and conflicts of presumptions [d]
  747. () Thinking and reasoning: an introduction to the psychology of reason, judgment and decision making [i]
  748. () Science, pseudo-science and urban design [d]
  749. () Delusional inference [d]
  750. () What do clients want from therapy?: a practice-friendly review of research into client preferences [d]
  751. () Fly and be damned: what now for aviation and climate change? [i]
  752. () Prosecution complex: America's race to convict, and its impact on the innocent [i]
  753. () The case for informal argument [about assessment] [d]
  754. () Six myths about spatial thinking [d]
  755. () Rescuing political theory from fact-insensitivity [d] [u]
  756. () Computer applications for handling legal evidence, police investigation, and case argumentation [i] [d]
  757. () The philosophy of modelling or does the philosophy of biology have any use? [d]
  758. () Why have children?: the ethical debate [i]
  759. () What would John Dewey say about deliberative democracy and democratic experimentalism? [d]
  760. () Metaphysics as modeling: the handmaiden's tale [d]
  761. () Are we good at detecting conflict during reasoning? [d]
  762. () On being unreasonable in modern society: are mental health problems special? [d]
  763. () Who gets to draw the map?: the contentious creation of the American road/map system, 1917–1926 [d]
  764. Olga Pombo, Juan Manuel Torres, John Symons, & Shahid Rahman [ed] () Special sciences and the unity of science [i] [d]
  765. () Secrets and lies: involuntary leakage in deceptive facial expressions as a function of emotional intensity [d]
  766. () The limitations of hierarchical organization [d]
  767. () Does classroom explicitation of initial conceptions favour conceptual change or is it counter-productive? [d]
  768. () What is a home range? [d]
  769. Robert W. Proctor & E. John Capaldi [ed] () Psychology of science: implicit and explicit processes [i] [d]
  770. () Uncomfortable knowledge: the social construction of ignorance in science and environmental policy discourses [d]
  771. () How can we know if investors are coherently linking sustainability concepts? [d]
  772. () White privilege in experiential education: a critical reflection [d]
  773. () Cognitive schemas among mental health professionals: adaptive or maladaptive? [p]
  774. () Doublethinking or dialectical thinking: a critical appreciation of Hoffman's 'doublethinking' critique [d]
  775. () The origins of inquiry: inductive inference and exploration in early childhood [d]
  776. () Finding new facts; thinking new thoughts [i] [d]
  777. () Multi-perspective modelling of complex phenomena [d]
  778. () What is your personal knowledge management ecosystem? [u]
  779. () In doubt: the psychology of the criminal justice process [i] [d]
  780. () 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]
  781. () Can remote sensing estimate fine-scale quality indicators of natural habitats? [d]
  782. () On Charles S. Peirce's lecture 'How to theorize' (1903) [d]
  783. () Modeling, truth, and philosophy [d] [j]
  784. () The cognitive science of science: explanation, discovery, and conceptual change [i]
  785. () What makes you not a Buddhist?: a preliminary mapping of values [d]
  786. () What can design thinking learn from behavior group therapy? [i] [d]
  787. Jan Toporowski & Jo Michell [ed] () Handbook of critical issues in finance [i] [d]
  788. () The need for systematic ethnopsychology: the ontological status of mentalistic terminology [d]
  789. () What is a responsible supply chain? [d]
  790. Frank Vander Valk [ed] () Essays on neuroscience and political theory: thinking the body politic [i]
  791. () From critical thinking to non-conclusive argument and back again [d]
  792. () Building a system for finding objections to an argument [d]
  793. () Buddhist epistemology and economics: deconstructing dysfunctional delusions [u]
  794. () Cognitive sophistication does not attenuate the bias blind spot [d]
  795. () Meaning and relevance [i] [d]
  796. () Epistemic privilege and the success of science [d]
  797. () Science education for global sustainability: what is necessary for teaching, learning, and assessment strategies? [d]
  798. () Resistance or disconnection?: a relational-cultural approach to supervisee anxiety and nondisclosure [d]
  799. () Reasonable atheism: a moral case for respectful disbelief [i]
  800. () The cloud of knowing: blurring the difference with China [d]
  801. () Can charisma be taught?: tests of two interventions [d]
  802. () The dream is freedom: Pauli Murray and American democratic faith [i] [d]
  803. () Was Darwin wrong about emotional expressions? [d]
  804. () Do conscious thoughts cause behavior? [p] [d]
  805. () The philosophy of software: code and mediation in the digital age [i] [d]
  806. () Do educated leaders matter? [d]
  807. () Location-based questions and local knowledge [d]
  808. () Dissenting in reflective conversations: critical components of doing action research [d]
  809. () Does effort matter in mindful parenting? [d]
  810. () Explanation in personality psychology: 'verbal magic' and the five-factor model [d]
  811. () Argumentation in science education: a model-based framework [d]
  812. () The epistemic predicament of a pseudoscience: social constructivism confronts Freudian psychoanalysis [d]
  813. () Driven, distracted, or both?: a performance-based ex-Gaussian analysis of individual differences in anxiety [d]
  814. () Ecosystem services and fictitious commodities [d]
  815. () Two unification strategies: analysis or reduction, and synthesis or integration [i] [d]
  816. Joseph Keim Campbell, Michael O'Rourke, & Matthew H. Slater [ed] () Carving nature at its joints: natural kinds in metaphysics and science [i]
  817. () On the distinction between Peirce's abduction and Lipton's inference to the best explanation [d]
  818. () Foucault in the forest: questioning environmentality in Amazonia [d]
  819. () Displacing activism?: the impact of international service trips on understandings of social change [d]
  820. () Mindfulness-based approaches: are they all the same? [d]
  821. () The old solutions are the new problem: how do we better use what we already know about reducing the burden of mental illness? [d]
  822. () Making capability lists: philosophy versus democracy [d]
  823. (/2015) Cross-examination handbook: persuasion, strategies, and techniques [i]
  824. () Can expectancies produce placebo effects for implicit learning? [d]
  825. () A philosopher's view of theory: a response to Gorelick [d]
  826. () Does participation in citizen science improve scientific literacy?: a study to compare assessment methods [d]
  827. () What are the benefits of mindfulness?: a practice review of psychotherapy-related research [d]
  828. () To walk in their shoes: the problem of missing, misunderstood, and misrepresented context in judging criminal confessions [u]
  829. Philip Dawid, William L. Twining, & Mimi Vasilaki [ed] () Evidence, inference and enquiry [i] [d]
  830. (/2013) The art of thinking clearly [i]
  831. () From belief to knowledge: achieving and sustaining an adaptive culture in organizations [i]
  832. () The meaning of career success: avoiding reification through a closer inspection of historical, cultural, and ideological contexts [d]
  833. () The making of the economy: a phenomenology of economic science [i]
  834. () The innovator's DNA: mastering the five skills of disruptive innovators [i]
  835. () What do I say?: the therapist's guide to answering client questions [i] [d]
  836. () The placebo response in clinical trials: more questions than answers [d]
  837. (/2016) Think critically [i]
  838. (/2012) Adversarial inquisitions: rethinking the search for the truth [u]
  839. () Philosophical delusion and its therapy: outline of a philosophical revolution [i]
  840. () Are things that are hard to physically move also hard to imagine moving? [d]
  841. () Evidence-based practice and the ethics of discretion [d]
  842. () What does living in a democracy mean for kids? [d]
  843. () Convicting the innocent: where criminal prosecutions go wrong [i] [d]
  844. () Expertise, argumentation, and the end of inquiry [d]
  845. () 'Consumption' [d]
  846. () Understanding, evaluating, and producing arguments: training is necessary for reasoning skills [d]
  847. () What's wrong with this picture?: an experiment in quantifying accuracy in 2D portrait drawing [d]
  848. () To tell the truth: on scientific counterpublics [d]
  849. () How to know: a practicalist conception of knowledge [i] [d]
  850. () Great man or great myth?: a quantitative review of the relationship between individual differences and leader effectiveness [d]
  851. () 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]
  852. () Neuroticism explained?: from a non-informative vulnerability marker to informative person–context interactions in the realm of daily life [d]
  853. () Change blindness and inattentional blindness [d]
  854. () What is a conservation actor? [d]
  855. () Learning to solve problems: a handbook for designing problem-solving learning environments [i]
  856. () 'Bet you think this song is about you': whose narrative is it in narrative research? [u]
  857. () What kinds of things are psychiatric disorders? [d]
  858. () So you're a creative genius—now what? [i]
  859. () How do models give us knowledge?: the case of Carnot's ideal heat engine [d]
  860. () Spirituality: an overlooked predictor of placebo effects? [d]
  861. () Genealogical pragmatism: how history matters for Foucault and Dewey [d]
  862. () Thinking critically about critical thinking: ability, disposition or both? [d]
  863. () Complex predictions and assessor mystique [d]
  864. () What does recovery mean in practice?: a qualitative analysis of international recovery-oriented practice guidance [d]
  865. () Using sketch drawing to induce inconsistency in liars [d]
  866. () Which are the basic meaning dimensions of observable interpersonal behavior? [d]
  867. () The secret identity of science education: masculine and politically conservative? [d]
  868. () Effects of an evidence-based text on scepticism, methodological reasoning, values and juror decision-making [d]
  869. () Are positive emotions just as 'positive' across cultures? [d]
  870. () When does jumping-to-conclusions reach its peak?: the interaction of vulnerability and situation-characteristics in social reasoning [d]
  871. () Multidimensional reality [d]
  872. () Why do people work?: individual wants versus common goods [d]
  873. () Unsustainable development: could it be a Ponzi scheme? [u]
  874. () Narrative therapy [i]
  875. Deborah G. Mayo & Aris Spanos [ed] () Error and inference: recent exchanges on experimental reasoning, reliability, and the objectivity and rationality of science [i] [d]
  876. () Domestic wastewater treatment as a net energy producer: can this be achieved? [d]
  877. () Could EFT have saved the Buddha's marriage?: a reflection on Beckerman and Sarracco [d]
  878. () Productivity tie-breaker: how will you feel afterwards? [u]
  879. () When experts argue: explaining the best and the worst of reasoning [d]
  880. () What good is moral reasoning? [d]
  881. () Teaching science as a cultural way of knowing: merging authentic inquiry, nature of science, and multicultural strategies [d]
  882. () Narrative nonfiction: essential or overrated? [u]
  883. () Wage slavery or creative work? [d]
  884. Susan Albers Mohrman & Edward E. Lawler [ed] () Useful research: advancing theory and practice [i]
  885. () Critical thinking and disciplinary thinking: a continuing debate [d]
  886. (/2016) A workbook for arguments: a complete course in critical thinking [i]
  887. () Critical questions and argument stratagems: a framework for enhancing and analyzing students' reasoning practices [d]
  888. () Why do we need to protect institutional diversity? [d]
  889. Sami Pihlström [ed] () The Continuum companion to pragmatism [i]
  890. () What is soundscape ecology?: an introduction and overview of an emerging new science [d]
  891. () What went wrong?: therapists' reflections on their role in premature termination [d]
  892. () Neurath and the encyclopaedic project of unity of science [i] [d]
  893. () Effects of epistemological sensitization on source choices [d]
  894. () A Neurathian conception of the unity of science [d]
  895. () Argumentation without arguments [d]
  896. () The under-examined life: a proposal for critically evaluating teachers' and students' philosophies of teaching [d]
  897. () Evolutionary analogies: is the process of scientific change analogous to the organic change? [i]
  898. () Biased advice [u]
  899. () Paradoxes of learning and memory [i] [d]
  900. () The un-making of a method: from rating scales to the study of psychological processes [d]
  901. () Make just one change: teach students to ask their own questions [i]
  902. () Local actions, global effects?: understanding the circumstances in which locally beneficial environmental actions cumulate to have global effects [u]
  903. () Erasing the invisible hand: essays on an elusive and misused concept in economics [i] [d]
  904. () Invoking experience as evidence [d]
  905. () What's happening in the coaching conversation with an executive at risk of derailing? [u]
  906. () How are you feeling? [u]
  907. () How many slaves are working for you? [u]
  908. () Perplexities of consciousness [i]
  909. () Becoming dialogical: psychotherapy or a way of life? [d]
  910. () Is timing everything?: temporal considerations in emotion regulation [d]
  911. () False-positive psychology: undisclosed flexibility in data collection and analysis allows presenting anything as significant [p] [d]
  912. () On the nature of concepts [d]
  913. () Neuropragmatism, old and new [d]
  914. () Damn the consequences: projective evidence and the heterogeneity of scientific confirmation [d]
  915. () What makes a journalist?: story by an Amazon field volunteer [u]
  916. () Rationality and the reflective mind [i] [d]
  917. () Retractions in the scientific literature: is the incidence of research fraud increasing? [d]
  918. () Time scarcity: another health inequality? [d]
  919. John Symons, Olga Pombo, & Juan Manuel Torres [ed] () Otto Neurath and the unity of science [i] [d]
  920. () Critical thinking and informal logic: neuropsychological perspectives [d] [u]
  921. () Does fast or slow evaluation foster greater certainty? [d]
  922. () No ownership of common factors [d]
  923. () Reclassifying personality disorders [p] [d]
  924. () Local knowledge: who cares? [d]
  925. () Are these the poems to remember? [u]
  926. () Are high hypnotizables especially vulnerable to false memory effects?: a sociocognitive perspective [conclusion: no] [p] [d]
  927. () Childhood temperament: dimensions or types? [d]
  928. () Reasoning about knowledge using defeasible logic [d]
  929. () From macro to micro—how much micro is too much? [d]
  930. () Knowledge-telling and knowledge-transforming arguments in mock jurors' verdict justifications [d]
  931. () Models and mechanisms in psychological explanation [d]
  932. () Should you be practicing right now? [u]
  933. () Psychodynamic psychotherapy: from psychoanalytic arrogance to evidence-based modesty [i]
  934. () Letting the brain speak for itself [d]
  935. () How can the financial sector better serve people and the planet?: the need to reimagine finance [d]
  936. () Reel conservation: can big screen animations save tropical biodiversity? [u]
  937. () Helping students know what they know and do not know [d]
  938. () The nature of dynamical explanation [d]
  939. () Is collaboration a viable target for family therapists? [d]
  940. () How is value really created?: the value networks approach [i] [u]
  941. () What does doodling do? [d]
  942. () On making causal claims: a review and recommendations [d]
  943. () Are older adults wiser than college students?: a comparison of two age cohorts [d]
  944. () Who can do what, therapeutically, with whom, in what way? [d]
  945. () Who decides what is fair in fair trade?: the agri-environmental governance of standards, access, and price [d]
  946. () Successful reentry: what differentiates successful and unsuccessful parolees? [d]
  947. () 1001 solution-focused questions: handbook for solution-focused interviewing [i]
  948. () On the vices of nominalization and the virtues of contextualizing [i]
  949. () What is the best dose of nature and green exercise for improving mental health?: a multi-study analysis [d]
  950. () Can geographic coordinates in the catalog record be useful? [d]
  951. () Immunizing strategies and epistemic defense mechanisms [d]
  952. () Sensemaking software for crime analysis [i] [u]
  953. () Teaching modeling in critical thinking [d]
  954. () Does plantation forestry restore biodiversity or create green deserts?: a synthesis of the effects of land-use transitions on plant species richness [d]
  955. () Beyond reduction and pluralism: toward an epistemology of explanatory integration in biology [d]
  956. () The structure of justification in political constructivism [d] [j]
  957. () Matter and mind: a philosophical inquiry [i] [d]
  958. () What's love got to do with it?: contemporary lessons on lawyerly advocacy from the preacher Martin Luther King, Jr. [u]
  959. () Can compassionate practice also be good legal practice?: answers from the lives of Buddhist lawyers [u]
  960. () Is the practice of yoga associated with positive outcomes?: the role of passion [d]
  961. () Models: parables v. fables [i] [d]
  962. () Psychotherapists, researchers, or both?: a qualitative analysis of psychotherapists' experiences in a practice research network [d]
  963. () Does an argument-based approach to validity make a difference? [d]
  964. () Only ask how if you know why [u]
  965. Molly Cochran [ed] () The Cambridge companion to Dewey [i] [d]
  966. () Abductive inference and delusional belief [p] [d]
  967. () What do psychotherapists really do in practice?: an Internet study of over 2,000 practitioners [d]
  968. () Teaching the practical relevance of propositional logic [d]
  969. () Can an ethical person be an ethical prosecutor?: a social cognitive approach to systemic reform [u]
  970. () How would we know if psychotherapy were harmful? [d]
  971. () Synthesis, the synthetic a priori, and the origins of modern space-time theory [i]
  972. () Two kinds of evidence: how information systems form rhetorical arguments [d]
  973. () Asking about ambivalence: a different kind of therapist neutrality [d]
  974. Michael Friedman, Mary Domski, & Michael Dickson [ed] () Discourse on a new method: reinvigorating the marriage of history and philosophy of science [i]
  975. () Human rationality challenges universal logic [d]
  976. () Well-being as discourse: potentials and problems for studies of organizing and health inequalities [d]
  977. () On being thoroughly evidence-based [through second-order evidence] [u]
  978. () An agent-based conception of models and scientific representation [d]
  979. () Can linguistic predictors detect fraudulent financial filings? [d]
  980. () What is a good question? [i]
  981. () Writing in the life sciences: a critical thinking approach [i]
  982. () The achievement gap and the discipline gap: two sides of the same coin? [d]
  983. () Ignorance and surprise: science, society, and ecological design [i]
  984. () Why don't we practice what we preach?: a meta-analytic review of religious racism [d]
  985. () 'Ethnophilosophy' redefined? [d]
  986. () The agonistic metaphor in psychotherapy: should clients battle their blues? [d]
  987. () Causal effects in psychotherapy: counterfactuals counteract overgeneralization [p] [d]
  988. () A narrative policy framework: clear enough to be wrong? [d]
  989. () Learning to be surprised: how to foster reflective practice in a high-reliability context [d]
  990. () What is behavioral activation?: a review of the empirical literature [d]
  991. () 'Whose inquiry is this anyway?': money, power, reports, and collaborative inquiry [d]
  992. () Selfish or selfless?: the role of empathy in economics [d]
  993. () Philosophy of science after feminism [i]
  994. () How do we empathize with someone who is not like us?: a functional magnetic resonance imaging study [d]
  995. () Delusion and confabulation: mistakes of perceiving, remembering and believing [p] [d]
  996. () What are your priorities right now?: identifying service needs across recovery stages to inform service development [p] [d]
  997. () What is sexual addiction? [d]
  998. () What is it like to be someone else? [d]
  999. () Psychologism, overpsychologism, and action [d]
  1000. () Idealization in evolutionary developmental investigation: a tension between phenotypic plasticity and normal stages [d]
  1001. () Is there harm in silence? [p] [d]
  1002. Nona Lyons [ed] () Handbook of reflection and reflective inquiry [i] [d]
  1003. () What we hide in words: emotive words and persuasive definitions [d]
  1004. () What is psychotherapy for?: an alternative to the profession of psychotherapy [i]
  1005. () Why was Darwin's view of species rejected by twentieth century biologists? [d]
  1006. () The ambiguities of experience [i]
  1007. () What is intimacy in Zen? [u]
  1008. () Forest certification as a global environmental governance tool: what is the macro-effectiveness of the Forest Stewardship Council? [d]
  1009. () Does ethical theory have a place in post-Kohlbergian moral psychology? [d]
  1010. () Critical reading of science-based news reports: establishing a knowledge, skills and attitudes framework [d]
  1011. () How should the risk associated with the introduction of biological control agents be estimated? [d]
  1012. () Are there any true adult-onset offenders? [d]
  1013. () Confabulation, delusion, and anosognosia: motivational factors and false claims [d]
  1014. () The data avalanche is here: shouldn't we be digging? [d]
  1015. () Moral complexity: the fatal attraction of truthiness and the importance of mature moral functioning [d]
  1016. () Understanding the changing planet: strategic directions for the geographical sciences [i] [d] [u]
  1017. () There are no universal rules for induction [d]
  1018. () Cosmic confusions: not supporting versus supporting not [d]
  1019. () From argument and philosophy to critical thinking across the curriculum [d]
  1020. () Out of sync and unaware?: exploring the effects of problem frame alignment and discordance in community collaboratives [d]
  1021. () How can we improve school discipline? [d]
  1022. () How similar are personality scales of the 'same' construct?: a meta-analytic investigation [d]
  1023. () Why argue?: towards a cost–benefit analysis of argumentation [d]
  1024. () Breaking the expertise barrier: understanding activist strategies in science and technology policy domains [d]
  1025. () The power of positive deviance: how unlikely innovators solve the world's toughest problems [i] [u]
  1026. (/2014) False justice: eight myths that convict the innocent [i]
  1027. () 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]
  1028. () Dangerous decisions: the impact of first impressions of trustworthiness on the evaluation of legal evidence and defendant culpability [d]
  1029. () On the nature of argument schemes [i]
  1030. () The trouble with experts [d]
  1031. () Untangling the environmentalist's paradox: why is human well-being increasing as ecosystem services degrade? [d]
  1032. Chris Reed & Christopher W. Tindale [ed] () Dialectics, dialogue and argumentation: an examination of Douglas Walton's theories of reasoning and argument [i]
  1033. () What is social learning? [u]
  1034. () Can ecosystem services lead ecology on a transdisciplinary pathway? [d]
  1035. () Should we trust grand bazaar carpet sellers (and vice versa)? [i] [u]
  1036. () The epistemology of mathematical and statistical modeling: a quiet methodological revolution [d]
  1037. Don Ross [ed] () What is addiction? [i] [d]
  1038. () Reflective interviewing: a guide to theory and practice [i]
  1039. () Between the general and the unique: overcoming the nomothetic versus idiographic opposition [d]
  1040. () Being wrong: adventures in the margin of error [i]
  1041. () Interviewing: an insider's insight into learning [i] [d]
  1042. () Teaching students to think critically about science and origins [d]
  1043. () Evidence and simplicity: why we should reject homeopathy [d]
  1044. () Informed social reflection: its development and importance for adolescents' civic engagement [i] [d]
  1045. () John Dewey's reception in 'Schönian' reflective practice [u]
  1046. () Epistemic vigilance [d]
  1047. () Protecting rainforest realism [d]
  1048. () Metarationality: good decision-making strategies are self-correcting [i]
  1049. () Psychotherapist-as-philosopher-of-science [i]
  1050. () Coherence between emotional experience and physiology: does body awareness training have an impact? [d]
  1051. () Skill in questions: how the Buddha taught [o] [u]
  1052. () The wisdom of property and the politics of the middle classes [i]
  1053. () Why the world economy needs a financial crash and other critical essays on finance and financial economics [i]
  1054. () Psychotherapy integration and integrative psychotherapy: process or product? [d]
  1055. () Experiencing flow: is doing it together better than doing it alone? [d]
  1056. () Why do parents become involved in their children's education?: implications for school counselors [d] [j]
  1057. () Dementia: continuum or distinct entity? [d]
  1058. () Wrenching from context: the manipulation of commitments [d]
  1059. () A dialogue model of belief [d]
  1060. () Why fallacies appear to be better arguments than they are [d] [u]
  1061. () Is there a genetic contribution to cultural differences?: collectivism, individualism and genetic markers of social sensitivity [d]
  1062. () The right to inquire into the religious [i] [d]
  1063. () Explanatory depth [d]
  1064. () Twelve examples of illusion [i]
  1065. () Framing innocents: the wrongly convicted as victims of state harm [d]
  1066. () The data-driven life [u]
  1067. () Why do I get angry?: a componential appraisal approach [i] [d]
  1068. () What can pest management learn from laboratory animal ethics? [d]
  1069. () Embodied interdisciplinarity: what is the role of polymaths in environmental research? [d]
  1070. () Asking 'Who are you?' when going into the wild: moving beyond an individualized form of outdoor education [d]
  1071. () How to choose a good scientific problem [d]
  1072. () Editorial: Why no borders? [u]
  1073. () How similar are wise men and women?: a comparison across two age cohorts [d]
  1074. () Why can't we be more idiographic in our research? [d]
  1075. () Conversation and psychotherapy: how questioning reveals institutional answers [d]
  1076. () Psychotherapy as a developmental process [i]
  1077. Tim Bayne & Jordi Fernández [ed] () Delusion and self-deception: affective and motivational influences on belief formation [i]
  1078. () Doctoring the mind: is our current treatment of mental illness really any good? [i]
  1079. (/2013) Critical thinking: reasoning and communicating with Rationale [i]
  1080. () Geographies of circulation and exchange: constructions of markets [d]
  1081. () Analysing stories using schemes [i]
  1082. () Why did I change when I went to therapy?: a qualitative analysis of former patients' conceptions of successful psychotherapy [d]
  1083. () No silver bullet for inquiry: making sense of teacher change following an inquiry-based research experience for teachers [d]
  1084. () Is it necessary to discuss person-oriented research in community psychology? [p] [d]
  1085. () 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]
  1086. () The two disciplines of scientific psychology, or: The disunity of psychology as a working hypothesis [i] [d]
  1087. () The empire of civilization: the evolution of an imperial idea [i]
  1088. () Learning without error [i] [d]
  1089. () Models and perspectives on stage: remarks on Giere's Scientific perspectivism [d]
  1090. () Why are modern scientists so dull?: how science selects for perseverance and sociability at the expense of intelligence and creativity [d]
  1091. () No harm in a little gossip, right? [u]
  1092. () Does farm worker health vary between localised and globalised food supply systems? [d]
  1093. () Space and time in ecology: noise or fundamental driver? [i] [d]
  1094. () Vegetarianism, sentimental or ethical? [d]
  1095. Stewart I. Donaldson, Christina A. Christie, & Melvin M. Mark [ed] () What counts as credible evidence in applied research and evaluation practice? [i]
  1096. () Rationality and effectiveness: does EIA/SEA treat them as synonyms? [d]
  1097. () Narrow assessments misrepresent development and misguide policy [d]
  1098. () Logical fallacies as informational shortcuts [d]
  1099. () How do feelings influence effort?: an empirical study of entrepreneurs' affect and venture effort [d]
  1100. () Statistical machine learning and the logic of scientific discovery [u]
  1101. () How many birds are there in a city of half a million people? [d]
  1102. () Resiliency in the face of disadvantage: do Hispanic cultural characteristics protect health outcomes? [d]
  1103. () What is hypothesis mapping? [u]
  1104. () What is decision mapping? [u]
  1105. () We can think with the implicit, as well as with fully-formed concepts [i] [d]
  1106. () Why the brain talks to itself: sources of error in emotional prediction [d]
  1107. () Defeating bigenderism: changing gender assumptions in the twenty-first century [d]
  1108. () Extremism and social learning [d]
  1109. () Visual representations in science [d]
  1110. () Proof burdens and standards [i] [d]
  1111. () The influence of diversity in clinical supervision: a framework for reflective conversations and questioning [d]
  1112. () Global development?: monitored object(ive)s, omitted subject(ivitie)s [d]
  1113. () Learning styles as self-fulfilling prophecies [i]
  1114. () Inference to the best explanation: a neglected approach to theory appraisal in psychology [p] [j]
  1115. () Why we make mistakes: how we look without seeing, forget things in seconds, and are all pretty sure we are way above average [i]
  1116. () Beyond explanations: what else do students need to understand science? [d]
  1117. () The potentials and limitations of civil society research: getting undone science done [d]
  1118. William Hirstein [ed] () Confabulation: views from neuroscience, psychiatry, psychology, and philosophy [i] [d]
  1119. Giora Hon, Jutta Schickore, & Friedrich Steinle [ed] () Going amiss in experimental research [i] [d]
  1120. () Zero-sum world: challenges in conceptualizing environmental load displacement and ecologically unequal exchange in the world-system [d]
  1121. Dale Jacquette [ed] () Reason, method, and value: a reader on the philosophy of Nicholas Rescher [i] [d]
  1122. () What should every citizen know about ecology? [d]
  1123. () 'Maybe I made up the whole thing': placebos and patients' experiences in a randomized controlled trial [d]
  1124. () Immunity to change: how to overcome it and unlock potential in yourself and your organization [i]
  1125. () Can tropical farmers reconcile subsistence needs with forest conservation? [d]
  1126. () Source separation: will we see a paradigm shift in wastewater handling? [d]
  1127. () Thinking and working in the midst of things: discovery, explanation, and evidence in comparative politics [i] [d]
  1128. () Giving debiasing away: can psychological research on correcting cognitive errors promote human welfare? [d]
  1129. () Understanding without explanation [i]
  1130. () Typology reconfigured: from the metaphysics of essentialism to the epistemology of representation [d]
  1131. () A different 'enlightened' jurisprudence? [u]
  1132. () Abductive cognition: the epistemological and eco-cognitive dimensions of hypothetical reasoning [i] [d]
  1133. () Diet and the environment: does what you eat matter? [d]
  1134. () Unsimple truths: science, complexity, and policy [i]
  1135. () Liberty and learning: academic freedom for teachers and students [i]
  1136. () Think, blink or sleep on it?: the impact of modes of thought on complex decision making [d]
  1137. () Critical appraisal of physical science as a human enterprise: dynamics of scientific progress [i] [d]
  1138. () Ecosystem services: from eye-opening metaphor to complexity blinder [d]
  1139. () Prime suspect: an examination of factors that aggravate and counteract confirmation bias in criminal investigations [d]
  1140. () The entangled roots of objective knowledge [i] [d]
  1141. () Limits to systems engineering [i] [d]
  1142. () Developments in task analysis: new methods to study change [p] [d]
  1143. () Path dependence in the production of scientific knowledge [d]
  1144. (/2012) Defending underdetermination or why the historical perspective makes a difference [i] [d]
  1145. () Pragmatist metaphysics: an essay on the ethical grounds of ontology [i]
  1146. () What makes parties trust mediators? [d]
  1147. () How science became technical [d]
  1148. () Does spatial visualization ability improve after studying technical drawing? [d]
  1149. () The introspection illusion [i] [d]
  1150. Iyad Rahwan & Guillermo R. Simari [ed] () Argumentation in artificial intelligence [i] [d]
  1151. Henk W. de Regt, Sabina Leonelli, & Kai Eigner [ed] () Scientific understanding: philosophical perspectives [i]
  1152. () Logic, hermeneutics, or both? [d] [u]
  1153. () Ignorance: on the wider implications of deficient knowledge [i]
  1154. () Unknowability: an inquiry into the limits of knowledge [i]
  1155. () Does unconscious thought improve complex decision making? [d]
  1156. () Know what you don't know: how great leaders prevent problems before they happen [i]
  1157. () The undiscovered Dewey: religion, morality, and the ethos of democracy [i]
  1158. () Why school?: reclaiming education for all of us [i]
  1159. () Science and religion: what is at stake? [d]
  1160. () Reflexivity in economics: an experimental examination on the self-referentiality in economic theories [i] [d]
  1161. () Unsettling questions: cognitive dissonance in self-deception [d]
  1162. () Is geography (the discipline) sustainable without geography (the subject)? [d]
  1163. () Videogames: the new GIS? [u]
  1164. () Invasions of plant communities: more of the same, something very different, or both? [d]
  1165. () Appropriate treatment works, but how?: rehabilitating general, psychopathic, and high-risk offenders [i]
  1166. () Why do different individuals progress along different life trajectories? [d]
  1167. (/2010) In praise of the guilty project: a criminal defense lawyer's growing anxiety about innocence projects [u]
  1168. () Underdetermination of scientific theory [u]
  1169. () What intelligence tests miss: the psychology of rational thought [i]
  1170. () Popper and communitarianism: justification and criticism of moral standards [i] [d]
  1171. () Logical operations in theory-building case studies [d] [u]
  1172. () Building trust with parties: are mediators overdoing it? [d]
  1173. () Manufacturing doubt: journalists' roles and the construction of ignorance in a scientific controversy [d]
  1174. () Are we talking the walk of community-based research? [d]
  1175. () Rethinking intergenerational transmission(s): does a wellbeing lens help?: the case of nutrition [d]
  1176. () Learning: an evolutionary analysis [d]
  1177. () The Zen doctrine of 'no-method' [d]
  1178. () Provisional knowledge [i] [d]
  1179. () Why cognitive science needs philosophy and vice versa [d]
  1180. () Psychotherapy, American culture, and social policy: immoral individualism [i] [d]
  1181. () Bourdieu's distinction between philosophical and sociological approaches to science studies [d]
  1182. () Botanical literacy: what and how should students learn about plants? [d]
  1183. () Accepting the truth of a story about the facts of a criminal case [i]
  1184. () The Toulmin argument model in artificial intelligence, or: how semi-formal, defeasible argumentation schemes creep into logic [i] [d]
  1185. () Today's food system: how healthy is it? [d]
  1186. () Event ecology, causal historical analysis, and human–environment research [d]
  1187. () Jumping to a conclusion: fallacies and standards of proof [d] [u]
  1188. () Coalitions, science, and belief change: comparing adversarial and collaborative policy subsystems [d]
  1189. () Can nature make us more caring?: effects of immersion in nature on intrinsic aspirations and generosity [d]
  1190. () On the art of being wrong: an essay on the dialectic of errors [d]
  1191. () Why don't students like school?: a cognitive scientist answers questions about how the mind works and what it means for the classroom [i]
  1192. () Method versus model—two sides of the same coin? [i] [d]
  1193. () The illusion of depth of understanding in science [i]
  1194. () Credibility [of scientists] [d]
  1195. () Naturalizing as an error-type in biology [u]
  1196. Robert Almeder [ed] () Rescher studies: a collection of essays on the philosophical work of Nicholas Rescher [i] [d]
  1197. () What makes organic agriculture move: protest, meaning or market?: a polyocular approach to the dynamics and governance of organic agriculture [d]
  1198. () Could the use of a knowledge-based system lead to implicit learning? [i] [d]
  1199. () Can plantations develop understory biological and physical attributes of naturally regenerated forests? [d]
  1200. () A fighting chance: can conservation create a platform for peace within cycles of human conflict? [i]
  1201. () What's stopping you?: shatter the 9 most common myths keeping you from starting your own business [i]
  1202. () What Heidegger and Dewey could learn from each other [d] [j]
  1203. Eugene Borgida & Susan T. Fiske [ed] () Beyond common sense: psychological science in the courtroom [i]
  1204. () Crowdsourcing as a model for problem solving [d]
  1205. () Plantation forests and biodiversity: oxymoron or opportunity? [d]
  1206. () Volitional pragmatism [d]
  1207. () Can environmental history save the world? [d]
  1208. () Toward a relational concept of uncertainty: about knowing too little, knowing too differently, and accepting not to know [u]
  1209. () Are theories to be evaluated in isolation or relative to alternatives?: an abductive view [d] [j]
  1210. () How far and with whom do people socialize?: empirical evidence about distance between social network members [d]
  1211. () Who's afraid of the big bad Whorf?: crosslinguistic differences in temporal language and thought [d]
  1212. () Socially responsible entrepreneurs: what do they do to create and build their companies? [d]
  1213. Liana Chua, Casey High, & Timm Lau [ed] () How do we know?: evidence, ethnography, and the making of anthropological knowledge [i]
  1214. () What's the point of school?: rediscovering the heart of education [i]
  1215. () Where do people draw lines? [d]
  1216. () Is probability the only coherent approach to uncertainty? [d]
  1217. () Ecological knowledge shrinks as economies grow [d]
  1218. () Pluralism, scientific values, and the value of science [i]
  1219. Martin Curd & Stathis Psillos [ed] (/2014) The Routledge companion to philosophy of science [i]
  1220. () Credibility and the use of geospatial media in activism and advocacy [d]
  1221. () Understanding and predicting ecological dynamics: are major surprises inevitable? [d]
  1222. () What is debate for?: the rationality of Tibetan debates and the role of humor [d]
  1223. () Thinking critically about critical thinking: towards a post-critical, dialogic pedagogy for popular visual culture [d]
  1224. () Whataboutism [u]
  1225. () Is character fate, or is there hope to change my personality yet? [d]
  1226. () The myth of mental disorder: transsubstantive behavior and taxometric psychiatry [u]
  1227. () Not so innocent: does seeing one's own capability for wrongdoing predict forgiveness? [d]
  1228. Louise Fortmann [ed] () Participatory research in conservation and rural livelihoods: doing science together [i]
  1229. () What makes one person paranoid and another person anxious?: the differential prediction of social anxiety and persecutory ideation in an experimental situation [d]
  1230. Carl C. Gaither & Alma E. Cavazos-Gaither [ed] (/2012) Gaither's dictionary of scientific quotations [i]
  1231. Kathleen Gallagher [ed] () The methodological dilemma: creative, critical, and collaborative approaches to qualitative research [i]
  1232. () On the process of becoming a great scientist [d]
  1233. () Rationality for mortals: how people cope with uncertainty [i]
  1234. Michael K. Goodman, Max Boykoff, & Kyle Evered [ed] () Contentious geographies: environmental knowledge, meaning, scale [i]
  1235. () 'Indigenous knowledge' and 'science': reframing the debate on knowledge diversity [d]
  1236. () Making research relevant: if it is an evidence-based practice, where's the practice-based evidence? [d]
  1237. () 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]
  1238. (/2013) Putting philosophy to work: inquiry and its place in culture: essays on science, religion, law, literature, and life [i]
  1239. Charles R. Hale [ed] () Engaging contradictions: theory, politics, and methods of activist scholarship [i]
  1240. () Enrichment effects on adult cognitive development: can the functional capacity of older adults be preserved and enhanced? [p] [d]
  1241. () Dewey: a beginner's guide [i]
  1242. () Who fights?: the determinants of participation in civil war [d]
  1243. () Argumentation in science: the cross-fertilization of argumentation theory and science studies [i]
  1244. Kenneth S. Kendler & Josef Parnas [ed] () Philosophical issues in psychiatry: explanation, phenomenology, and nosology [i]
  1245. () The recurrence of an illusion: the concept of 'evil' in forensic psychiatry [p] [u]
  1246. () What needs to develop in the development of inquiry skills? [d]
  1247. () Beyond control of variables: what needs to develop to achieve skilled scientific thinking? [d]
  1248. () Narrators defend their side of the story metaphorically at troubled narrative junctions [d]
  1249. () On the irrationality of emotion and the rationality of awareness [d]
  1250. () How'd you score that gig?: a guide to the coolest jobs—and how to get them [i]
  1251. () Science and pseudoscience in law enforcement: a user-friendly primer [d]
  1252. () Mixed method nursing studies: a critical realist critique [d]
  1253. () Reason, reality and objectivity—shared dogmas and distortions in the way both 'scientistic' and 'postmodern' commentators frame the EBM debate [d]
  1254. () Power, politics, and psychotherapy: a constructive caution on unification [d]
  1255. () Who cares about wildlife?: social science concepts for exploring human–wildlife relationships and conservation issues [i]
  1256. () The local industrial complex?: questioning the link between local foods and energy use [d]
  1257. () Can strategic investing transform the corporation? [d]
  1258. () Do humans homogenize or differentiate biotas?: it depends [d]
  1259. () The unification of systems thinking: is there gold at the end of the rainbow? [d]
  1260. () Explaining complex behavior [i]
  1261. () Personality: a new positionality? [d]
  1262. () On there being wide reflective equilibria: why it is important to put it in the plural [d] [u]
  1263. () What would the Ottawa Charter look like if it were written today? [d]
  1264. () Asking the right questions in the right way: the need for a shift in research on psychological treatments for addiction [d]
  1265. () John Dewey's ethics: democracy as experience [i]
  1266. () Empiricism is not a matter of faith [d]
  1267. Jean-Charles Rochet [ed] () Why are there so many banking crises?: the politics and policy of bank regulation [i]
  1268. () Noticing noticing: how does investigation of video records change how teachers reflect on their experiences? [d]
  1269. () The role of generativity in psychological well-being: does it differ for childless adults and parents? [d]
  1270. () Purpose, argument fields, and theoretical justification [d]
  1271. Chandrasekhar Roychoudhuri, Al F. Kracklauer, & Katherine Creath [ed] () The nature of light: what is a photon? [i]
  1272. () Why Dewey matters [d]
  1273. () The ethics of investing: making money or making a difference? [i]
  1274. () Extending the joint problem space: time and sequence as essential features of knowledge building [u]
  1275. () The confabulating mind: how the brain creates reality [i]
  1276. () The unreliability of naive introspection [d]
  1277. () Parents who abuse: what are they thinking? [d]
  1278. () Can visualisation save the world?: lessons for landscape architects from visualizing local climate change [i]
  1279. () Is poverty more acute near parks?: an assessment of infant mortality rates around protected areas in developing countries [d]
  1280. () Writing for all, for some, or for no one?: some thoughts on the applications and evaluations of the writing technique [i] [d]
  1281. Léna Soler, Howard Sankey, & Paul Hoyningen-Huene [ed] () Rethinking scientific change and theory comparison: stabilities, ruptures, incommensurabilities? [i] [d]
  1282. () Exploring scientific misconduct: isolated individuals, impure institutions, or an inevitable idiom of modern science? [d]
  1283. () On the relative independence of thinking biases and cognitive ability [d]
  1284. () Coaching questions: a coach's guide to powerful asking skills [i]
  1285. () Art leisure instead of art work: a conversation with Randall Szott [u]
  1286. () Are cattle, sheep, and goats endangered species? [d]
  1287. () Unmasking the truth beneath the beauty: why the supposed aesthetic judgements made in science may not be aesthetic at all [d]
  1288. () Seduction without cause: uncovering explanatory neurophilia [d]
  1289. () What is cartographic rationality? [d]
  1290. () Selective publication of antidepressant trials and its influence on apparent efficacy [d]
  1291. William Vitek & Wes Jackson [ed] () The virtues of ignorance: complexity, sustainability, and the limits of knowledge [i]
  1292. () Joyful ignorance and the civic mind [i]
  1293. () What are we measuring?: convergence of leadership with interpersonal and non-interpersonal personality [d]
  1294. () Outsmarting the liars: the benefit of asking unanticipated questions [d]
  1295. () Argumentation schemes [i] [d]
  1296. () Rescher on dialog systems, argumentation, and burden of proof [i] [d]
  1297. () Witness testimony evidence: argumentation, artificial intelligence, and law [i] [d]
  1298. () Why do we keep turning time into space? [i]
  1299. () Beyond ideology: dialogue [i] [d]
  1300. () When is dying? [d]
  1301. () Beyond the scientific method: model-based inquiry as a new paradigm of preference for school science investigations [d]
  1302. () Cognitive behaviour therapy: from rationalism to constructivism? [d]
  1303. () Critical thinking as disciplinary practice [d]
  1304. () Critical examination of information: a discursive approach and its implementations [u]
  1305. () Why current publication practices may distort science [d]
  1306. () Real kinds but no true taxonomy: an essay in psychiatric systematics [i]
  1307. (/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]
  1308. () Argumentation and distortion [d]
  1309. () Turning back the linguistic turn in the theory of knowledge [d]
  1310. () Does philosophy improve critical thinking skills? [o] [u]
  1311. () Practical reasoning as presumptive argumentation using action based alternating transition systems [d]
  1312. () Rational fundamentalism?: an explanatory model of fundamentalist beliefs [d]
  1313. () Sense-making software for crime investigation: how to combine stories and arguments? [d]
  1314. () Spaces speak, are you listening?: experiencing aural architecture [i]
  1315. () Sustainable economic organisation: simply a matter of reconceptualisation or a need for a new ethics? [d]
  1316. () Appreciative inquiry is not (just) about the positive [o]
  1317. (/2017) The unity of science [u]
  1318. () Personality and music: can traits explain how people use music in everyday life? [d]
  1319. () Children's questions: a mechanism for cognitive development [d]
  1320. () Puzzle them first!: motivating adolescent readers with question-finding [i]
  1321. () Virtue epistemology and argumentation theory [u]
  1322. () Rethinking expertise [i]
  1323. () Emergent pedagogy: learning to enjoy the uncontrollable—and make it productive [d]
  1324. () Cooperation versus competition: is there really such an issue? [d]
  1325. () Objectivity [i]
  1326. () Perceiving causation via videomicroscopy [d]
  1327. () The model-based view of scientific theories and the structuring of school science programmes [d]
  1328. () What is migration? [d]
  1329. (/2010) Gilles Deleuze & Félix Guattari: intersecting lives [i]
  1330. () Psychological categories as homologies: lessons from ethology [d]
  1331. () Ten simple rules for doing your best research, according to Hamming [d]
  1332. () Thinking and reasoning in human decision making: the method of argument and heuristic analysis [i]
  1333. () Thinking beyond the shown: implicit inferences in evidence and argument [d]
  1334. () Does peacekeeping work?: shaping belligerents' choices after civil war [i]
  1335. () Are there such things as 'Narcissists' in social psychology?: a taxometric analysis of the Narcissistic Personality Inventory [d]
  1336. () Incompleteness, error, approximation, and uncertainty: an ontological approach to data quality [i] [d]
  1337. () Hypothesis testing: what's wrong with ACH? [analysis of competing hypotheses] [u]
  1338. () In a shade of blue: pragmatism and the politics of Black America [i]
  1339. () Whose science and whose religion?: reflections on the relations between scientific and religious worldviews [d]
  1340. () What has psychotherapy inherited from Carl Rogers? [d]
  1341. () Interdisciplinarity, transdisciplinarity, and beyond: the brain, story sharing, and social organization [u]
  1342. () The illusion of knowledge: when more information reduces accuracy and increases confidence [d]
  1343. () Less is more original? [d]
  1344. () The end of life: unknown and unplanned? [d]
  1345. (/2014) How to measure anything: finding the value of 'intangibles' in business [i]
  1346. () Technical rationality in Schön's reflective practice: dichotomous or non-dualistic epistemological position [d]
  1347. () Ways of reading as religious power in print globalization [d]
  1348. () How might action learning be used to develop the emotional intelligence and leadership capacity of public administrators? [d] [j]
  1349. () Is abstraction the key to computing? [d]
  1350. () Does psychotherapy training matter?: maybe not [d]
  1351. () Therapeutic collaboration: how does it work? [d]
  1352. () A discussion of Habermas' reading and use of Toulmin's model of argumentation [i]
  1353. Scott O. Lilienfeld & William T. O'Donohue [ed] () The great ideas of clinical science: 17 principles that every mental health professional should understand [i]
  1354. () Why Bataille now? [i] [u]
  1355. () Do you look to the future or focus on today?: the impact of life experience on intertemporal decisions [d]
  1356. () Do we need to challenge thoughts in cognitive behavior therapy? [d]
  1357. () How healthy is your organization?: the leader's guide to curing corporate diseases and promoting joyful cultures [i]
  1358. Deena Mandell [ed] () Revisiting the use of self: questioning professional identities [i]
  1359. (/2015) What therapists say and why they say it: effective therapeutic responses and techniques [i]
  1360. () Clarifying the purposes of educational assessment [d]
  1361. () Intellectuals searching for publics: who is out there? [d]
  1362. () Error: on our predicament when things go wrong [i]
  1363. () The price of truth: how money affects the norms of science [i]
  1364. () Individual differences in the analysis of informal reasoning fallacies [d]
  1365. () Pseudo-PTSD [d]
  1366. () Did meditating make us human? [d]
  1367. () Assessing the competence and credibility of human sources of intelligence evidence: contributions from law and probability [d]
  1368. () What are we?: the social construction of the human biological self [d]
  1369. () So why aren't counselors reporting n = 1 research designs? [d]
  1370. () Quantitative behavior analysis and human values [d]
  1371. () Governing through crime: how the war on crime transformed American democracy and created a culture of fear [i]
  1372. () Natural myside bias is independent of cognitive ability [d]
  1373. Arthur A. Stone [ed] () The science of real-time data capture: self-reports in health research [i]
  1374. () Making questions work: a guide to what and how to ask for facilitators, consultants, managers, coaches, and educators [i]
  1375. () Teaching for a better world: the why and how of student-initiated curricula [i] [d]
  1376. (/2015) Mistakes were made (but not by me): why we justify foolish beliefs, bad decisions, and hurtful acts [i]
  1377. () Coherence, truth, and the development of scientific knowledge [d]
  1378. () The psychology of scientific explanation [d]
  1379. () Out of range: why the Constitution can't end the battle over guns [i]
  1380. () Why are cooperatives important in agriculture?: an organizational economics perspective [d]
  1381. () Evaluating practical reasoning [d]
  1382. () Jumping to conclusions and the continuum of delusional beliefs [d]
  1383. () Are you your own worst enemy?: the nine inner strengths you need to overcome self-defeating tendencies at work [i]
  1384. () The seductive allure of neuroscience explanations [d]
  1385. () Who is a modeler? [d]
  1386. () How can a knowledge of the past help to conserve the future?: biodiversity conservation and the relevance of long-term ecological studies [d]
  1387. () Means, ends and medical care [i] [d]
  1388. () Mechanisms and psychological explanation [i]
  1389. () John Dewey's view of situations, problems, means and ends [i] [d]
  1390. () Reframing rhetoric: a liberal politics without dogma [i] [d]
  1391. () When is a patient's behavior unacceptable? [u]
  1392. () Are you selling the right colour?: a cross-cultural review of colour as a marketing cue [d]
  1393. Susan M. Awbrey, Diane Dana, Vachel W. Miller, Phyllis Robinson, Merle M. Ryan, & David K. Scott [ed] () Integrative learning and action: a call to wholeness [i]
  1394. () Chemistry and the pendulum: what have they to do with each other? [d]
  1395. () The person-oriented versus the variable-oriented approach: are they complementary, opposites, or exploring different worlds? [d]
  1396. () How do adaptive immune systems control pathogens while avoiding autoimmunity? [d]
  1397. () Are we 'experienced listeners'?: a review of the musical capacities that do not depend on formal musical training [d]
  1398. () Diversity of theories in mathematics education—how can we deal with it? [d]
  1399. (/2012) System justification theory and research: implications for law, legal advocacy, and social justice [i] [d]
  1400. () Spinning our way to sustainability? [d]
  1401. () Do you see what I see?: examining the epistemic barriers to sustainable agriculture [d]
  1402. () How should nations measure the quality of end-of-life care for older adults?: recommendations for an international minimum data set [d]
  1403. () Dialogue mapping: building shared understanding of wicked problems [i]
  1404. () What happened to civil rights? [d]
  1405. () Accuracy of physician self-assessment compared with observed measures of competence [d]
  1406. () Reconsidering qualitative and quantitative research approaches: a cognitive developmental perspective [d]
  1407. () What is the middle ground, anyway? [d] [j]
  1408. () What changes in cognitive therapy?: the role of tacit knowledge structures [u]
  1409. () Mapping whose reality?: geographic information systems (GIS) and 'wild science' [d]
  1410. () From flawed self-assessment to blatant whoppers: the utility of voluntary and involuntary behavior in detecting deception [d]
  1411. () Psychotherapy as religion: the civil divine in America [i]
  1412. () I AM being fair: the bias blind spot as a stumbling block to seeing both sides [d]
  1413. () The power of why: engaging the goal paradox in program evaluation [d]
  1414. () Are 'implicit' attitudes unconscious? [d]
  1415. () Leading through conflict: how successful leaders transform differences into opportunities [i]
  1416. () Scientific perspectivism [i]
  1417. () Why should anyone be led by you?: what it takes to be an authentic leader [i]
  1418. () What is a good death?: terminally ill patients dealing with normative expectations around death and dying [d]
  1419. () How much should a person consume?: environmentalism in India and the United States [i]
  1420. () Is 'shy bladder syndrome' (paruresis) correctly classified as social phobia? [d]
  1421. David Hitchcock & Bart Verheij [ed] () Arguing on the Toulmin model: new essays in argument analysis and evaluation [i] [d]
  1422. () Investigative research as a knowledge-generation method: discovering and uncovering [d]
  1423. () What we do not know: using information murals to portray scientific ignorance [d]
  1424. () Demonstrating environmental citizenship?: a study of everyday life among green activists [i]
  1425. () Decision and experience: why don't we choose what makes us happy? [d]
  1426. () Management as a design science mindful of art and surprise: a conversation [d]
  1427. (/2016) What is environmental history? [i]
  1428. () The capacity for music: what is it, and what's special about it? [d]
  1429. () How we reason [i]
  1430. () Why doesn't the writing cure help poets? [d]
  1431. () Can between-session (homework) activities be considered a common factor in psychotherapy? [d]
  1432. () Matrices or node-link diagrams: which visual representation is better for visualising connectivity models? [d]
  1433. Stephen H. Kellert, Helen E. Longino, & C. Kenneth Waters [ed] () Scientific pluralism [i]
  1434. () Don't believe everything you think: the 6 basic mistakes we make in thinking [i]
  1435. () Endophyte or parasite—what decides? [d]
  1436. () On the paradox of corporate social responsibility: how can we use social science and natural science for a new vision? [d]
  1437. () Ways of questioning that can transform organizations—and people [i]
  1438. () Truth, error, and criminal law: an essay in legal epistemology [i] [d]
  1439. () Strategies of abstraction [d]
  1440. () Sustainability of mangrove harvesting: how do harvesters' perceptions differ from ecological analysis? [u]
  1441. () Who defines indigenous?: identities, development, intellectuals, and the state in northern Mexico [i]
  1442. () A critical realist rationale for using a combination of quantitative and qualitative methods [d]
  1443. () Need for closure, jumping to conclusions, and decisiveness in delusion-prone individuals [d]
  1444. () Ambiguity in tempo perception: what draws listeners to different metrical levels? [d]
  1445. () A Paul Meehl reader: essays on the practice of scientific psychology [i]
  1446. () Credentialed persons, credentialed knowledge [d]
  1447. () Multi-criteria decision analysis in natural resource management: a critical review of methods and new modelling paradigms [d]
  1448. () Why hasn't the world gotten to yes?: an appreciation and some reflections [d]
  1449. () Biological control of invasive species: solution or pollution? [d]
  1450. () Where do we go from here?: the goal perspective in psychotherapy [d]
  1451. () Who trusts?: personality, trust and knowledge sharing [d]
  1452. () Smells like?: sources of uncertainty in the history of the Great Lakes environment [d]
  1453. () ¿Acaso comemos plata? [o] [u]
  1454. () The innovation killer: how what we know limits what we can imagine—and what smart companies are doing about it [i]
  1455. () Presumption and the practices of tentative cognition [i] [d]
  1456. () Who has the D? [o] [u]
  1457. () What keeps cells in tissues behaving normally in the face of myriad mutations? [d]
  1458. () Let the brain explain the mind: the case of attention [d]
  1459. () On 'arriving on time', but what is 'on time'? [d]
  1460. () Identity and violence: the illusion of destiny [i]
  1461. () Freedom to think [i]
  1462. John R. Shook & Joseph Margolis [ed] () A companion to pragmatism [i] [d]
  1463. () The dimensionality of counterproductivity: are all counterproductive behaviors created equal? [d]
  1464. () Exceeding our grasp: science, history, and the problem of unconceived alternatives [i]
  1465. () The seven deadly sins of argumentative writing [u]
  1466. () 'Are you at peace?': one item to probe spiritual concerns at the end of life [d]
  1467. () Who benefits from disclosure?: exploration of attachment style differences in the effects of expressing emotions [d]
  1468. () What do managers do when subordinates just say 'no'?: an analysis of incidents involving refusal to perform downward requests [i]
  1469. (/2012) The people solutions sourcebook [i]
  1470. () Why?: what happens when people give reasons, and why [i]
  1471. () To what ends?: psychotherapy goals and outcomes, the good life, and the principle of beneficence [d]
  1472. () Reasoning in theory and practice [i] [d]
  1473. () Corruption in evidence presentations: effects without causes, cherry picking, overreaching, chartjunk, and the rage to conclude [i]
  1474. () Evaluating arguments based on Toulmin's scheme [i] [d]
  1475. () Carving nature at its joints: Paul Meehl's development of taxometrics [d]
  1476. () Fundamentals of critical argumentation [i] [d]
  1477. () Principles of problem solving [d]
  1478. () Identification of informal reasoning fallacies as a function of epistemological level, grade level, and cognitive ability [d]
  1479. () English: meaning and culture [i] [d]
  1480. () The half-second delay: what follows? [d]
  1481. Tom Williamson [ed] () Investigative interviewing: rights, research, and regulation [i]
  1482. () Overcoming the illusion of will and self-fabrication: going beyond naïve subjective personal introspection to an unconscious/conscious theory of behavior explanation [d]
  1483. () Comics media in conflict resolution programs: are they effective in promoting and sustaining peace? [o] [u]
  1484. () Humor in hospice care: who, where, and how much? [d]
  1485. Craig Anthony Arnold [ed] () Wet growth: should water law control land use? [i]
  1486. () Empirically based guidelines for goal-finding procedures in psychotherapy: are some goals easier to attain than others? [p] [d]
  1487. () Epistemology and the psychology of human judgment [i]
  1488. Chet A. Bowers & Frédérique Apffel-Marglin [ed] () Rethinking Freire: globalization and the environmental crisis [i]
  1489. () Just one question: if one question works, why ask several? [p] [d]
  1490. () The science of false memory [i]
  1491. () Leisure and health: why is leisure therapeutic? [d]
  1492. () Answers in search of a question: 'proofs' of the tri-dimensionality of space [d]
  1493. () Making accounting accountable in the public sector [d]
  1494. () You know what land cover is but does anyone else?: an investigation into semantic and ontological confusion [d]
  1495. (/2011) Critical thinking skills: developing effective analysis and argument [i]
  1496. () Am I respected or not?: inclusion and reputation as issues in group membership [d]
  1497. () What is journalism?: professional identity and ideology of journalists reconsidered [d]
  1498. () Are you really listening?: keys to successful communication [i]
  1499. () Self-insight: roadblocks and detours on the path to knowing thyself [i]
  1500. () Why Paul Meehl will revolutionize the philosophy of science and why it should matter to psychologists [d]
  1501. () Arguments about arguments: systematic, critical, and historical essays in logical theory [i] [d]
  1502. () The game of school: why we all play it, how it hurts kids, and what it will take to change it [i]
  1503. () The dynamics of thought [i] [d]
  1504. () Teaching critical thinking: some lessons from cognitive science [d] [j]
  1505. () Making the unconscious conscious, and vice versa: a bi-directional bridge between neuroscience/cognitive science and psychotherapy? [d]
  1506. () Should your lips be zipped?: how therapist self-disclosure and non-disclosure affects clients [d]
  1507. () Brain fiction: self-deception and the riddle of confabulation [i]
  1508. () Why most published research findings are false [d]
  1509. () Treatment outcomes, common factors, and continued neglect of mechanisms of change [d]
  1510. () Domain-specific identity, epistemic regulation, and intellectual ability as predictors of belief-biased reasoning: a dual-process perspective [d]
  1511. () Problem detection [d]
  1512. () What really is strategic process? [i]
  1513. () When asking 'why' does not hurt: distinguishing rumination from reflective processing of negative emotions [d]
  1514. () Ecological sanitation—a way to solve global sanitation problems? [d]
  1515. () Reassembling the social: an introduction to actor-network-theory [i]
  1516. () To grow in wisdom: Vannevar Bush, information overload, and the life of leisure [i] [d]
  1517. () Planting misinformation in the human mind: a 30-year investigation of the malleability of memory [d]
  1518. () Deconstructing, reconstructing, preserving Paul E. Meehl's legacy of construct validity [d]
  1519. () Leading with questions: how leaders find the right solutions by knowing what to ask [i]
  1520. () Are you big enough for your job? Is your job big enough for you? Exploring levels of work in organisations [u]
  1521. () The quantitative imperative vs the imperative of presuppositions [d]
  1522. () What's an integrationist?: a study of self-identified integrative and (occasionally) eclectic psychologists [d]
  1523. () A critical epistemology of analytical statistics: addressing the sceptical realist [d]
  1524. () Is your genius at work?: 4 key questions to ask before your next career move [i]
  1525. (/2013) Why great leaders don't take yes for an answer: managing for conflict and consensus [i]
  1526. () Whose oppression is this?: the cultivation of compassionate action in dissolving the dualistic barrier [i]
  1527. () Who are the oppressed? [i]
  1528. () 'It is a horrible term for someone': service user and provider perspectives on 'personality disorder' [d]
  1529. () Older but not wiser?: the relationship between age and wisdom [d]
  1530. () Friend, foe, ally, adversary... or something else? [u]
  1531. () The edifice complex: how the rich and powerful shape the world [i]
  1532. (/2010) Art practice as research: inquiry in visual arts [i]
  1533. () Unruly complexity: ecology, interpretation, engagement [i]
  1534. () 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]
  1535. () Multiplicity, criticism and knowing what to do next: way-finding in a transmodern world: response to Meera Nanda's Prophets facing backwards [d]
  1536. () Why devise? Why now? Why breathe? [d]
  1537. Mary E. Williams [ed] () Constructing a life philosophy: opposing viewpoints [i]
  1538. () Why is drawing interesting? [d]
  1539. () Knowledge and civilization [i]
  1540. () Intuitive inquiry: an epistemology of the heart for scientific inquiry [d]
  1541. () What motivates members to participate in co-operative and mutual businesses? [d]
  1542. () What we reason about and why: how evolution explains reasoning [i]
  1543. () Logical non-apriorism and the law of non-contradiction [i]
  1544. () What Coyote and Thales can teach us: an outline of American Indian epistemology [i]
  1545. () Inventing temperature: measurement and scientific progress [i]
  1546. () Rationality, rational analysis, and human reasoning [i]
  1547. () The irreducible complexity of objectivity [d]
  1548. (/2008) How do you design?: a compendium of models [u]
  1549. () Are religious people nicer people?: taking a closer look at the religion–empathy relationship [d]
  1550. () How can I know what I don't know?: poor self assessment in a well-defined domain [d]
  1551. () Playing sick?: untangling the web of Munchausen syndrome, Munchausen by proxy, malingering & factitious disorder [i]
  1552. () Wishful reality distortions in confabulation: a case report [d]
  1553. () How models are used to represent reality [d]
  1554. () Laws of men and laws of nature: the history of scientific expert testimony in England and America [i]
  1555. () Where do spacing and timing happen?: two movements in the loss of cosmological innocence [d]
  1556. () Essentialist beliefs about personality and their implications [d]
  1557. () Pampered or enslaved?: the moral dilemmas of pets [d]
  1558. () The heart of the actor: let it all out or keep a healthy distance? [i] [d]
  1559. () Native anthroplogy: the Japanese challenge to Western academic hegemony [i]
  1560. () Do occupational groups vary in expressed organizational culture preferences? [d]
  1561. (/2008) What should we do with our brain? [i] [j]
  1562. (/2011) Optimizing the power of action learning: solving problems and building leaders in real time [i]
  1563. Erin McKenna & Andrew Light [ed] () Animal pragmatism: rethinking human–nonhuman relationships [i]
  1564. () From inference to reasoning: the construction of rationality [d]
  1565. () Smart questions: learn to ask the right questions for powerful results [i]
  1566. () From consent to mutual inquiry [d]
  1567. () If ontology is the solution, what is the problem? [i] [p]
  1568. () What are you afraid of?: a body/mind guide to courageous living [i]
  1569. Rüdiger Pohl [ed] (/2017) Cognitive illusions: intriguing phenomena in thinking, judgement and memory [i]
  1570. () Decision support for practical reasoning: a theoretical and computational perspective [i] [d]
  1571. () Is anger a thing-to-be-managed? [d]
  1572. () Common factors and our sacred models [d]
  1573. () The reference librarian as non-expert: a postmodern approach to expertise [d]
  1574. () Action inquiry: the secret of timely and transforming leadership [i]
  1575. () Deriving the Engel curve: Pierre Bourdieu and the social critique of Maslow's hierarchy of needs [d]
  1576. () The scientist as philosopher: philosophical consequences of great scientific discoveries [i] [d]
  1577. () Missing the point or missing the norms?: epistemological norms as predictors of students' ability to identify fallacious arguments [d]
  1578. () Your identity zones: Who am I? Who are you? How do we get along? [i]
  1579. () 'How can I be a Buddhist if I don't like to sit?' [i]
  1580. () Scientific myth-conceptions [d]
  1581. () A life full of learning [d]
  1582. () How (un) ethical are you? [p] [u]
  1583. () Confronting the gaps by being present in 'not knowing' [u]
  1584. () Truth-centred ethics and ideology [i] [d]
  1585. () Emergence and convergence: qualitative novelty and the unity of knowledge [i] [d]
  1586. () Can we dissolve physical entities into mathematical structures? [d]
  1587. () Transforming inquiry and action: interweaving 27 flavors of action research [d]
  1588. () Understanding the language of science [i]
  1589. () What can we learn by looking for the first code of professional ethics? [p] [d]
  1590. (/2006) Two regimes of madness: texts and interviews 1975–1995 [i]
  1591. () Why aren't you your own boss?: leaping over the obstacles that stand between you and your dream [i]
  1592. Frans H. van Eemeren, J. Anthony Blair, Charles A. Willard, & A. Francisca Snoeck Henkemans [ed] () Anyone who has a view: theoretical contributions to the study of argumentation [i] [d]
  1593. () Practice-based evidence [d]
  1594. () Counterexamples by possible conjunction and the sufficiency of premises [d]
  1595. (/2007) Defending science—within reason: between scientism and cynicism [i]
  1596. () Representing uncertainty: does it help people make better decisions? [u]
  1597. () Beyond realism and antirealism: John Dewey and the neopragmatists [i]
  1598. () A perspective on judgment and choice: mapping bounded rationality [p] [d]
  1599. () Toward ecologically sustainable democracy? [i]
  1600. () Folkscience: coarse interpretations of a complex reality [d]
  1601. () Peirce's notion of abduction and Deweyan inquiry [u]
  1602. () Key management questions: smart questions for every business situation [i]
  1603. () Unregulated Internet usage: addiction, habit, or deficient self-regulation? [d]
  1604. Kennon A. Lattal & Philip N. Chase [ed] () Behavior theory and philosophy [i] [d]
  1605. Scott O. Lilienfeld, Steven Jay Lynn, & Jeffrey M. Lohr [ed] (/2014) Science and pseudoscience in clinical psychology [i]
  1606. () Using focus groups in research [i]
  1607. () Putting science in its place: geographies of scientific knowledge [i]
  1608. () Protest, collaboration, and creation of alternative models: women's health activists using the Internet [i] [d]
  1609. () Minding science: constructivism and the discourse of inquiry [d]
  1610. () Do you need to have them or should you believe you have them?: resources, their appraisal, and well-being in adulthood [d]
  1611. () Science as systemic intervention: some implications of systems thinking and complexity for the philosophy of science [d]
  1612. () Substance and structure in assessment arguments [d]
  1613. () In memoriam Ivan Illich: critic of professionalized design [d]
  1614. () A Dalit defense of the Deweyan-Buddhist view of science [i]
  1615. () Causation as folk science [u]
  1616. () Unified science as political philosophy: positivism, pluralism and liberalism [d]
  1617. (/2008) Weaving self-evidence: a sociology of logic [i]
  1618. () What exactly is a youth development program?: answers from research and practice [d]
  1619. () Is there a fundamental level? [d]
  1620. () The blind men and the elephant: mastering project work: how to transform fuzzy responsibilities into meaningful results [i]
  1621. (/2006) The leader's guide to skills: unlocking the creativity and innovation in you and your team [i]
  1622. () Beyond critical thinking and decision making: teaching business students how to think [d]
  1623. () Mathematics and the theory of multiplicities: Badiou and Deleuze revisited [d]
  1624. () Deleuze and the liberal tradition: normativity, freedom and judgement [d]
  1625. () Development of personality in early and middle adulthood: set like plaster or persistent change? [d]
  1626. () Confucian democracy: a Deweyan reconstruction [i]
  1627. () What is time geography? [u]
  1628. () The scientist as autodidact [i]
  1629. () Why are artists poor?: the exceptional economy of the arts [i]
  1630. () Decomposing the mind-brain: a long-term pursuit [d]
  1631. () How does the relationship facilitate productive client thinking? [d]
  1632. () Iatrogenic symptoms in psychotherapy: a theoretical exploration of the potential impact of labels, language and belief systems [p] [u]
  1633. F. Thomas Burke, D. Micah Hester, & Robert B. Talisse [ed] () Dewey's logical theory: new studies and interpretations [i]
  1634. () Prospects for mathematizing Dewey's logical theory [i]
  1635. () Does venting anger feed or extinguish the flame?: catharsis, rumination, distraction, anger, and aggressive responding [d]
  1636. () Achieving pluralism: why AIDS activists are different from creationists [i]
  1637. () One size cannot fit all: a stage model for psychotherapy manual development [d]
  1638. () Participatory action research in natural resource management: a critique of the method based on five years' experience in the Transamazônica region of Brazil [i]
  1639. () 78 important questions every leader should ask and answer [i]
  1640. () Economic aspects of social and environmental violence [d] [j]
  1641. () Why Deleuze? [i]
  1642. (/2004) Desert islands and other texts, 1953–1974 [i]
  1643. () Reconsidering Kant, Friedman, logical positivism, and the exact sciences [d]
  1644. () What makes librarianship exciting to you? [i]
  1645. () The learning organization: Foucauldian gloom or utopian sunshine? [d]
  1646. () Food ethics: a decision making tool for the food industry? [d]
  1647. Mitchell Eisen, Jodi A. Quas, & Gail S. Goodman [ed] () Memory and suggestibility in the forensic interview [i]
  1648. () Underestimating costs in public works projects: error or lie? [d]
  1649. () Becoming a reflective practitioner: a continuing professional development strategy through humanistic action research [d]
  1650. Lee Hoinacki & Carl Mitcham [ed] () The challenges of Ivan Illich: a collective reflection [i]
  1651. () Is art good for us?: beliefs about high culture in American life [i]
  1652. Christopher Johns [ed] (/2010) Guided reflection: a narrative approach to advancing professional practice [i]
  1653. () Mind the gap: why do people act environmentally and what are the barriers to pro-environmental behavior? [d]
  1654. () Is GIS for women?: reflections on the critical discourse in the 1990s [d] [u]
  1655. () Illusory causation in the courtroom [d]
  1656. () War of the worlds: what about peace? [i]
  1657. () The mistaken dimensionality of CAD [d]
  1658. Lorenzo Magnani & Nancy J. Nersessian [ed] () Model-based reasoning: science, technology, values [i] [d]
  1659. () Fitness and leadership: is there a relationship?: regular exercise correlates with higher leadership ratings in senior-level executives [d]
  1660. () Who is 'forest-dependent'?: capturing local variation in forest-product sale, eastern Honduras [d]
  1661. () When 'stupid' is smarter than we are: mindlessness and the attribution of stupidity [i]
  1662. () Can self-study challenge the belief that telling, showing, and guided practice constitute adequate teacher education? [i]
  1663. () Arguments, contradictions, resistances, and conceptual change in students' understanding of atomic structure [d]
  1664. () Who says change can be managed?: positions, perspectives and problematics [d]
  1665. (/2010) Mastering the art of asking questions [i]
  1666. () No place to learn: why universities aren't working [i]
  1667. () Engineering philosophy of science: American pragmatism and logical empiricism in the 1930s [d]
  1668. (/2011) Questions to ask when writing and editing a narrative that reconstructs events [u]
  1669. () Transference: shibboleth or albatross? [i]
  1670. () The limits of explication [d]
  1671. () Dewey's logical forms [i]
  1672. () Abnormality: does it define us or do we define it? [i]
  1673. () All models are wrong: reflections on becoming a systems scientist [d]
  1674. () 'Diagnosing' behaviour: cui bono? [i]
  1675. () Explanation is a genus: an essay on the varieties of scientific explanation [d] [j]
  1676. () Questions of skill [o] [u]
  1677. () Learning to exercise timely action now: toward a theory and practice of timely action [u]
  1678. () Bikeability checklist: how bikeable is your community? [o] [u]
  1679. () Palms as rainforest resources: how evenly are they distributed in Peruvian Amazonia? [d]
  1680. () The language of psychoanalytic discourse [d]
  1681. () Did Śāntideva destroy the bodhisattva path? [u]
  1682. () A philosophy of culture: the case for holistic pragmatism [i]
  1683. () Encyclopedia of positive questions: using appreciative inquiry to bring out the best in your organization [i]
  1684. () Error types [d]
  1685. () The unfinished system of nonknowledge [i]
  1686. Hilary Bradbury [ed] (/2015) The Sage handbook of action research: participative inquiry and practice [i] [d]
  1687. () Scientific realism: selected essays of Mario Bunge [i]
  1688. (/2009) Clear leadership: sustaining real collaboration and partnership at work [i]
  1689. () Sit still and pay attention? [d]
  1690. () Business ethics: brightening the corner where we are [d]
  1691. (/2009) Doing action research in your own organization [i]
  1692. Bill Cooke & Uma Kothari [ed] () Participation: the new tyranny? [i]
  1693. Michael Davis & Andrew Stark [ed] () Conflict of interest in the professions [i]
  1694. () Everyday irrationality: how pseudo-scientists, lunatics, and the rest of us systematically fail to think rationally [i]
  1695. () What is the end point of psychotherapy integration?: a commentary [d]
  1696. () Making social science matter: why social inquiry fails and how it can succeed again [i]
  1697. () 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]
  1698. () A new framework for teaching scientific reasoning [d]
  1699. () The adversary system and historical accuracy: can we do better? [i]
  1700. () Discriminators of moral orientation: gender role or personality? [d]
  1701. () Henry Johnstone, Jr.'s still-unacknowledged contributions to contemporary argumentation theory [d] [u]
  1702. () Toward an anthropological theory of value: the false coin of our own dreams [i]
  1703. () Critical thinking and emotional well-being [d]
  1704. (/2010) Rational choice in an uncertain world: the psychology of judgment and decision making [i]
  1705. Cecilia M. Heyes & David L. Hull [ed] () Selection theory and social construction: the evolutionary naturalistic epistemology of Donald T. Campbell [i]
  1706. () A model for extending hands-on science to be inquiry based [d]
  1707. () Placebo insight: the rationality of insight-oriented psychotherapy [p] [d]
  1708. () How the way we talk can change the way we work: seven languages for transformation [i]
  1709. () Abduction, reason, and science: processes of discovery and explanation [i] [d]
  1710. () Ethnic diversity and the use of humor in counseling: appropriate or inappropriate? [d]
  1711. () Is gratitude a moral affect? [d]
  1712. () Building better theory: time and the specification of when things happen [d] [j]
  1713. () What is complexity science, really? [d]
  1714. () Where has all the education gone? [d]
  1715. (/2004) The three enlightenments [i]
  1716. () Public reflection as the basis of learning [d]
  1717. () What is your school's mental health profile? [d]
  1718. () A stage model of behavioral therapies research: getting started and moving on from stage I [d]
  1719. () The seven sins of memory: how the mind forgets and remembers [i]
  1720. () Behavior as a social construction [d]
  1721. () Twilight of the perfect-model model [d]
  1722. () Will the circle be unbroken?: reflections on death, rebirth, and hunger for a faith [i]
  1723. () Return to reason [i]
  1724. () The trouble with disciplines [i]
  1725. () Johnstone's view of rhetorical and dialectical argument [d] [u]
  1726. Saundra Davis Westervelt & John A. Humphrey [ed] () Wrongly convicted: perspectives on failed justice [i]
  1727. () Some notes on theoretical constructs: types and validation from a contextual behavioral perspective [u]
  1728. () The philosophy of Donald T. Campbell: a short review and critical appraisal [d]
  1729. (/2017) Quantum leaps in the wrong direction: where real science ends—and pseudoscience begins [i]
  1730. () Bipolarity... or not?: some conceptual problems relating to bipolar rating scales [d]
  1731. () Truth and legitimacy in the American criminal process [review of Trials without truth by William Pizzi] [d] [j]
  1732. () Be your own coach: your pathway to possibility [i]
  1733. () Collaborative inquiry in practice: action, reflection, and making meaning [i]
  1734. (/2001) Energy: between physics and metaphysics [i]
  1735. () Travel broadens the mind [d]
  1736. () Myth as ideology, and scholarship as myth with footnotes [d]
  1737. () A science of meaning: can behaviorism bring meaning to psychological science? [d]
  1738. () Portraying science accurately in classrooms: emphasizing open-mindedness rather than relativism [d]
  1739. (/2007) Strategies that work: teaching comprehension for understanding and engagement [i]
  1740. () Training yourself: the 21st century credential [i]
  1741. (/2009) Becoming a reflective practitioner [i]
  1742. () Can wicked problems be tackled through abductive inferencing? [d]
  1743. () Personal theories, intellectual ability, and epistemological beliefs: adult age differences in everyday reasoning biases [p] [d]
  1744. () Exploring science: the cognition and development of discovery processes [i]
  1745. () What is practical judgement? [d]
  1746. () The construct of mindfulness [d]
  1747. () Action research and reflective practice: towards a holistic view [d]
  1748. () Accounting as simulacrum and hyperreality: perspectives on income and capital [d]
  1749. () The meaning of leadership in a cultural democracy: rethinking public library values [d]
  1750. () Voodoo science: the road from foolishness to fraud [i]
  1751. () Nature and understanding: the metaphysics and method of science [i] [d]
  1752. () Truth v. justice: the morality of truth commissions [i]
  1753. () Methodology of the oppressed [i]
  1754. (/2006) Coaching and consultation revisited: are they the same? [i]
  1755. () On slowness in philosophy [d] [j]
  1756. () Three paradigms of assessment: measurement, procedure, and inquiry [j]
  1757. () Uncertain hazards: environmental activists and scientific proof [i]
  1758. () Rationality and the disunity of the sciences [i] [d]
  1759. () Scare tactics: arguments that appeal to fear and threats [i] [d]
  1760. () Victimized by 'victims': a taxonomy of antecedents of false complaints against psychotherapists [d]
  1761. () Realism and appearances: an essay in ontology [i]
  1762. () Hume's ontology [i]
  1763. () Real science: what it is, and what it means [i] [d]
  1764. () What, then, is time? [i]
  1765. (/2006) Diagnosing and changing organizational culture: based on the competing values framework [i]
  1766. () Junk skepticism and recovered memory: a reply to Piper [d]
  1767. () The ethics of belief and other essays [i]
  1768. Richard J. Contrada & Richard D. Ashmore [ed] () Self, social identity, and physical health: interdisciplinary explorations [i]
  1769. () The philosopher as Andy Warhol [i]
  1770. () Why don't people change? What stops them from changing? An integrative commentary on the special issue on resistance [d]
  1771. () Why do whales and children sing?: a guide to listening in nature [i]
  1772. (/2000) How much joy can you stand?: a creative guide to facing your fears and making your dreams come true [i]
  1773. () Against and beyond core theoretical models [i]
  1774. Colin Feltham [ed] () Controversies in psychotherapy and counselling [i]
  1775. () The case for pragmatic psychology [i]
  1776. () Rethinking the fifth discipline: learning within the unknowable [i]
  1777. () Weaving, bending, patching, mending the fabric of reality: a cognitive science perspective on worldview inconsistency [d]
  1778. () Science without laws [i]
  1779. () 'Limits to therapy and counselling': deconstructing a professional ideology [d]
  1780. () Dialogue and the art of thinking together: a pioneering approach to communicating in business and in life [i]
  1781. () What can we learn from time-use data? [u]
  1782. () On seeking first to understand [d]
  1783. () Living life as inquiry [d]
  1784. () Anatomy of nonsense [u]
  1785. () Deprogramming from the academic cult [u]
  1786. () Have you ever?: questions about you, your friends, and your world [i]
  1787. () On being a secularist all the way down [i]
  1788. (/2008) Caring enough to lead: how reflective practice leads to moral leadership [i]
  1789. () Why don't continents move? Why don't people change? [d]
  1790. () H.G. Wells's idea of a World Brain: a critical reassessment [d]
  1791. Richard Rhodes [ed] () Visions of technology: a century of vital debate about machines, systems, and the human world [i]
  1792. (/2012) Decolonizing methodologies: research and indigenous peoples [i]
  1793. Stephen Soldz & Leigh McCullough [ed] () Reconciling empirical knowledge and clinical experience: the art and science of psychotherapy [i]
  1794. () Who is rational?: studies of individual differences in reasoning [i]
  1795. () One-sided arguments: a dialectical analysis of bias [i]
  1796. () The fallacy of many questions: on the notions of complexity, loadedness and unfair entrapment in interrogative theory [d]
  1797. () Isolation: artist's friend or foe? [o]
  1798. Leonard Bickman & Debra J. Rog [ed] (/2009) The Sage handbook of applied social research methods [i]
  1799. () Of two minds: the nature of inquiry [i]
  1800. () At what level of cognition does meaning exist? [i]
  1801. () Juárez: the laboratory of our future [i]
  1802. () Elogio de la curiosidad [i]
  1803. () The vulnerable therapist: practicing psychotherapy in an age of anxiety [i]
  1804. () Whose development?: an ethnography of aid [i]
  1805. (/2013) The art and science of evaluation in the arts therapies: how do you know what's working? [i]
  1806. () What's in a case formulation?: development and use of a content coding manual [p]
  1807. () Is critical thinking culturally biased? [d]
  1808. () Whose knowledge, whose nature?: biodiversity, conservation, and the political ecology of social movements [d] [u]
  1809. (/2004) Double exposure: cutting across Buddhist and Western discourses [i]
  1810. () What good are positive emotions? [d]
  1811. () Behavior analysis of private events is possible, progressive, and nondualistic: a response to Lamal [d]
  1812. () Greatness [as a symptom] [i]
  1813. () Symptoms of culture [i]
  1814. () The art of the question: a guide to short-term question-centered therapy [i]
  1815. () On the limits to empowerment through critical and feminist pedagogies [i]
  1816. () Whose dying?: a sociological critique of the 'good death' [d]
  1817. () Innate talents: reality or myth? [d]
  1818. () Expanding hermeneutics: visualism in science [i]
  1819. () From the world of science to the world of research? [d]
  1820. () Smart thinking for crazy times: the art of solving the right problems [i]
  1821. () Confirmation bias: a ubiquitous phenomenon in many guises [d]
  1822. () The Latino character of American pragmatism [d] [j]
  1823. () Leading by asking good questions [i]
  1824. () The development of logic in adulthood: postformal thought and its applications [i] [d]
  1825. (/2007) Co-active coaching: new skills for coaching people toward success in work and life [i]
  1826. () Worry versus anxiety: is there really a difference? [d]
  1827. () Is happiness a cause of health? [d]
  1828. () 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]
  1829. () An introduction to comparative philosophy: a travel guide to philosophical space [i]
  1830. () History versus science: the evolutionary solution [d] [j]
  1831. () Circular questioning: an introductory guide [d]
  1832. () The persuasive pen: an integrated approach to reasoning and writing [i]
  1833. () Whose reality counts?: putting the first last [i] [d]
  1834. () An examination of the constraints on mutual inquiry in a participatory action research project [d]
  1835. () Why can't most people draw what they see? [d]
  1836. () The unit of selection: what do reinforcers reinforce? [d]
  1837. () Epistemological anarchy and the many forms of constructivism [d]
  1838. (/2014) How to read a paper: the basics of evidence-based medicine [i]
  1839. (/2012) Good reasoning matters!: a constructive approach to critical thinking [i]
  1840. () The art of doing science and engineering: learning to learn [i]
  1841. () Objective, subjective and intersubjective selectors of knowledge [u]
  1842. () Marxism and dualism in Deleuze [u]
  1843. () Knowing and erring: the consolations of error: essay on developmental epistemology [i]
  1844. () Arguing about public issues: what can we learn from practical ethics? [d]
  1845. () Making us crazy: DSM: the psychiatric bible and the creation of mental disorders [i]
  1846. () How to succeed in school without really learning: the credentials race in American education [i]
  1847. () Danger ahead: the risks you really face on life's highway [i]
  1848. (/2010) Tools of critical thinking: metathoughts for psychology [i]
  1849. () Foundations of biophilosophy [i] [d]
  1850. () How to give advice [u]
  1851. () Deleuze's philosophy of the concrete [u]
  1852. () Who is arguing about the cat?: moral action and enlightenment according to Dōgen [d] [j]
  1853. () Lifelong unlearning [i]
  1854. () How can we be sure?: using truth criteria to validate memories [i]
  1855. (/1998) Fashionable nonsense: postmodern intellectuals' abuse of science [i]
  1856. () Reasoning independently of prior belief and individual differences in actively open-minded thinking [d]
  1857. () Power and invention: situating science [i]
  1858. () Towards a methodology of psychological practice: the regulative cycle [d]
  1859. () Health psychology: what is an unhealthy environment and how does it get under the skin? [d]
  1860. () Judging how heavily a question is loaded: a pragmatic method [u]
  1861. () The liberty tree [u]
  1862. () 75 cage-rattling questions to change the way you work: shake-em-up questions to open meetings, ignite discussion, and spark creativity [i]
  1863. () Using questioning to guide student thinking [d]
  1864. () Finding philosophy in social science [i] [d] [j]
  1865. () The boat: Neurath's image of knowledge [i] [d]
  1866. () Otto Neurath: philosophy between science and politics [i] [d]
  1867. () Public libraries and intellectual freedom [i] [u]
  1868. () Gaslighting, the double whammy, interrogation, and other methods of covert control in psychotherapy and psychoanalysis [i]
  1869. () Acceptable ignorance, negotiable disagreement: alternative views of learning [i] [d]
  1870. () Human judgment and social policy: irreducible uncertainty, inevitable error, unavoidable injustice [i]
  1871. Melissa A. Heckler & Carol Birch [ed] () Who says?: essays on pivotal issues in contemporary storytelling [i]
  1872. Matt Hern [ed] () Deschooling our lives [i]
  1873. () Forward to Deschooling our lives [i]
  1874. () Living off the waste of development [o]
  1875. () Feminism and science [i]
  1876. (/2009) InterViews: learning the craft of qualitative research interviewing [i]
  1877. () Where is your body?: and other essays on race, gender, and the law [i]
  1878. () Error and the growth of experimental knowledge [i]
  1879. Elisabeth Nemeth & Friedrich Stadler [ed] () Encyclopedia and utopia: the life and work of Otto Neurath (1882–1945) [i]
  1880. () Naturalism without foundations [i]
  1881. () From cultural to existential diversity: the impossibility of psychotherapy integration within a traditional framework [d]
  1882. () Champions of a cause: American librarians and the Library Bill of Rights in the 1950s [o]
  1883. () Models of teaching and learning: participation in a community of learners [i] [d]
  1884. () What's the problem?: an introduction to problem structuring methods [d]
  1885. (/2005) What works for whom?: a critical review of psychotherapy research [i]
  1886. () Sequencing to build coalitions: with whom should I talk first? [i]
  1887. () Reinventing the university: a radical proposal for a problem-focused university [i]
  1888. Don W. Stacks & Michael Brian Salwen [ed] (/2009) An integrated approach to communication theory and research [i]
  1889. Stephen Toulmin & Bjørn Gustavsen [ed] () Beyond theory: changing organizations through participation [i]
  1890. () Argument structure: a pragmatic theory [i]
  1891. () The witch hunt as a structure of argumentation [d]
  1892. () The fetish of technique: methodology as a social defence [d]
  1893. () Individual differences in listening styles: Do you hear what I hear? [d]
  1894. () Statistics as principled argument [i]
  1895. () Can we talk?: on the elusiveness of dialogue [d]
  1896. () How do public managers manage?: bureaucratic constraints, organizational culture, and the potential for reform [i]
  1897. (/2016) The craft of research [i]
  1898. () Concepts and paradigms in spatial information: are current geographical information systems truly generic? [d]
  1899. John Carey [ed] (/1997) Eyewitness to science [i]
  1900. () A bigger picture: cause and cognition in relation to differing scientific frameworks [d]
  1901. () The illusion of psychotherapy [i]
  1902. Nina Felshin [ed] () But is it art?: the spirit of art as activism [i]
  1903. () Beyond one-dimensional change: parallel, concurrent, socially distributed processes in learning and development [d]
  1904. () What might cognition be, if not computation? [d] [j]
  1905. (/2003) Masterful coaching: inspire an 'impossible future' while producing extraordinary leaders and extraordinary results [i]
  1906. () Construing on the edge: clinical mythology in working with borderline processes [i] [d]
  1907. () Proving you're qualified: strategies for competent people without college degrees [i]
  1908. () Objectivity as responsibility [d] [j]
  1909. () Multiple explanation: a consider-an-alternative strategy for debiasing judgments [d]
  1910. () Personal problem solving in a simulated setting: do perceptions accurately reflect behavior? [d]
  1911. () Reasoning as self-constrained thinking [d]
  1912. () On transforming philosophy: a metaphilosophical inquiry [i]
  1913. () Integrating self and system: an empty intersection? [d]
  1914. Daniel L. Schacter & Joseph T. Coyle [ed] () Memory distortion: how minds, brains, and societies reconstruct the past [i]
  1915. () Knowledge growth and maintenance across the life span: the role of print exposure [d]
  1916. () Defying the crowd: cultivating creativity in a culture of conformity [i]
  1917. () 'What should I draw today?': sketchbooks in early childhood [d] [j]
  1918. (/2000) A warning to students of all ages [o] [u]
  1919. () Rethinking 'Don't blame the victim': the psychology of victimhood [d]
  1920. () Argumentation-based design rationale: what use at what cost? [d]
  1921. () Dewey's new logic: a reply to Russell [i]
  1922. () The double mirror: a skeptical journey into Buddhist tantra [i]
  1923. () Business ethics: knowing ourselves [d] [j]
  1924. () Where is the mind?: constructivist and sociocultural perspectives on mathematical development [d]
  1925. () Are psychological models of adult development still important for the practice of adult education? [d]
  1926. () Does the use of analogies contribute to conceptual change? [d]
  1927. () House of cards: psychology and psychotherapy built on myth [i]
  1928. () Incurable unemployment: a progressive disease of modern societies? [d]
  1929. () Why do we work? [u]
  1930. () Teaching to transgress: education as the practice of freedom [i]
  1931. () Orientation to inquiry in a reflective professional psychology [i]
  1932. (/2001) Death to dust: what happens to dead bodies? [i]
  1933. () False rape allegations [d]
  1934. () Reason, reasons and reasoning: a constructivist account of human rationality [d]
  1935. () Philosophy within the limits of wide reflective equilibrium alone [j]
  1936. () Methods of ethics: wide reflective equilibrium and a kind of consequentialism [d]
  1937. (/2007) Ecological understanding: the nature of theory and the theory of nature [i] [d]
  1938. () Behaviorism and mentalism: is there a third alternative? [d]
  1939. () Planning science: Otto Neurath and the International Encyclopedia of Unified Science [d]
  1940. () Balancing inquiry and advocacy [i]
  1941. () The ladder of inference [i]
  1942. () Frame reflection: toward the resolution of intractable policy controversies [i]
  1943. () The evidential foundations of probabilistic reasoning [i]
  1944. (/2017) The skilled facilitator: a comprehensive resource for consultants, facilitators, managers, trainers, and coaches [i] [d]
  1945. Claude Whitmyer [ed] () Mindfulness and meaningful work: explorations in right livelihood [i]
  1946. () Suggestions of abuse: true and false memories of childhood sexual trauma [i]
  1947. (/2001) Explaining creativity [i]
  1948. () Telling your own stories: a new resource for discovering and creating your own stories [i]
  1949. () What to ask when you don't know what to say: 555 powerful questions to use for getting your way at work [i]
  1950. (/1997) Literature and life [i]
  1951. () Chan insights and oversights: an epistemological critique of the Chan tradition [i]
  1952. () 'Power in the service of love': John Dewey's Logic and the dream of a common language [d]
  1953. () How much is enough?: controlling water demand in apartment buildings [i]
  1954. () Science as argument: implications for teaching and learning scientific thinking [d]
  1955. () A response to Orzack and Sober: formal analysis and the fluidity of science [d] [j]
  1956. () Questions about questions: situating the therapist's curiosity in front of the family [i]
  1957. () What is 'experiencing'?: a critical review of meanings and applications in psychotherapy [d]
  1958. (/2006) Philosophy of science: help or hindrance? [i]
  1959. Kay Milton [ed] () Environmentalism: the view from anthropology [i]
  1960. () The process of change in cognitive therapy: schema change or acquisition of compensatory skills? [d]
  1961. () Analysis analysed: when the map becomes the territory [i]
  1962. () Decision science or decision-aid science? [d]
  1963. () Does business ethics make economic sense? [d]
  1964. () Cultural politics of everyday life: social constructionism, rhetoric and knowing of the third kind [i]
  1965. (/2004) Opening the hand of thought: foundations of Zen Buddhist practice [i]
  1966. (/2009) Abrir la mano del pensamiento: fundamentos de la práctica del budismo zen [i]
  1967. Alfred Jules Ayer & Jane O'Grady [ed] (/1994) A dictionary of philosophical quotations [i]
  1968. () Objectivity and the escape from perspective [d]
  1969. () How much is enough?: the consumer society and the future of the earth [i]
  1970. () The cognitive construction of scientific knowledge: response to Pickering [d]
  1971. () The particular-circumstance model of scientific explanation [i]
  1972. () Thinking as argument [d]
  1973. () Factors and taxa, traits and types, differences of degree and differences in kind [d]
  1974. () Why plan?: a multi-rationality foundation for planning [d]
  1975. () The theory of inquiry: Dewey's legacy to education [d] [j]
  1976. (/1995) Conversations on science, culture, and time [i]
  1977. () Scientific management: technique or cultural ideology? [d]
  1978. () After analytic philosophy, what's next?: an analytic philosopher's perspective [j]
  1979. () Toward better problems: new perspectives on abortion, animal rights, the environment, and justice [i]
  1980. () Personal construct theory and alternative constructions of psychological disorder and therapy [i]
  1981. () The unnatural nature of science [i]
  1982. (/2005) Analysis of evidence [i] [d]
  1983. () Have all won and must all have prizes?: revisiting Luborsky et al.'s verdict [d]
  1984. (/1994) What is philosophy? [i]
  1985. () The rhetoric of immediacy: a cultural critique of Chan/Zen Buddhism [i]
  1986. () Dialectics and the macrostructure of arguments: a theory of argument structure [i] [d]
  1987. () How we know what isn't so: the fallibility of human reason in everyday life [i]
  1988. (/1993) We have never been modern [i]
  1989. () Human change processes: the scientific foundations of psychotherapy [i]
  1990. () Questioning the sacred cow of the transference [i] [d]
  1991. () Maslow's theory of motivation: a critique [d]
  1992. () On religious freedom [i]
  1993. Donald A. Schön [ed] () The reflective turn: case studies in and on educational practice [i]
  1994. () 'What we have here, is a failure to communicate': on the inherent indefensibility of behaviorist metaphysics [d]
  1995. () A theory of preliminary fact investigation [u]
  1996. Gloria Anzaldúa [ed] () Making face, making soul = Haciendo caras: creative and critical perspectives by feminists of color [i]
  1997. () Wisdom: the art of problem finding [i] [d]
  1998. () What are people for?: essays [i]
  1999. () The scholastic point of view [d]
  2000. (/2005) Critical thinking in clinical practice: improving the quality of judgments and decisions [i]
  2001. () Wisdom and reflective judgment: knowing in the face of uncertainty [i] [d]
  2002. () Can psychotherapists transcend the shackles of their training and superstitions? [d]
  2003. () How universal is something we can call 'therapy'?: some implications of non-Western healing systems for intercultural work [d]
  2004. () The loss of wisdom [i] [d]
  2005. () What is really unethical about insider trading? [d] [j]
  2006. () Words of power: a feminist reading of the history of logic [i]
  2007. (/1994) What is education for? [i]
  2008. () A useful inheritance: evolutionary aspects of the theory of knowledge [i]
  2009. () Killing the spirit: higher education in America [i]
  2010. Robert J. Sternberg [ed] () Wisdom: its nature, origins, and development [i] [d]
  2011. () The adult problem solver as person scientist [o]
  2012. () Creative understanding: philosophical reflections on physics [i]
  2013. (/2006) Rethinking evidence: exploratory essays [i] [d]
  2014. Paul Weingartner & George J. W. Dorn [ed] () Studies on Mario Bunge's Treatise [i]
  2015. () Professionalism as purification ritual: alienation and disintegration in the university [d] [j]
  2016. () Evolutionary epistemology and its implications for humankind [i]
  2017. () The problem of the problem [i]
  2018. () Toward a constructive-developmental understanding of the dialectics of individuality and irrationality [i] [d]
  2019. () Mood in argumentation [j]
  2020. (/1992) What is a dispositif? [i]
  2021. () The philanthropic vision: the Owatonna Art Education Project as an example of 'private' interests in public schooling [d] [j]
  2022. (/1996) Interruptions [i]
  2023. (/2003) Ilha das flores = Isle of flowers [or: Island of flowers] [o]
  2024. (/2004) The Buddha's 'undetermined questions' and the religions [u]
  2025. () When is an object not an object?: the effect of 'meaning' upon the copying of line drawings [d]
  2026. () Why methodological behaviorism is mentalistic [d]
  2027. () The creative construction of rationality: a paradox? [i] [d]
  2028. () The (even) bolder model: the clinical psychologist as metaphysician–scientist–practitioner [d]
  2029. () Issue-based information systems for design [o]
  2030. () Contemporary behaviorism versus the old behavioral straw man in Gardner's The mind's new science: a history of the cognitive revolution [d]
  2031. () Collingwood's logic of question and answer [d] [j]
  2032. () The powers of problem definition: the case of government paperwork [d]
  2033. () How can Chinese children draw so well? [j]
  2034. (/2008) Thinking and deciding [i] [d]
  2035. () gIBIS: a hypertext tool for exploratory policy discussion [d]
  2036. (/1993) What is an event? [i]
  2037. () When did I begin?: conception of the human individual in history, philosophy, and science [i] [d]
  2038. () Making intuitive knowledge explicit through future technology [i]
  2039. () Ambiguity and rationality [d]
  2040. () Explaining science: a cognitive approach [i]
  2041. () Discovery-oriented psychotherapy research: rationale, aims, and methods [d]
  2042. Michel Meyer [ed] () Questions and questioning [i] [d]
  2043. () Questioning and problems in philosophy of science: problem-solving versus directly truth-seeking epistemologies [i] [d]
  2044. (/2008) Clinical assessment of malingering and deception [i]
  2045. () Alternatives to psychoanalytic psychobiography [i]
  2046. () The creative attitude: learning to ask and answer the right questions [i]
  2047. () Computational philosophy of science [i]
  2048. () The recovery of practical philosophy [j]
  2049. () Are all maps mental maps? [d]
  2050. () Philosophy of psychology [i] [d]
  2051. (/2001) What is the creative act? [i]
  2052. (/1992) The insanity of normality: realism as sickness: toward understanding human destructiveness [i]
  2053. () The persistence of error: essays in developmental epistemology [i]
  2054. Nancy J. Nersessian [ed] () The process of science: contemporary philosophical approaches to understanding scientific practice [i] [d]
  2055. () 'Twixt method and madness [i] [d]
  2056. () Evolutionary epistemology, durational metaphysics, and theoretical physics: Čapek and the Bergsonian tradition [i]
  2057. (/2000) The biographical illusion [i]
  2058. () Assessing evolutionary epistemology [d]
  2059. () Learning how to ask: a sociolinguistic appraisal of the role of the interview in social science research [i]
  2060. (/1988) Foucault [i]
  2061. () Evolution and the triumph of homology, or why history matters [j]
  2062. (/2010) You and your research [i] [d] [u]
  2063. () What the hell do we want an artist here for? [i]
  2064. () Scientific change: philosophical models and historical research [d]
  2065. () In search of artistic excellence: the social construction of artistic values [d] [j]
  2066. (/1989) Reflexive epistemology: the philosophical legacy of Otto Neurath [i] [d]
  2067. () The price of the ticket: collected nonfiction, 1948–1985 [i]
  2068. () Visions of excess: selected writings, 1927–1939 [i]
  2069. () Kinds of knowledge [i] [d]
  2070. () How can I help?: stories and reflections on service [i]
  2071. (/2001) Goals for a critical thinking curriculum and its assessment [i]
  2072. () Interview methodologies for construct elicitation: searching for the core [i]
  2073. () The dialectical biologist [i]
  2074. () Equality and liberty: a defense of radical egalitarianism [i]
  2075. () Dialectical thinking and adult development [i]
  2076. (/1993) The ideal problem solver: a guide for improving thinking, learning, and creativity [i]
  2077. () What is pseudoscience? [o]
  2078. () Particles or events? [i] [d]
  2079. () What is enlightenment? [i]
  2080. (/2014) Thought and knowledge: an introduction to critical thinking [i]
  2081. () How to know what is known: designing crutches for communication [i]
  2082. () Notes on Popper as follower of Whewell and Peirce [i] [d]
  2083. () Is science progressive? [i] [d]
  2084. () The role of problems and problem solving in Popper's early work on psychology [d]
  2085. (/1999) The limits of science [i] [j]
  2086. () The new philosophy of science and the 'paranormal' [o]
  2087. Paul Watzlawick [ed] () The invented reality: how do we know what we believe we know?: contributions to constructivism [i]
  2088. () Small wins: redefining the scale of social problems [i]
  2089. (/2014) Case study research: design and methods [i]
  2090. (/1988) The unavowable community [i]
  2091. () Geography is a field subject [j]
  2092. (/1985) Epistemology & methodology [in three volumes: Exploring the world; Understanding the world; Philosophy of science and technology] [o] [d]
  2093. () How the laws of physics lie [i] [d]
  2094. (/1987) Involvement and detachment [i]
  2095. () Wisdom and the context of knowledge: knowing that one doesn't know [i]
  2096. () The social relations of physics, mysticism, and mathematics: studies in social structure, interests, and ideas [i] [d]
  2097. () Constructs are hypotheses [i] [u]
  2098. () Reducing unrealistic optimism about illness susceptibility [d]
  2099. Joseph Agassi & Robert S. Cohen [ed] () Scientific philosophy today: essays in honor of Mario Bunge [i] [d]
  2100. () Reasoning, learning, and action: individual and organizational [i]
  2101. (/2004) Asking questions: the definitive guide to questionnaire design—for market research, political polls, and social and health questionnaires [i]
  2102. () Identifying implicit assumptions [d]
  2103. () The problem of the problem [i]
  2104. () Are individuals really subordinated to genes?: a theory of living entities [d]
  2105. Robin M. Hogarth [ed] () Question framing and response consistency [i]
  2106. () The construction of logical necessity [d]
  2107. () Cartoons: when are they effective? [u]
  2108. () Telling it like it isn't: language misuse & malpractice, what we can do about it [i]
  2109. Marilynn B. Brewer & Barry E. Collins [ed] () Scientific inquiry and the social sciences: a volume in honor of Donald T. Campbell [i]
  2110. () A critique of dialectics [i] [d]
  2111. () Hypothesis testing in students: sequences, stages, and instructional strategies [d]
  2112. () What is a problem that we may solve it? [d]
  2113. Peter Reason & John Rowan [ed] () Human inquiry: a sourcebook of new paradigm research [i]
  2114. () Logic as a liberal art [d]
  2115. () Scientific discovery as problem solving [d]
  2116. () Why educational research has been so uneducational: the case for a new model of social science based on collaborative inquiry [i] [u]
  2117. () Evolution, adaptation, and human understanding [i]
  2118. () Inner contradictions of rigorous research [i]
  2119. (/1987) How do you make yourself a body without organs? [i]
  2120. (/1987) A thousand plateaus: capitalism and schizophrenia [i]
  2121. () The language of behavior analysis: its community, its functions, and its limitations [j]
  2122. () Philosophy and public policy [and other essays] [i]
  2123. () Are there limits to freedom of expression? [i]
  2124. (/1990) The psychology of transcendence [i]
  2125. (/1984) Distinction: a social critique of the judgement of taste [i]
  2126. () Systemism supersedes atomism and holism [i] [d]
  2127. () On the nature of problems in consulting practice [d]
  2128. () The logic of question and answer: writing as inquiry [d] [j]
  2129. (/2006) Understanding scientific reasoning [i]
  2130. () Michel Foucault's immature science [d] [j]
  2131. (/1996) Eyewitness testimony [i]
  2132. (/1997) Can we know the universe?: reflections on a grain of salt [i]
  2133. (/1984) An introduction to reasoning [i]
  2134. () The test–trait fallacy [d]
  2135. () Beyond closed-system problem-solving: a study of meta-systematic aspects of mature thought [o]
  2136. () Ethical problems of psychological jargon [d]
  2137. () Toward a history of needs [i]
  2138. () The right to useful unemployment and its professional enemies [i]
  2139. () Validity and rhetoric in philosophical argument: an outlook in transition [o]
  2140. () The rise of systems theory: an ideological analysis [i]
  2141. () Psychology, mon amour: a countertext [i]
  2142. () The ideology of advocacy: procedural justice and professional ethics [o]
  2143. () Buddhist hermeneutics [d]
  2144. (/1991) Reliable knowledge: an exploration of the grounds for belief in science [i]
  2145. (/1979) Ontology [in two volumes: The furniture of the world; A world of systems] [o] [d]
  2146. (/1987) Dialogues [i]
  2147. (/1997) Creative interviewing: the writer's guide to gathering information by asking questions [i]
  2148. () Epicycles and the homocentric earth: or what is wrong with 'stages' of cognitive development? [d]
  2149. () A comparison between John Dewey's theory of inquiry and Jean Piaget's genetic analysis of intelligence [p] [d]
  2150. () Loaded and honest questions: a construct theory view of symptoms and therapy [i] [u]
  2151. () Single-loop and double-loop models in research on decision making [d] [j]
  2152. () Reliability and validity of traits measured by Kelly's repertory grid [d]
  2153. () Problem finding and creativity [i]
  2154. (/1977) The overdeveloped nations: the diseconomies of scale [i]
  2155. (/1978) Behavior and evolution [i]
  2156. (/1994) The myth of the framework [i]
  2157. () How real is real?: confusion, disinformation, communication [i]
  2158. () The flight from reason: essays on intellectual freedom in the academy, the press, and the library [i]
  2159. () Psychiatry and psychotherapy as political processes [p] [u]
  2160. () The diploma disease: education, qualification, and development [i]
  2161. (/1976) Medical nemesis: the expropriation of health [i]
  2162. () Semantics [in two volumes: Sense and reference; Interpretation and truth] [o] [d]
  2163. (/1985) Cargo cult science [i]
  2164. Trina J. Magi & Martin Garnar [ed] (/2015) Intellectual freedom manual [i]
  2165. (/2001) The book of questions = El libro de las preguntas [i]
  2166. () Whose invisible religion? Luckmann revisited [d] [j]
  2167. (/1992) The step not beyond [i]
  2168. (/2004) Nomadic thought [i]
  2169. () The life and mind of John Dewey [i]
  2170. () The logical requirements for explanations of systematic desensitization [d]
  2171. (/1982) The demystification of the law [i] [d]
  2172. (/1974) Energy and equity [i]
  2173. (/1997) Practical reasoning in natural language [i]
  2174. () The politics of expertise [i]
  2175. (/2001) Hume [i]
  2176. (/1982) Groupthink: psychological studies of policy decisions and fiascoes [i]
  2177. () Psychological man as scientist, humanist and specialist [o]
  2178. () What time is this place? [i]
  2179. () Human understanding: the collective use and evolution of concepts [i]
  2180. () Conversation with Karl Popper [o]
  2181. () Science through the looking glass [i]
  2182. () Voluntary service: good will or evil goods? [o]
  2183. (/1987) Ciencia propia y colonialismo intelectual: los nuevos rumbos [i]
  2184. David Faust & Jay Ziskin [ed] (/2011) Coping with psychiatric and psychological testimony: based on the original work by Jay Ziskin [i]
  2185. () What about people in regional science? [d]
  2186. () Constraints and restraints [d] [j]
  2187. () The one-man revolution in America [i]
  2188. () Celebration of awareness: a call for institutional revolution [o]
  2189. () Issues as elements of information systems [o]
  2190. (/1978) The web of belief [i]
  2191. (/1993) The infinite conversation [i]
  2192. () An essay on liberation [i]
  2193. () Teaching as a subversive activity [o]
  2194. () The process of problem finding [u]
  2195. Jerry M. Anderson & Paul John Dovre [ed] () Readings in argumentation [o]
  2196. () The onion and the moebius strip [o] [u]
  2197. (/2004) Nietzsche and the image of thought [i]
  2198. (/1970) To hell with good intentions [o]
  2199. () The cultural role of scientific behavior [d]
  2200. () What's the point of history? [j]
  2201. () A comprehensible world: on modern science and its origins [o]
  2202. () Psychology as an exercise in paradox [o] [u]
  2203. (/1988) Bergsonism [i]
  2204. () The uses of computers in science [j]
  2205. (/1972) Time and method: an essay on the methodology of research [i]
  2206. () The nature of psychological inquiry [o]
  2207. (/1998) The conduct of inquiry: methodology for behavioral science [i]
  2208. (/1977) The psychology of the unknown [i]
  2209. () Psychotherapy today or where do we go from here? [p] [u]
  2210. () The creative process [i]
  2211. (/1983) Nietzsche and philosophy [i]
  2212. () Augmenting human intellect: a conceptual framework [o] [u]
  2213. () A concept of critical thinking [u]
  2214. () The concept of method [o]
  2215. () Dewey's conception of philosophy [j]
  2216. () A neural-identity theory of mind [o]
  2217. (/2009) Causality and modern science [or: Causality: the place of the causal principle in modern science] [i]
  2218. () Power and morality: who shall guard the guardians? [o]
  2219. () Pragmatism as a theory of historical knowledge: John Dewey on the nature of historical inquiry [d] [j]
  2220. (/2015) Personal knowledge: towards a post-critical philosophy [i] [d]
  2221. () The image: knowledge in life and society [o]
  2222. (/1991) The psychology of personal constructs [i]
  2223. (/2013) Why is the world four-dimensional? [i]
  2224. () John Dewey, my son, and education for human freedom [j]
  2225. () The philosophy of science: an introduction [o]
  2226. () The validation of scientific belief: a conspectus of the symposium [j]
  2227. () Flying saucers [d] [j]
  2228. (/1959) On intellectual craftsmanship [i]
  2229. () The dangers of literacy [d] [j]
  2230. () The wisdom of insecurity [o]
  2231. () The human community: its philosophy and practice for a time of crisis [o]
  2232. () The place of John Dewey in modern thought [o]
  2233. () Lecture on nothing [i]
  2234. () Knowing and the known [o]
  2235. () The messes animals make in metaphysics [d] [j]
  2236. (/2002) The concept of mind [i]
  2237. () Will science meet a new challenge? [d] [j]
  2238. () Problems of men [o] [u]
  2239. (/2000) The question of German guilt [i] [j]
  2240. (/1992) On Nietzsche [i]
  2241. (/1988) Guilty [i]
  2242. (/1988) Inner experience [i]
  2243. (/1989) The normal and the pathological [i]
  2244. () World hypotheses: a study in evidence [i]
  2245. (/1996) What is mathematics?: an elementary approach to ideas and methods [i]
  2246. (/1975) On my philosophy [i]
  2247. () Experience, knowledge and value: a rejoinder [o]
  2248. () Freedom and culture [o] [u]
  2249. (/1958) The philosophy of physical science [o]
  2250. () Knowledge for what?: the place of social science in American culture [o]
  2251. (/2002) The formation of the scientific mind: a contribution to a psychoanalysis of objective knowledge [i]
  2252. () Logic: the theory of inquiry [i] [u]
  2253. (/1983) Encyclopedia as 'model' [i] [d]
  2254. () Philosophy of science and science of philosophy [d] [j]
  2255. () To sleep, perchance to dream [d] [j]
  2256. (/2009) Mind and nature: selected writings on philosophy, mathematics, and physics [i] [d]
  2257. (/1998) How we think: a restatement of the relation of reflective thinking to the educative process [i]
  2258. (/1970) Convicting the innocent: errors of criminal justice [i]
  2259. (/1960) The quest for certainty: a study of the relation of knowledge and action [o] [u]
  2260. (/1929) Experience and nature [i] [u]
  2261. (/1968) Potestas clavium [o] [u]
  2262. (/1973) Anti-Spengler: dedicated to the young and the future they shape [i] [d]
  2263. (/1946) The possible and the real [i]
  2264. () Democracy and education: an introduction to the philosophy of education [o] [u]
  2265. (/2007) Essays in experimental logic [i] [u]
  2266. (/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]
  2267. (/1977) A pluralistic universe [i] [u]
  2268. (/1909) On the witness stand: essays on psychology and crime [o] [u]
  2269. (/1978) Pragmatism, a new name for some old ways of thinking; The meaning of truth, a sequel to Pragmatism [i] [u]
  2270. (/1934) How to theorize [or: On selecting hypotheses] [i] [u]
  2271. (/2007) Some stages of logical thought [i] [j] [u]
  2272. (/1992) Reasoning and the logic of things: the Cambridge conferences lectures of 1898 [i]
  2273. (/1992) Training in reasoning [i]
  2274. (/1986) Popular scientific lectures [i] [u]
  2275. () Science and education: essays [o] [u]
  2276. () The architecture of theories [d] [j]
  2277. (/1993) The autobiography of Charles Darwin, 1809–1882: with original omissions restored [i] [u]
  2278. (/1914) The analysis of sensations and the relation of the physical to the psychical [i] [u]
  2279. (/1934) How to make our ideas clear [i] [u]
  2280. (/1934) The fixation of belief [i] [u]
  2281. (/1999) The ethics of belief [i] [u]
  2282. (/1877) Philosophical discussions [o] [u]
  2283. (/1934) Grounds of validity of the laws of logic: further consequences of four incapacities [i] [u]
  2284. (/1934) Some consequences of four incapacities [i] [u]
  2285. (/1893) On the advisableness of improving natural knowledge [o] [u]
  2286. (/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]
  2287. (/1896) On the educational value of the natural history sciences [o] [u]
  2288. (/1964) Civil disobedience [i] [u]
  2289. () The philosophy of the inductive sciences: founded upon their history [o] [u]
  2290. (/1988) Letters on the equality of the sexes, and the condition of women, and other essays [i] [u]
  2291. (/1975) On the connexion of the physical sciences [i] [u]
  2292. (/1987) Letter to the Abbé Raynal [i] [u]
  2293. (/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]
  2294. (/1971) Political disquisitions: an enquiry into public errors, defects, and abuses [i] [u]
  2295. (/1975) Letter to Joseph Priestley [i] [u]
  2296. () An essay towards solving a problem in the doctrine of chances [d]
  2297. (/1978) A treatise of human nature [i] [u]
  2298. (/1901) Of the conduct of the understanding [i] [u]
  2299. (/1995) The letters [i]
  2300. (/1996) Ethics [i] [u]
  2301. (/2004) Informal talks: recorded by Ejo [i]

Copyright © 2010–2018 Nathan A. Strait (contact me)
14th edition, last updated: 18 November 2018
Statistics: authors, journals, publishers
http://sea.nathanstrait.com/questioning