Background
Lehrer, Keith Edward was born on January 10, 1936 in Minneapolis. Son of Abraham I. and Estelle (Mayrick) Lehrer.
( Widely used by instructors who emphasize the logical st...)
Widely used by instructors who emphasize the logical structure of philosophical theories and the dialectical play of argument, this popular work provides clear, reliable, and up-to-date discussions of central philosophical debates. The fourth edition incorporates major revisions--the first since 1982--and features an extensive change in content. Every chapter has been reworked to improve its organization, to make it more accessible and engaging to the student, and to reflect recent discussions.
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(TItis book is the joint project of a philosopher, Lehrer,...)
TItis book is the joint project of a philosopher, Lehrer, and a mathematician, Wagner. The book is, therefore, divided into a first part written by Lehrer, which is primarily philosophical, and a second part written by Wagner that is primarily formal. The authors were, however, influenced by each other throughout. Our book articulates a theory of rational consensus in science and society. The theory is applied to politics, ethics, science, and language. We begin our exposition with an elementary mathematical model of consensus developed by Lehrer in a series of articles [1976a, 1976b, 1977, 1978]. Chapter 3 contains material from [1978]. Lehrer formulated the elementary model when he was a Fellow of the Center for Advanced Study in the Be havioral Sciences, Stanford, in 1973 with the invaluable mathematical assist of Kit Fine, Gerald Kramer and Lionel McKenzie. In the summer of ance 1977, Lehrer and Wagner met at the Center in a Summer Seminar on Freedom and Causality supported by the Andrew W. Mellon Foundation. Wagner read the manuscript of Lehrer [1978] and subsequently solved some mathematical problems of the elementary model. After discussions of philosophical prob lems associated with that model, Wagner developed the foundations for the extended model. These results were reported in Wagner [1978, 1981a].
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(It's an obvious enough observation that the standards tha...)
It's an obvious enough observation that the standards that govern whether ordinary speakers will say that someone knows something vary with context: What we are happy to call "knowledge" in some ("low-standards") contexts we'll deny is "knowledge" in other ("high-standards") contexts. But do these varying standards for when ordinary speakers will attribute knowledge, and for when they are in some important sense warranted in attributing knowledge, reflect varying standards for when it is or would be true for them to attribute knowledge? Or are the standards that govern whether such claims are true always the same? And what are the implications for epistemology if these truth-conditions for knowledge claims shift with context? Contextualism is the view that the epistemic standards a subject must meet, in order for a claim attributing "knowledge" to her to be true, do vary with context. This has been hotly debated in epistemology and philosophy of language during the last few decades. In The Case for Contextualism Keith DeRose offers a sustained state-of-the-art exposition and defense of the contextualist position, presenting and advancing the most powerful arguments in favor of the view and against its "invariantist" rivals, and responding to the most pressing objections facing contextualism.
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(In this collection of essays, Lehrer argues that freedom,...)
In this collection of essays, Lehrer argues that freedom, rationality, consensus, and knowledge depend on "metamental" operations--thoughts about thoughts--and are impossible without them. Metamental operations provide for our optionality, plasticity, and most of all, for the evaluation and control of lower-level information. The human mind, he argues, is essentially a metamind.
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(An unprecedented development in 20th century philosophy o...)
An unprecedented development in 20th century philosophy occurred in 1988. In gatherings held in Moscow and in Providence, in an atmosphere of great good will, good humour and mutual respect, distinguished American philosophers met their Soviet counterparts. This volume of papers from the two meetings represents the efforts of philosophers from both countries to provide examples of their best new work.
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( Understand. Compare. Assess. With an accessible text,...)
Understand. Compare. Assess. With an accessible text, new “Texas and the Nation” infographics, the Norton Coursepack, and a unique Test Bank, Governing Texas, Second Edition, offers extensive, easy-to-use tools to help students understand the basics of Texas politics and compare Texas to other states, and to help instructors assess students on state-mandated learning outcomes.
http://www.amazon.com/gp/product/0393936848/?tag=2022091-20
( Understand. Compare. Assess. With an accessible text,...)
Understand. Compare. Assess. With an accessible text, new “Texas and the Nation” infographics, the Norton Coursepack, and a unique Test Bank, Governing Texas, Second Edition, offers extensive, easy-to-use tools to help students understand the basics of Texas politics and compare Texas to other states, and to help instructors assess students on state-mandated learning outcomes.
http://www.amazon.com/gp/product/0393936848/?tag=2022091-20
( This book examines test validity in the behavioral, soc...)
This book examines test validity in the behavioral, social, and educational sciences by exploring three fundamental problems: measurement, causation and meaning. Psychometric and philosophical perspectives receive attention along with unresolved issues. The authors explore how measurement is conceived from both the classical and modern perspectives. The importance of understanding the underlying concepts as well as the practical challenges of test construction and use receive emphasis throughout. The book summarizes the current state of the test validity theory field. Necessary background on test theory and statistics is presented as a conceptual overview where needed. Each chapter begins with an overview of key material reviewed in previous chapters, concludes with a list of suggested readings, and features boxes with examples that connect theory to practice. These examples reflect actual situations that occurred in psychology, education, and other disciplines in the US and around the globe, bringing theory to life. Critical thinking questions related to the boxed material engage and challenge readers. A few examples include: What is the difference between intelligence and IQ? Can people disagree on issues of value but agree on issues of test validity? Is it possible to ask the same question in two different languages? The first part of the book contrasts theories of measurement as applied to the validity of behavioral science measures.The next part considers causal theories of measurement in relation to alternatives such as behavior domain sampling, and then unpacks the causal approach in terms of alternative theories of causation.The final section explores the meaning and interpretation of test scores as it applies to test validity. Each set of chapters opens with a review of the key theories and literature and concludes with a review of related open questions in test validity theory. Researchers, practitioners and policy makers interested in test validity or developing tests appreciate the book's cutting edge review of test validity. The book also serves as a supplement in graduate or advanced undergraduate courses on test validity, psychometrics, testing or measurement taught in psychology, education, sociology, social work, political science, business, criminal justice and other fields. The book does not assume a background in measurement.
http://www.amazon.com/gp/product/1841692204/?tag=2022091-20
(Thomas Reid has been known in the past principally as a c...)
Thomas Reid has been known in the past principally as a critic of Hume and a champion of common-sense philosophy. In this volume, Keith Lehrer outlines and analyzes Reid's thought from epistemology, philosophy of mind and aesthetics to theory of action and moral philosophy, to show that he was a distinctive and subtle philosopher in his own right. Through a detailed critique of Locke and Berkeley as well as Hume, Reid developed his own theory of the operations of the human mind, concluding that our faculties are fallible, but that they have the power to lead us to truth about matter, mind and morals.
http://www.amazon.com/gp/product/0415063906/?tag=2022091-20
( Understand. Compare. Assess. With an accessible text,...)
Understand. Compare. Assess. With an accessible text, new “Texas and the Nation” infographics, the Norton Coursepack, and a unique Test Bank, Governing Texas, Second Edition, offers extensive, easy-to-use tools to help students understand the basics of Texas politics and compare Texas to other states, and to help instructors assess students on state-mandated learning outcomes.
http://www.amazon.com/gp/product/0393936848/?tag=2022091-20
( This book examines test validity in the behavioral, soc...)
This book examines test validity in the behavioral, social, and educational sciences by exploring three fundamental problems: measurement, causation and meaning. Psychometric and philosophical perspectives receive attention along with unresolved issues. The authors explore how measurement is conceived from both the classical and modern perspectives. The importance of understanding the underlying concepts as well as the practical challenges of test construction and use receive emphasis throughout. The book summarizes the current state of the test validity theory field. Necessary background on test theory and statistics is presented as a conceptual overview where needed. Each chapter begins with an overview of key material reviewed in previous chapters, concludes with a list of suggested readings, and features boxes with examples that connect theory to practice. These examples reflect actual situations that occurred in psychology, education, and other disciplines in the US and around the globe, bringing theory to life. Critical thinking questions related to the boxed material engage and challenge readers. A few examples include: What is the difference between intelligence and IQ? Can people disagree on issues of value but agree on issues of test validity? Is it possible to ask the same question in two different languages? The first part of the book contrasts theories of measurement as applied to the validity of behavioral science measures.The next part considers causal theories of measurement in relation to alternatives such as behavior domain sampling, and then unpacks the causal approach in terms of alternative theories of causation.The final section explores the meaning and interpretation of test scores as it applies to test validity. Each set of chapters opens with a review of the key theories and literature and concludes with a review of related open questions in test validity theory. Researchers, practitioners and policy makers interested in test validity or developing tests appreciate the book's cutting edge review of test validity. The book also serves as a supplement in graduate or advanced undergraduate courses on test validity, psychometrics, testing or measurement taught in psychology, education, sociology, social work, political science, business, criminal justice and other fields. The book does not assume a background in measurement.
http://www.amazon.com/gp/product/1841692204/?tag=2022091-20
(Analyses Reid's thought from epistemology, philosophy of ...)
Analyses Reid's thought from epistemology, philosophy of mind and aesthetics to theory of action and moral philosophy, to show that he was a distinctive philosopher in his own right as well as a renowned critic of Hume. This book should be of interest to students and teachers of philosophy: aesthetics, moral philosophy and philosophy of mind.
http://www.amazon.com/gp/product/0415038863/?tag=2022091-20
(The Knowledge Enterprise is a unique second edition about...)
The Knowledge Enterprise is a unique second edition about mastering business innovation. Industry-leading companies reveal the secrets and lessons of transition leadership, the importance of customer engagement and the power of open innovation. Building on the success of the first edition, this book extensively develops the concept of the knowledge enterprise and business innovation. The knowledge enterprise identifies the critical elements of the strategies and organisational dynamics relentlessly pushing all parts of the corporation towards breakthrough innovations. It is about mastering innovation as the driving force to make a difference to society, people and healthcare. Where to play and how to win? Traditional approaches don't work. The book elaborates on the roadmap for future growth, the strategic choices and the change-provoking practices needed to realise the next level of company growth. The second edition also reprises how the knowledge enterprise creates competences and assets that make the company distinctive to enter new business and markets. The latest management thinking is integrated with intriguing, and entirely new, real-world examples. With vivid stories from leading companies like Royal DSM, High Tech Campus Eindhoven, Newtricious and Janssen Pharmaceutical companies of Johnson & Johnson, this edition reveals how to master business innovation and reinvent industry boundaries. Readership: Managers, R&D directors, CEOs and industry professionals, academics, graduate students, researchers in the field of strategy, organisation and innovation management.
http://www.amazon.com/gp/product/1783265426/?tag=2022091-20
Lehrer, Keith Edward was born on January 10, 1936 in Minneapolis. Son of Abraham I. and Estelle (Mayrick) Lehrer.
Bachelor magna cum laude, University Minnesota, 1957. A.M., Brown University, 1959. Doctor of Philosophy, Brown University, 1960.
Instructor Wayne State University, Detroit, 1960-1963, assistant professor, 1962-1963, University Rochester, New York, 1963-1965, associate professor, 1965-1968, professor philosophy, 1968-1974. Professor University Arizona, Tucson, 1974-1990, regents professor, since 1990, head department, 1976-1978, 84-85. Honorary professor University Graz, Austria, since 1985.
Visiting professor University Alberta (Canada), Calgary, summer 1966, Vanderbilt University, Nashville, 1970, University Illinois, Chicago, 1979, University Graz (Austria), 1980. Member Council Philosophical Studies, 1980-1985. Director Summer Institute in Theory of Knowledge, Amherst (Massachusetts) College, 1972.
Director (with S. Shoemaker) Mellon Foundation Summer Seminar Freedom and Causation, 1977. Director Summer Seminar Rationality and Skepticism, National Endowment Humanities, 1975. Director (with Alvin Goldman) Summer Institute in Theory of Knowledge, National Endowment of the Humanities, 1986.
(It's an obvious enough observation that the standards tha...)
( Widely used by instructors who emphasize the logical st...)
(Analyses Reid's thought from epistemology, philosophy of ...)
(In this collection of essays, Lehrer argues that freedom,...)
( This book examines test validity in the behavioral, soc...)
( This book examines test validity in the behavioral, soc...)
(Thomas Reid has been known in the past principally as a c...)
(The Knowledge Enterprise is a unique second edition about...)
(TItis book is the joint project of a philosopher, Lehrer,...)
(An unprecedented development in 20th century philosophy o...)
(Book by Clay, Marjorie, Lehrer, Keith, *, Editors)
(philosophical problems)
( Understand. Compare. Assess. With an accessible text,...)
( Understand. Compare. Assess. With an accessible text,...)
( Understand. Compare. Assess. With an accessible text,...)
Author: Freedom and Determinism, 1966, (with J.W. Cornman) Philosophical Problems and Arguments, 1968, second edition, 1974, (with G. S. Pappas) 3d edition, 1982, (with Adrienne Lehrer) Theory of Meaning, 1970, (with H. Feigl and W. Sellars) New Readings in Philosophical Analysis, 1972, Knowledge, 1974, paperback edition, 1978, (with Ronald Beanblossom) Reid's Inquiries and Essays, 1975, Analysis and Metaphysics, 1975, 1980, (with Carl Wagner) Rational Consensus in Science and Society, 1981, Science and Ethics, 1988, (with Marjorie Clay) Knowledge and Skepticism, 1989, Thomas Reid, 1989, Theory of Knowledge, 1990, Metamind, 1990, (with Ernest Sosa) The Opened Curtain, 1991. Advisory board Philosophical Forum, since 1969, American Philosophical Quar, 1974-1980, Grazer Philosophische Studien, since 1985, Philosophy and Phenomenological Research, since 1986. Editor: Philosophical Studies, since 1974.
Lehrer. Keith (1981) R. J. Bogdan, Dordrecht: D. Reidel.
Lehrer’s philosophical development has been greatly influenced by his study of Thomas Reid and by his teachers Roderick Chisholm. Richard Taylor and Wilfred Sellars, all of whom also acknowledge a debt to Reid. Lehrer’s book on Reid has been described as ‘a fine introduction to the thought of a very important philosopher’.
In spite of an early sympathy for scepticism the main body of Lehrer’s work involves a qualified acceptance of the validity of common sense.
He describes his philosophical method as having proceeded: ‘by formulating principles in accord with common sense and deriving conclusions. Some of these principles, the most philosophically enlightening ones, were equivalence principles, analysing such concepts as knowledge and freedom’. Lehrer has made significant contributions to
205).
The traditional view that knowledge is justified true belief has been challenged because of the obscurity of the concept of epistemic justification and the occurrence of cases in which the defining conditions are satisfied but knowledge is ruled out by the presence of false justifying beliefs.
Lehrer develops a conception of undefeated justification and argues that this ‘defeasibility’ theory overcomes both objections to the traditional view of knowledge. It attempt to overcome the Gettier problem through the addition of a fourth condition to the effect that the justified belief does not depend on falsehood, and it features centrally in Lehrer’s own account of the nature of justification.
Lehrer’s account of justification commences with a sustained attack on foundationalism. Both infallible and fallible basic beliefs are rejected, even if they exist there is no intelligible account ot their relation to the beliefs derived from themLehrer’s own account is coherentist and involves accounts of both subjective and objective justify cation.
Subjective justification is a relationship between the beliefs which a person holds and is determined by the reasonableness of beliefs within the context of the entire belief system. Objective justification, by contrast, involves an external relationship between a person and the world ano yields truth and falsity for the belief systemA comprehensive account of justification is neither reliabilist nor can it be analysed in terms of either explanatory or probabilistic coherence. Each ot these accounts fails but elements of all of them contribute to form a comprehensive coherentist both internal and external factors which together yield undefeated justification.
Lehrer dismisses those who criticize his frequent modifications of central positions.
He writes: ‘As I conceive of philosophical inquiry, an inquiry generally, all the results that we achieve
represent a tentative solution to a problem. Such solutions are offered for evaluation with the expectation that superior solutions will be found'.
Democratic party committeeman, 1970-1972. Member American Philosophical Association (executive committee 1969-1971, vice president Pacific division 1987-1988, president 1988-1989), Philosophy Science Association (governing board 1977-1978, chairman board of officers since 1992), Phi Beta Kappa.
Married Adrienne Joyce Kroman, July 21, 1957. Children: Mark Alan, David Russell.