Philosophy of Science
 

Publications:
 

Broudy, H. S., Ennis, R. H. & Krimerman, L.  (Eds.)  (1973).  Philosophy of educational research.  New York:  John Wiley and Sons.

Ennis, R. H. (2000). Test reliability: A practical exemplification of ordinary language philosophy. Philosophy of education 1999.Champaign, IL: Philosophy of Education Society.

Ennis, R.H. (1991). An elaboration of a cardinal goal of science instruction: Scientific thinking.  Educational Philosophy and Theory, 23 (1), 31-45.

Ennis, R.H. (1992).  The degree to which critical thinking is subject specific: Clarification and needed research.  In S.P. Norris (Ed.), The generalizability of critical thinking: Multiple perspectives on an educational ideal.  New York: Teachers College Press.  Pp. 21-37.  (Note:  This is a revised version of the 1989 paper, Critical thinking and subject specificity: Clarification and needed research.)

Ennis, R.H. (1990).  The extent to which critical thinking is subject specific: further clarification, Educational Researcher, 19 (4), 13-16.

Ennis, R.H.  (1989).  Critical thinking and subject specificity:  Clarification and needed research.  Educational Researcher, 18  (3),  4-10.

Ennis, R.H.  (1982).  A third paradigm:  The what-would-count-as-evidence approach.  In S. Modgil & C. Modgil (Eds.), Jean Piaget:  Consensus and controversy.  London:  Holt, Rinehart, and Winston.  Pp. 154-156.  This is a republication with revision of the 1975 article that focuses on the testability of Piaget's claims about children's logical abilities.

Ennis, R.H.  (1982).  Abandon causality?  Educational Researcher, 11 (7), 25-27.

Ennis, R. H. (1982). Mackie's singular causality and linked overdetermination.  In Asquith, Peter D. & Nickles, Thomas (Eds.), PSA 1982.  East Lansing MI: Philosophy of Science Association.  Pp. 55-64.

Ennis, R.H.  (1979).  Research in philosophy of science and science education.  In P. Asquith & H. Kyburg (Eds.), Current research in philosophy of science.  East Lansing, MI:  Philosophy of Science Association.  Pp. 138-170.

Ennis, R.H.  (1978).  Description, explanation, and circularity.  Behavioral and Brain Sciences, 1, 184-185.

Ennis, R.H. (1975).  Children's ability to handle Piaget's propositional logic:  A conceptual critique.  Review of Educational Research, 45, 1-41.

Ennis, R.H.  (1973).  On causality.  Educational Researcher, 2 (6), 4-11.

Ennis, R.H.  (1968).  Enumerative induction and best explanation.  The Journal of Philosophy, 65,  523-530.

Ennis, R.H.  (1967).  Readiness to master a principle.  In B.P. Komisar & C.J.B. Macmillan (Eds.), Psychological concepts in education.  Chicago:  Rand McNally and Company.  Pp. 51-59.

Ennis, R.H.  (1964).  Operational definitions.  American Educational Research Journal, 1, 183-201.  (Reprinted in L.I. Krimerman (Ed.), (1969), The nature and scope of social science:  A critical anthology. New York:  Appleton-Century-Crofts.  Pp. 431-444.  (Title as reprinted:  Operationism can and should be divorced from covering law assumptions.)

Fischer, J. M. and Ennis, R. H. (1986).  Causation and liability.  Philosophy and Public Affairs, 15 (1), 33-40.
 

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