Publicaciones (79) Publicaciones de Jose Maria Ariso Salgado

2024

  1. On Why ‘Trust’ Constitutes an Appropriate Synonym for ‘Certainty’ in Wittgenstein’s Sense: What Pupils Can Learn from Its Staging

    Studies in Philosophy and Education, Vol. 43, Núm. 2, pp. 163-176

2023

  1. How negative knowledge relates to negative certainty: An instance of cognitive vulnerability

    Cognitive Vulnerability: An Epistemological Approach (De Gruyter), pp. 53-68

2022

  1. Arithmetical Certainties: A Few Exceptions Among Countless Knowledge-Statements

    Thémata: Revista de filosofía, Núm. 66, pp. 142-158

  2. How to conduct research into history by assembling certainties: Some guidelines drawing from Wittgenstein’s and Otega y Gasset’s later works

    Cuadernos salmantinos de filosofía, Núm. 49, pp. 255-268

  3. Is There an Internal Link between Seeing a Human and Seeing One to Whom Moral Consideration Is Due?

    Philosophical Perspectives on Moral Certainty (Taylor and Francis), pp. 212-228

  4. Morality in Disguise. A Response to Laves

    Philosophical Investigations, Vol. 45, Núm. 1, pp. 91-97

  5. Ortega y Gasset on the Alleged Inconvenience of Reading Don Quixote at School

    Logos: Anales del Seminario de Metafísica, Núm. 55, pp. 169-182

  6. The teacher as persuader: On the application of Wittgenstein’s notion of ‘persuasion’ in educational practice

    Educational Philosophy and Theory, Vol. 54, Núm. 10, pp. 1621-1630

  7. Why the Wrongness of Killing Innocents is Not a Universal Moral Certainty

    Philosophical Investigations, Vol. 45, Núm. 1, pp. 58-76

2021

  1. Advantages and Paradoxes of Regarding Omniscience as Subjective Certainty in Wittgenstein’s Sense

    Sophia, Vol. 60, Núm. 2, pp. 431-440

2020

  1. Confusing subjective with objective criteria of correctness: A philosophical approach to the “tip-of-the-tongue” phenomenon

    Linguistic and Philosophical Investigations, Vol. 19, pp. 50-63

  2. Religious Certainty: Peculiarities and Pedagogical Considerations

    Studies in Philosophy and Education, Vol. 39, Núm. 6, pp. 657-669

2019

  1. Can a culture of error be really developed in the classroom without teaching students to distinguish between errors and anomalies?

    Educational Philosophy and Theory, Vol. 51, Núm. 10, pp. 1030-1041

  2. Delusion Formation through Uncertainty and Possibility-blindness

    Logos: Anales del Seminario de Metafísica, Núm. 52, pp. 29-50

  3. Teaching Children to Ignore Alternatives is—Sometimes—Necessary: Indoctrination as a Dispensable Term

    Studies in Philosophy and Education, Vol. 38, Núm. 4, pp. 397-410

2018

  1. Baltasar gracián (1601-1658), predecessor of lifelong education and arbiter of good taste

    History of Education and Children's Literature, Vol. 13, Núm. 1, pp. 375-391

  2. Enhancing second-order empathy in medical practice by supplementing patients' narratives with certainties

    BMC Medical Education, Vol. 18, Núm. 1

  3. Ortega y Wittgenstein: ensayos de filosofía práctica dir.

    Tecnos

  4. Should Business Organizations be Blind to Anomalies? On the Role of the Attributor in the Blurred Confines of Modern Error Theory

    Philosophy of Management, Vol. 17, Núm. 2, pp. 219-228

2017

  1. Augmented Reality: Reflections on Its Contribution to Knowledge Formation

    De Gruyter, pp. 1-322