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Displaying: 11-20 of 2694 documents


reviews
11. Teaching Philosophy: Volume > 37 > Issue: 2
Nathan Jun, "Globalization and International Development: The Ethical Issues," ed. H. E. Baber and Denise Dimon
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12. Teaching Philosophy: Volume > 37 > Issue: 2
Kenneth G. Lucey, "If A then B: How the World Discovered Logic," by Michael Shenefelt and Heidi White
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13. Teaching Philosophy: Volume > 37 > Issue: 2
Sean Meseroll, "The Nature and Value of Happiness," by Christine Vitrano
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14. Teaching Philosophy: Volume > 37 > Issue: 2
Dale Murray, "The Ethics of Coaching Sports: Moral, Social, and Legal Issues," by Robert L. Simon
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15. Teaching Philosophy: Volume > 37 > Issue: 2
John M. Ramsey, "What Is This Thing Called Philosophy of Language?," by Gary Kemp
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16. Teaching Philosophy: Volume > 37 > Issue: 2
Robert Sharp, "Moral Theory at the Movies: An Introduction to Ethics," Dean A. Kowalski
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17. Teaching Philosophy: Volume > 37 > Issue: 2
Joshua Spencer, "Introduction to Ontology," by Nikk Effingham
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18. Teaching Philosophy: Volume > 37 > Issue: 2
Linda L. Williams, "Phenomenology Explained: From Experience to Insight," David Detmer
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articles
19. Teaching Philosophy: Volume > 37 > Issue: 1
Jennifer Benson, The Problem of Tokenizing Radical Philosophy: Advice for Junior Academics and Allies
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Teaching radical philosophy is tricky business, especially for junior academics. We are offered lower division introductory courses and service courses in applied philosophy, perhaps as adjunct or single-year contract employment. Our instructional objectives and teaching materials are often defined by others. We may only be able to include one or two readings in radical philosophy. Meanwhile, many students are defensive when our courses introduce criticism of the various forms of injustice generated by the social status quo. Offer students a single radical source in an otherwise conical reading list and one risks having the source dismissed as a tangent, bizarre and non-philosophical. In short, the readings are tokenized: instead of making the course more diverse and honoring the diversity in philosophy, the radical content is dismissed as strange and unimportant. Recognizing the material necessity of adjunct teaching and short contract teaching, and the importance of philosophy that aims at social justice, I offer best practices when one can only teach a few sources in radical philosophy.
20. Teaching Philosophy: Volume > 37 > Issue: 1
Sam Hillier, Teaching Practical Logic: A Unifying Approach
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I share my experiences teaching Practical Logic with a focus on good reasoning as eliminating alternative conclusions. This unites the various topics traditionally taught in such courses (deductive logic, inductive logic, causal reasoning, probability theory, fallacies, cognitive biases, the scientific method, and creativity) in a way that I have found to be extremely effective.