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Displaying: 11-20 of 2727 documents


reviews
11. Teaching Philosophy: Volume > 37 > Issue: 4
Claudia Mills, "A Sneetch Is a Sneetch and Other Philosophical Discoveries: Finding Wisdom in Children’s Literature," by Thomas E. Wartenberg
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12. Teaching Philosophy: Volume > 37 > Issue: 4
Nils Ch. Rauhut, "Plato’s Philosophers: The Coherence of the Dialogues," by Catherine H. Zuckert
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13. Teaching Philosophy: Volume > 37 > Issue: 4
Glenn Rawson, "An Unconventional History of Western Philosophy: Conversations Between Men and Women Philosophers," ed. Karen J. Warren
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14. Teaching Philosophy: Volume > 37 > Issue: 4
Mark Stone, "Classical Logic and Its Rabbit-Holes: A First Course," by Nelson P. Lande
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15. Teaching Philosophy: Volume > 37 > Issue: 4
Britni J. Weaver, "Methods of Argumentation," by Douglas Walton
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16. Teaching Philosophy: Volume > 37 > Issue: 4
Index to Volume 37 (2014)
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articles
17. Teaching Philosophy: Volume > 37 > Issue: 3
Vanessa Carbonell, How to Put Prescription Drug Ads on Your Syllabus
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The purpose of this essay is to make the case that the ethical issues raised by the current U.S. practice of direct-to-consumer (DTC) prescription drug advertising are worthy of study in philosophy courses, and to provide instructors with some ideas for how they might approach teaching the topic, despite the current relative scarcity of philosophical literature published on it. This topic presents a unique opportunity to cover ground in ethics, critical thinking, and scientific literacy simultaneously. As a case study, the practice of DTC advertising is both theoretically rich and universally relevant to students’ lives. The nature of these ads—numerous, diverse, visually and thematically entertaining—makes them delicious fodder for in-class activities, small group work, discussion-based learning, creative projects, and customizable essay topics. I offer a set of suggestions for approaching the study of DTC drug ads that is informed by my own experience doing so in bioethics courses. Ultimately, including this topic on your syllabus not only contributes to students’ philosophical skills and knowledge, but also helps them become better informed as citizens and potential “consumers” of health care.
18. Teaching Philosophy: Volume > 37 > Issue: 3
James DiGiovanna, Knowledge, Understanding, and Pedagogy
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One can have a justified, true belief without much understanding of the proposition believed. This would be a low-value form of knowledge; for example, knowing that it is true that E = mc2 without understanding what it would mean for these things to be equal. Pedagogically, we seek to instill not bare knowledge of the JTB variety, but a form of knowledge that includes the ability to rephrase a claim, relate it to other claims, draw conclusions from it, and make practical use of it. This would be knowledge with understanding, a high-value form of knowledge. Such knowledge comes in degrees as understanding deepens. Marks of understanding are presented, and some pedagogical strategies for using this schema in order to add to a student’s partially present knowledge and deepen it with greater understanding are given.
19. Teaching Philosophy: Volume > 37 > Issue: 3
Matthew T. Nowachek, Kierkegaard as Pedagogue: Some Insights for Teaching Introductory Philosophy Courses
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This essay argues for an approach to Søren Kierkegaard and his engagement with what he perceives as his nominally Christian Danish culture that assumes the lens of pedagogy. In his attempt to (re)introduce Christianity into Christendom Kierkegaard develops several principles that prove valuable for the task of introducing or reintroducing philosophy to students within introductory courses. More specifically, from Kierkegaard we may draw out three principles, namely the importance of humility in meeting others where they are, the importance of indirect communication, and the importance of emphasizing truth as subjectivity. Each of these principles is defined in relation to Kierkegaard’s thought after which the pedagogical relevance of each for teaching is outlined and described through concrete examples of the principle at work within the classroom. It is argued that these principles prove effective for facing the unique set of challenges that accompany introductory philosophy courses. As such, it is thereby suggested that Kierkegaard can make a valuable contribution to the contemporary discussion on effective pedagogy.
20. Teaching Philosophy: Volume > 37 > Issue: 3
Benjamin A. Rider, Socratic Philosophy for Beginners?: On Introducing Philosophy with Plato's "Lysis"
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In recent years, Plato’s Lysis has received much attention from professional scholars, but could it be used as a text in introductory classes? It is true that the Lysis poses challenges as an introductory text—its arguments are fast-paced and abstract. But I argue that the Lysis is actually an excellent pedagogical text, well suited to engage novices and introduce them to philosophy’s distinctive methods and way of thinking. It works particularly well as a text for engaging students in active learning, insofar as it opens up a space for improvisation and exploration, providing tools for the readers and inviting them to take an active role in constructing their own understandings.