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Displaying: 31-40 of 2694 documents


reviews
31. Teaching Philosophy: Volume > 37 > Issue: 1
Justin Moss, Moral Perception, by Robert Audi
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32. Teaching Philosophy: Volume > 37 > Issue: 1
Dale Murray, The Philosophical Baby: What Children’s Minds Tell Us About Truth, Love, and the Meaning of Life, by Alison Gopnik
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33. Teaching Philosophy: Volume > 37 > Issue: 1
Richard Polt, Plato’s Repubic: A Dialogue in 16 Chapters, by Alain Badiou, translated by Susan Spitzer
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34. Teaching Philosophy: Volume > 37 > Issue: 1
Carolyn Swanson, Critical Thinking: An Introduction to Reasoning Well, by Jamie Carlin Watson and Robert Arp
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articles
35. Teaching Philosophy: Volume > 36 > Issue: 4
Michael Gettings, Student-Centered Discussions in Introductory Philosophy: A Case Study on the Nature of Art
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There are many teaching techniques designed to elicit student participation in a philosophy classroom. In this paper I present a student-centered discussion model that makes the students directly responsible for most aspects of discussion. I used this model in a first year seminar devoted to the nature of art, and I explain how this collaborative model has certain advantages over other collaborative learning models, how I implemented it in the course, and the results I observed. The model I discuss here is similar in some ways to other collaborative learning techniques, but I highlight some of its unique features and discuss how it might be implemented in other philosophy courses.
36. Teaching Philosophy: Volume > 36 > Issue: 4
Jeffrey Maynes, Thinking about Critical Thinking
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In this paper I develop a theoretical framework for instruction in Critical Thinking courses which integrates informal logic with both psycho­logical work on error tendencies in human reasoning and the intellectual virtues. I argue that matters of cogency, which concern the content of one’s arguments, should be distinguished from matters of reasoning, which concern the actual inferences people draw. Informal logic and the intellectual virtues supply the normative standards for each of these dimensions of critical think­ing, and the fallacies and error tendencies supply students with a stock of common errors. Understanding this framework has important pedagogical consequences for how we teach these courses. In particular, instructors ought to aim at developing metacognitive skill at reflection upon the inferences one draws in addition to logical skill in evaluating the cogency of one’s arguments. I conclude by drawing concrete lessons for Critical Thinking pedagogy.
37. Teaching Philosophy: Volume > 36 > Issue: 4
Eric C. Mullis, Philosophy of the Body as Introduction to Philosophy
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This essay argues that a course in philosophy of the body can be used to introduce students to philosophical investigation. The course includes a theoretical component that draws on classical and contemporary readings in philosophy of the body. It also includes a practical component that allows students to learn how concepts drawn from the literature are embodied in studio practice and in everyday life. Learning basic movement strategies of tai chi and body-mind centering allows students to enact their own phenomenological investigation and encourages them to consider the manner in which the medical sciences and cultural values shape their appreciation and performance of movement. Further, engaging in these practices raises philosophical issues including the relationship between the body and the self, freedom and determinism, and the correspondence and pragmatic conceptions of truth.
38. Teaching Philosophy: Volume > 36 > Issue: 4
Shlomo Sher, Teaching Value Issues in China to Chinese Students Enrolled in American Universities
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Like many other foreign students, Chinese students studying at American universities face special challenges in value-centered humanities courses as cultural outsiders. Moral and political philosophy can be particularly difficult, since these subjects focus on delicate issues of great personal significance, yet rely on cultural norms, discourse contexts, and basic assumptions that Chinese students may not share, understand, or feel comfortable discussing. Programs that invite American professors to teach summer classes to such students in China for American university credit allow for interesting new opportunities to circumvent some of the learning obstacles these students face in the United States. This essay reflects upon general teaching strategies that take advantage of these opportunities, and presents promising approaches to three sensitive topics in this teaching context: cultural relativism as a normative moral theory, diversity, and human rights. Many of the approaches and examples discussed may also be applicable to teaching Chinese students in the U.S. or discussing key issues with them in office hours.
39. Teaching Philosophy: Volume > 36 > Issue: 4
Dale Turner, How to Teach: Critical Thinking
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Starting with this issue, Teaching Philosophy will initiate a series of articles entitled “How to Teach.” The aim of these articles is to provide an overview of how to teach a particular course commonly offered in philosophy departments and programs, with the hope that the articles will assist those who are asked to teach a course unfamiliar to them. We welcome feedback about this series and the articles contained therein.—MC
reviews
40. Teaching Philosophy: Volume > 36 > Issue: 4
David Boersema, "Philosophers: Debates and Dialogues," Fons Elders (moderator and narrator)
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