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Displaying: 31-40 of 2727 documents

31. Teaching Philosophy: Volume > 37 > Issue: 3
Dennis Knepp, "Introduction to Philosophy: Classical and Contemporary Readings," sixth edition, ed. John Perry, Michael Bratman, and John Martin Fischer
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32. Teaching Philosophy: Volume > 37 > Issue: 3
Jim Robinson, "Would You Kill the Fat Man? The Trolley Problem and What Your Answer Tells Us about Right and Wrong," by David Edmonds
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33. Teaching Philosophy: Volume > 37 > Issue: 3
Gina Zavota, Badiou and the Philosophers: Interrogating 1960s French Philosophy," ed. and trans. Tzuchien Tho and Giuseppe Bianco
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34. Teaching Philosophy: Volume > 37 > Issue: 2
Kelly A. Burns, Minimizing and Managing Microaggressions in the Philosophy Classroom
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Dealing with challenging topics like race and gender in the classroom can be a daunting task. Even when we mean well and try hard, we can easily make mistakes that can have serious consequences for our students, especially those in targeted or oppressed groups. Whether or not we explicitly discuss race and gender in our classes, well-meaning professors and students who believe in equality and social justice often commit racist and sexist microaggressions, which are words and actions that, generally unintentionally, convey racist and sexist messages. These microaggressions have a negative impact on students, and impede their learning process. In this paper, I will explain what microaggressions are and why they happen, in order to help prevent them from occurring. I will also examine ways of effectively managing them when they do occur.
35. Teaching Philosophy: Volume > 37 > Issue: 2
Sinclair A. MacRae, The Cooperation Game
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In this paper I explain how to play and administer a game that helps teach students a lesson about the value of cooperation and the role of ethics and the law in obtaining the conditions under which cooperating is reason­able. I also discuss several applications of this Cooperation Game, primarily in courses in social and political philosophy, introductory ethics, and the philosophy of law. The game can usefully be played with a range of groups of students from small tutorial sections to large sections of over one hundred, and the game and post-game analysis can be completed in one or two classes.
36. Teaching Philosophy: Volume > 37 > Issue: 2
Forrest Perry, Corrupting the Youth
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This paper describes a project I have my students do that is based on parallels between the position Socrates describes himself as being in when addressing the charge that he corrupts the youth of Athens and the position critics of capitalism in the U.S. are in when they try to make the case that capitalism is a deeply flawed system that needs to be transformed into some­thing better. For the project, students are asked to give to three audiences of their own choosing a presentation in which they argue against capitalism. The main aim of the project is to help students to appreciate that although the unexamined life may not be worth living, living an examined life can be difficult to do since it can feel a little like dying.
37. Teaching Philosophy: Volume > 37 > Issue: 2
Christopher A. Pynes, Seven Arguments Against Extra Credit
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Overwhelmingly, students desire the opportunity to earn extra credit because they want higher grades, and many professors offer extra credit be­cause they want to motivate students. In this paper, I define the purposes of both grading and extra credit and offer three traditional arguments for making extra credit assignments available. I follow with seven arguments against the use of extra credit that include unnecessary extra work, grade inflation, and ultimately paradox. I finish with an example of a case where extra credit could be justified, although it relies on an important equivocation. Ultimately, I show that extra credit is neither a pedagogically sound nor a conceptually coherent grading practice, and I conclude that extra credit should not be part of the pedagogical toolbox.
38. Teaching Philosophy: Volume > 37 > Issue: 2
Elizabeth Schiltz, How to Teach Comparative Philosophy
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This article articulates a range of possible pedagogical goals for courses in comparative philosophy, and discusses a number of methods and strategies for teaching courses intended to achieve those ends. Ultimately, it argues that the assignment to teach comparative philosophy represents an opportunity to design a course with remarkable freedom and tremendous potential. Comparative philosophy courses can engage students in unique ways that not only increase their understanding of the fundamental assumptions and beliefs of non-Western traditions, but also facilitate the development of the skills and dispositions that enable them to become better philosophers.
review article
39. Teaching Philosophy: Volume > 37 > Issue: 2
Sara Waller, Recent Texts in Animal Ethics
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This is a comparative review of four books for classroom and instructor use: Ethics and Animals, by Lori Gruen; Wild Justice: The Moral Lives of Animals, by Marc Bekoff and Jessica Pierce; Animal Ethics in Con­text, by Clare Palmer; and Anthropocentrism and Its Discontents: The Moral Status of Animals in the History of Western Philosophy, by Gary Steiner. The books range from original scholarship in ethics suitable for the undergraduate and graduate level, to broad historical surveys and analysis of thought about animals in the Western philosophical tradition that could be used as research tools for professors, to books squarely pitched at the undergraduate classroom. Each book is different and worthwhile, and suited to different purposes and student populations.
40. Teaching Philosophy: Volume > 37 > Issue: 2
Geoffrey Bagwell, "The Circle of Socrates: Readings in First-Generation Socratics," ed. and trans. George Boys-Stones and Christopher Rowe
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