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Displaying: 51-60 of 2694 documents

51. Teaching Philosophy: Volume > 36 > Issue: 3
Sean A. Riley, Building a High School Philosophy Program
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Building a high school philosophy program from scratch requires vision, creativity, determination, and patience. I recount the steps my colleagues and I took to implement philosophy courses at The Stony Brook School and discuss the challenges that arose along the way. I also offer general outlines of the three courses we have implemented (Critical Reading and Reasoning, History of Philosophy, and Ethics and Politics), discuss pedagogical approaches that we have found to work with high school students, and share feedback on the courses from my students.
52. Teaching Philosophy: Volume > 36 > Issue: 3
Robert Colter, Joseph Ulatowski, What's Wrong with This Picture?: Teaching Ethics through Film to Wyoming High School Students
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We regularly teach for the Wyoming High School Institute (“HSI”), a three-week college experience for rising high school juniors. The purpose of HSI is to introduce pre-college students to subjects not regularly taught in the secondary school curriculum. In our course, we introduce moral philosophy through the use of feature films. More narrowly, we challenge the students to examine moral reasoning through analysis of the moral reasoning of characters in these films. Our pedagogical approach is based in the methods of Socrates and in the technique of “scaffolding.” We attempt to show how our approach can be incorporated into any pre-college philosophy classroom.
53. Teaching Philosophy: Volume > 36 > Issue: 3
Jacob Nebel, Ryan W. Davis, Peter van Elswyk, Ben Holguin, Teaching Philosophy through Lincoln-Douglas Debate
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This paper is about teaching philosophy to high school students through Lincoln-Douglas (LD) debate. LD, also known as “values debate,” includes topics from ethics and political philosophy. Thousands of high school students across the U.S. debate these topics in class, after school, and at weekend tournaments. We argue that LD is a particularly effective tool for teaching philosophy, but also that LD today falls short of its potential. We argue that the problems with LD are not inevitable, and we offer strategic recommendations for improving LD as a tool for teaching philosophy. Ultimately, our aim is to create a dialogue between LD and academic philosophy, with the hope that such dialogue will improve LD’s capacity to teach students how to do philosophy.
54. Teaching Philosophy: Volume > 36 > Issue: 3
Timothy Chambers, Reasonable Atheism: A Moral Case for Respectful Disbelief, by Scott F. Aikin and Robert B. Talisse
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55. Teaching Philosophy: Volume > 36 > Issue: 3
Megs S. Gendreau, The Philosophy Skills Book: Exercises in Philosophical Thinking, Reading, and Writing, by Stephen J. Finn, Chris Case, Bob Underwood, and Jesse Zuck
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56. Teaching Philosophy: Volume > 36 > Issue: 3
Christopher Gilbert, The God Debates: A 21st Century Guide for Atheists and Believers (and Everyone in Between), by John R. Shook
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57. Teaching Philosophy: Volume > 36 > Issue: 3
Fuat Gursozlu, The Multicultural Mystique: The Liberal Case against Diversity, by H. E. Baber
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58. Teaching Philosophy: Volume > 36 > Issue: 3
Selin Gursozlu, The Ethics and Mores of Race: Equality after the History of Philosophy, by Naomi Zack
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59. Teaching Philosophy: Volume > 36 > Issue: 3
James McBain, Ethics without Morals: A Defense of Amorality, by Joel Marks
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60. Teaching Philosophy: Volume > 36 > Issue: 3
Kevin McCain, Scientific Method in Brief, by Hugh G. Gauch, Jr.
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