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articles

1. Teaching Philosophy: Volume > 32 > Issue: 3
John Immerwahr

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This article is an introduction to classroom response systems (“clickers”) for philosophy lecture courses. The article reviews how clickers can help re-engage students after their attention fades during a lecture, can provide student contributions that are completely honest and free of peer pressure, and can give faculty members a rapid understanding of student understanding of material. Several specific applications are illustrated including using clicker questions to give students an emotional investment in a topic, to stimulate discussion, to display change of attitudes, and to allow for the use of the peer instruction technique, which combines lectures and small groups.
2. Teaching Philosophy: Volume > 32 > Issue: 3
Shelagh Crooks

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The conception of thought as a kind of argumentative dialogue has been influential in curricula designed to promote the development of thinking skills. Educators have sought to “teach” this kind of thinking by providing their students with opportunities to participate in argumentative exchange. This practice is based on the belief that thinking processes will mirror or mimic the interpersonal exchanges in which the thinker engages. In this article, another approach to teaching argumentative thought is developed. It is argued that while training and practice in interpersonal argumentation increases students’ overall argumentation skills, it is not particularly effective in helping students to develop the practice of engaging dialogically with their own beliefs. On this other approach, students are required to engage in “metacognitive inquiry” in which their own judgments in respect of curriculum materials, and in respect of the various strategies they have deployed to generate these judgments, become a subject matter for reflection and critical evaluation. The article concludes with the discussion of an in-class experiment in using the metacognitive approach.
3. Teaching Philosophy: Volume > 32 > Issue: 3
Natalie Helberg, Cressida J. Heyes, Jaclyn Rohel

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Philosophers sometimes hope that our discipline will be transformative for students, perhaps especially when we teach so-called philosophy of the body. To that end, this article describes an experimental upper-level undergraduate course cross-listed between Philosophy and Physical Education, entitled “Thinking Through the Body: Philosophy and Yoga.” Drawing on the perspectives of professor and students, we show how a somatic practice (here, hatha yoga) and reading texts (here, primarily contemporary phenomenology) can be integrated in teaching and learning. We suggest that the course raised questions about the ethics of evaluation as well as about the split between theory and practice, which have larger pedagogical implications.

review articles

4. Teaching Philosophy: Volume > 32 > Issue: 3
Matthew H. Slater

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A teacher of analytic metaphysics faces a bewildering array of textbook and anthology options. Which should one choose? Thisdepends, of course, on one’s course and goals as instructor. This comparative book review will survey several options—both longstanding and recent to press—from a pedagogical perspective. The options are not exclusive. Many are natural complements and would work nicely with other collections or single-author texts. I shall focus my attention here on six texts (in this order): two textbooks, one by Peter van Inwagen and one by Michael Jubien, two anthologies of previously published papers (one edited by van Inwagen and Dean Zimmerman, another by Michael Loux), a collection of new paired “pro-and-con” essays assembled by Ted Sider, John Hawthorne, and Dean Zimmerman, and finally a hybrid text/anthology by Helen Beebee and Julian Dodd.
5. Teaching Philosophy: Volume > 32 > Issue: 3
Edmund F. Byrne

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Scholarly critiques of the just war tradition have grown in number and sophistication in recent years to the point that available publications now provide the basis for a more philosophically challenging Peace Studies course. Focusing on just a few works published in the past several years, this review explores how professional philosophers are reclaiming the terrain long dominated by the approach of political scientist Michael Walzer. On center stage are British philosopher David Rodin’s critique of the self-defensejustification for war and American philosopher Andrew Fiala’s skeptical assessment of the just war tradition in its entirety. Also considered is a collection of more narrowly focused critiques by philosophers and some highly relevant extra-philosophical studies regarding the social interconnections between authority and violence.

reviews

6. Teaching Philosophy: Volume > 32 > Issue: 3
Mahesh Ananth

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7. Teaching Philosophy: Volume > 32 > Issue: 3
Leslie Burkholder

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8. Teaching Philosophy: Volume > 32 > Issue: 3
Timothy Chambers

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9. Teaching Philosophy: Volume > 32 > Issue: 3
Jacob M. Held

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10. Teaching Philosophy: Volume > 32 > Issue: 3
Heather Keith

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11. Teaching Philosophy: Volume > 32 > Issue: 3
Ivan Welty

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