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1. Teaching Philosophy: Volume > 22 > Issue: 4
Barbara Forrest

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As a treatment of radical evil, philosophical engagement with the Holocaust must negotiate a breach of intelligibility and of our moral world so great that canonical moral frameworks cannot compass it. Accordingly, the role of the philosopher in relation to Holocaust studies is not one of dispassionate reflection, and it calls for careful consideration. The author argues that as scholars, teachers, and citizens, philosophers treating the Holocaust have a duty to philosophize in a manner that advances the cause of humanitarianism. The author argues that the best way to do so is by philosophizing historically and illustrates what this means for the above three offices of the philosopher. The author first considers postmodernist approaches to history which are found lacking insofar as they may be used to bolster the claims of Holocaust deniers and revisionists. Instead, the author advocates a “social realist” stance on history, whereby philosophers can make explicit reference to the concrete events that comprise the historical context of the Holocaust and allow the events to speak for themselves. This allows the philosopher’s work to remain accessible to a broad audience as well as providing a stable moral framework which avoids morally ambiguous or morally neutral judgments of the Holocaust.
2. Teaching Philosophy: Volume > 22 > Issue: 4
Janet McCracken

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Teaching is often framed in terms of performance: an orator stands before a crowd, attempting to capture attention and to deliver material prepared in advance. This analogy falls apart, however, when one considers the extent to which teaching is a dialogical endeavor. Looking to the Meno, the Symposium, and the Republic, this paper offers an interpretation of these texts which deepens our understanding of Plato’s theory of education. First, a Platonic view of education recommends a view of educators not as imparters of wisdom upon passive recipients, but as mediators of student growth. Second, the tragic and comic nature of the above Platonic dialogues suggests that the content of a lesson will always be inflected by the personal characters of the students and teacher. This has direct implications for how philosophers approach their task as teachers, the most notable being that the personal characters and classroom dynamics are factors which must be taken into account in the formulation and development of effective pedagogical methods.
3. Teaching Philosophy: Volume > 22 > Issue: 4
David L. Hildebrand

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The undergraduate philosophy major is often seen as an irrelevant degree. While this may be attributed to a number of causes, it is also occasion for academic philosophers to reevaluate pedagogical methods at the undergraduate level. The author evaluates typical pedagogical methods and argues that overemphasizing epistemological goals of philosophical investigation (e.g. truth and justification) instrumentalizes the process of inquiry and stifles students’ philosophical imagination, resulting in the impression of philosophy’s irrelevance. An alternative model is offered on the basis of John Dewey’s pattern of inquiry. It is argued that a pedagogy that attends to Dewey’s five phases of inquiry promotes greater attention to the process of inquiry itself, which emphasizes knowledge as social, open to revision, and pertinent to students’ needs and interests. The author concludes by considering the philosophical implications of implementing such a pedagogy.

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4. Teaching Philosophy: Volume > 22 > Issue: 4
Robert Hollinger

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5. Teaching Philosophy: Volume > 22 > Issue: 4
Henry Jackman

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6. Teaching Philosophy: Volume > 22 > Issue: 4
Robert Levy

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7. Teaching Philosophy: Volume > 22 > Issue: 4
Albert Mosley

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8. Teaching Philosophy: Volume > 22 > Issue: 4
Jeffrey W. Crawford

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9. Teaching Philosophy: Volume > 22 > Issue: 4
Shannon Sullivan

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10. Teaching Philosophy: Volume > 22 > Issue: 4
Winfried Corduan

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11. Teaching Philosophy: Volume > 22 > Issue: 4
Alan Soble

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12. Teaching Philosophy: Volume > 22 > Issue: 4
Jeffrey P. Whitman

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13. Teaching Philosophy: Volume > 22 > Issue: 4
Norman Mooradian

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new publications

14. Teaching Philosophy: Volume > 22 > Issue: 4

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index to volume twenty-two, 1999

15. Teaching Philosophy: Volume > 22 > Issue: 4

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16. Teaching Philosophy: Volume > 22 > Issue: 4

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