Already a subscriber? - Login here
Not yet a subscriber? - Subscribe here

Browse by:



Displaying: 1-20 of 54 documents


articles

1. Teaching Philosophy: Volume > 33 > Issue: 4
Christopher P. Long

abstract | view |  rights & permissions | cited by
Digital media technology, when deployed in ways that cultivate shared learning communities in which students and teachers are empowered to participate as partners in conjoint educational practices, can transform the way we teach and learn philosophy. This essay offers a model for how to put blogging and podcasting in the service of a cooperative approach to education that empowers students to take ownership of their education and enables teachers to cultivate in themselves and their students the excellences of dialogue. The essay is organized around a compelling story of how the students in an Ancient Greek Philosophy course responded to an anonymous, belligerent commenter on the blog from outside of the class. The incident brings the pedagogy of cooperative education into sharp relief.
2. Teaching Philosophy: Volume > 33 > Issue: 4
Heidi Giebel

abstract | view |  rights & permissions | cited by
In this article I argue that, despite my previous strongly held beliefs to the contrary, a focused-theory approach to teaching Introductory Ethics (meaning that one theory or family of theories is the main focus of the course) is a legitimate and effective way to introduce undergraduate students to philosophical ethics. There are at least three advantages to the focused-theory approach to teaching ethics: increased depth of learning, avoidance of relativism (or “theory-relativism”) as a default position, and opportunity for moral education. There are some obvious objections to a focused-theory course—that skipping inter-theoretical controversy lessens opportunity for argument analysis and contemporary application, that lack of exposure to all of the major ethical theories is a disadvantage for grad school–bound students, and that a focused-theory approach amounts to indoctrinating students by teaching one’s favorite theory as though it were the only theory; but each objection can be addressed effectively.
3. Teaching Philosophy: Volume > 33 > Issue: 4
Nathan Andersen

abstract | view |  rights & permissions | cited by
Film is frequently employed in philosophy classes to illustrate philosophical themes. I argue that making short films or videos in the philosophy classroom can also be a valuable learning exercise for philosophy students. One such assignment, focused on showing the relevance of philosophy to everyday issues, is described and defended here. The exercise is valuable both as a way to clarify the character of philosophical inquiry and its connection to life, and also because questions about film as a medium relate directly to concerns of the major traditional branches of philosophy.

review article

4. Teaching Philosophy: Volume > 33 > Issue: 4
Reshef Agam-Segal

abstract | view |  rights & permissions | cited by
What do we aim at when we teach general introductory courses in moral philosophy? What should we aim at? In particular, should we focus on practice or theory? Should we make the study of ethics easy for the students, or should we alternatively aim at making the hardness of ethics attractive to them? This review discusses four recently published textbooks in ethics designed for beginners’ level courses. The books are different in organization and emphases. In each case, I have given a short overview of the book’s contents, its aims and methods. I have also made some assessment about the usefulness of each: the philosophical territory it covers, the philosophical approach it puts forward, and the amount of preparation-work it leaves with the teacher. My overview thus gives the necessary information, and creates for the teacher the occasion for reflecting on—leaves the teacher with the task of deciding—what and how they want to teach.

reviews

5. Teaching Philosophy: Volume > 33 > Issue: 4
R. Eric Barnes

view |  rights & permissions | cited by
6. Teaching Philosophy: Volume > 33 > Issue: 4
Jason Decker

view |  rights & permissions | cited by
7. Teaching Philosophy: Volume > 33 > Issue: 4
Richard W. Field

view |  rights & permissions | cited by
8. Teaching Philosophy: Volume > 33 > Issue: 4
Daniel Groll

view |  rights & permissions | cited by
9. Teaching Philosophy: Volume > 33 > Issue: 4
George S. Matejka

view |  rights & permissions | cited by
10. Teaching Philosophy: Volume > 33 > Issue: 4
James M. Okapal

view |  rights & permissions | cited by
11. Teaching Philosophy: Volume > 33 > Issue: 4
Dustin Tucker

view |  rights & permissions | cited by
12. Teaching Philosophy: Volume > 33 > Issue: 4
Aladdin M. Yaqub

view |  rights & permissions | cited by

13. Teaching Philosophy: Volume > 33 > Issue: 4

view |  rights & permissions | cited by

articles

14. Teaching Philosophy: Volume > 33 > Issue: 3
Thomas Carson

abstract | view |  rights & permissions | cited by
There are many advantages of teaching ethics in connection with detailed biographical studies of historical figures; Lincoln is a particularly good subject for this sort of exercise. This paper describes a course on Lincoln’s ethics. I give suggestions for those who are interested in teaching such a course or in using aspects of Lincoln’s life as examples in ordinary ethics classes. I offer suggestions about readings and a list of fruitful and interesting topics for debate and discussion that connect Lincoln’s biography with issues in ethical theory.
15. Teaching Philosophy: Volume > 33 > Issue: 3
Marvin J. Croy

abstract | view |  rights & permissions | cited by
This article advances the view that propositional logic can and should be taught within general education logic courses in ways that emphasizes its practical usefulness, much beyond what commonly occurs in logic textbooks. Discussion and examples of this relevance include database searching, understanding structured documents, and integrating concepts of proof construction with argument analysis. The underlying rationale for this approach is shown to have import for questions concerning the design of logic courses, textbooks, and the general education curriculum, particularly the sequencing of formal and informal logic courses.
16. Teaching Philosophy: Volume > 33 > Issue: 3
Mason Marshall, Aaron M. Clark

abstract | view |  rights & permissions | cited by
It is common to think that clarity is an essential ingredient of good teaching, meaning, in part, that good teachers always make it as easy as possible to follow what they say. We disagree. What we argue is that there are cases in which a philosophy teacher needs to forego clarity, making strategic use of obscurity in the undergraduate classroom.

review article

17. Teaching Philosophy: Volume > 33 > Issue: 3
Gary Bartlett

abstract | view |  rights & permissions | cited by
The field of textbooks in philosophy of mind is a crowded one. I shall consider six recent texts for their pedagogical usefulness. All have been published within the last five years, though two are new editions of previously published books. The first three are authored monographs: by K. T. Maslin, Barbara Montero, and André Kukla and Joel Walmsley. I then review three anthologies, each with two editors: William Lycan and Jesse Prinz, Brie Gertler and Lawrence Shapiro, and Brian McLaughlin and Jonathan Cohen. These six texts constitute a diverse bunch. Within each of the two groups (monographs and anthologies), each individual text differs significantly from the other two in its approach, scope, and thus suitability for various levels of teaching.

reviews

18. Teaching Philosophy: Volume > 33 > Issue: 3
Stephanie Adair

view |  rights & permissions | cited by
19. Teaching Philosophy: Volume > 33 > Issue: 3
Stephen Bloch-Schulman

view |  rights & permissions | cited by
20. Teaching Philosophy: Volume > 33 > Issue: 3
Tad Bratkowski

view |  rights & permissions | cited by