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1. Teaching Philosophy: Volume > 31 > Issue: 3
Kevin Possin

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A non-technical guide to some of the popular methods and tests for assessing how well students are acquiring critical thinking skills in their courses, programs, or college careers.
2. Teaching Philosophy: Volume > 31 > Issue: 3
Alexandra Bradner

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Despite our interests in conceptual schemes, paradigms, styles of reasoning, levels of explanation, and populationist modes of theorizing, many philosophers ignore the fact that instruction occurs in situ. This paper highlights the importance of cultural location by reflecting upon the author’s experience as an instructor of modernity at Marshall University, a regional state institution in Huntington, West Virginia. For many Appalachian students, issues barely tolerated by others (as part of their required history sequence) are uniquely resonant. At the same time, existing power structures—and the very real limits established by those structures—discourage Appalachian students from embracing or even entertaining the canonical themes of modernity. Immersing oneself in the regional culture, instead of bemoaning it, enables a philosophy instructor to examine modernity from both the pre- and postmodern perspectives, while also conveying to students that their education matters a great deal to the fate of the region.
3. Teaching Philosophy: Volume > 31 > Issue: 3
Brian Domino

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I present my experience using a model of team-teaching where a philosophy class “tours” the campus, participating in other classes for ethical discussions throughout the semester. Although prompted by low enrollment in my ethics class, this technique allows for an engaging interdisciplinary experience for the students while offering a low- or no-cost alternative to traditional team teaching where two faculty members teach one class. I describe the experience my students and I had during the inaugural tour, and make several suggestions for improvement.
4. Teaching Philosophy: Volume > 31 > Issue: 3
Kalynne Hackney Pudner

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Many postsecondary institutions now require an ethics course for graduation, typically one in applied ethics. This paper considers the justification for such a requirement from the institution’s perspective, on the one hand, and what might be a justification from a philosophical perspective, on the other; it then argues that teaching applied ethics courses in accordance with the philosophical justification satisfies the institutional justification as well. Moreover, the philosophical perspective, which aims to introduce compulsory ethics students to an understanding, appreciation and even love of philosophy as a holistic discipline, contributes to the purpose of perpetuating the profession. In illustration, the paper describes an actual required course in business ethics put in broader philosophical context, one that has shown some success in fostering philosophical interest beyond the final exam.
5. Teaching Philosophy: Volume > 31 > Issue: 3
Mehul Shah

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This paper will show how the three principles of the Socratic teaching method—midwifery, recollection, and cross-examination—are utilized in the treatment of learning diseases, that is, attitudes that interfere with effective learning. The Socratic teaching method differs from the traditional lecture model of teaching, but it does not sacrifice the therapeutic for the informative task of teaching. Rather, by indirectly imparting content and uncovering implicit content through careful questioning, it provides a careful balance between the informative and therapeutic aspects of teaching. Insights from client-centered and cognitive therapy can enhance the effectiveness of the Socratic teaching method.

review article

6. Teaching Philosophy: Volume > 31 > Issue: 3
John Immerwahr

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A review, with recommendations, of Jonathan Bennett’s “translations” of classical early modern texts into language more accessible to undergraduates.

reviews

7. Teaching Philosophy: Volume > 31 > Issue: 3
Keith Fennen

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8. Teaching Philosophy: Volume > 31 > Issue: 3
Meghant Sudan

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9. Teaching Philosophy: Volume > 31 > Issue: 3
Kam Shapiro

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10. Teaching Philosophy: Volume > 31 > Issue: 3
Tadd Ruetenik

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