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1. Teaching Philosophy: Volume > 44 > Issue: 3
Maralee Harrell Introduction to the Special Issue: Teaching in a Time of Crisis
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articles
2. Teaching Philosophy: Volume > 44 > Issue: 3
Sasha L. Biro Reading in a Time of Crisis: Using Perusall to Facilitate Close Reading and Active Discussion in the Remote Philosophy Classroom
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An important part of the work of an introductory philosophy class is learning how to read philosophy. The digital annotation platform Perusall can be useful in both F2F learning environments as well as in virtual learning environments, as it helps students learn how to read philosophy. While the traditional online learning environment relies heavily on the discussion forum to replicate the F2F learning experience, digital annotation is a valuable alternative for promoting student engagement with course material. This paper will describe the platform as well as how to use Perusall to facilitate student participation and close reading of texts.
3. Teaching Philosophy: Volume > 44 > Issue: 3
Nathan Eric Dickman Physical Distance, Ethical Proximity: Levinasian Dialogue as Pandemic Pedagogy in Faceless (Masked or Online) Classrooms
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I develop Levinas’s analysis of “proximity” to explain how successful faceless class dialogues are possible despite physical social distancing during the COVID-19 pandemic. I first examine features of Levinas’s notion of proximity within his idiosyncratic approach to “ethics.” Second, I turn to Levinas’s examination of intentionality and questioning in relation to the hermeneutic priority of questioning. Third, I detail some successes and failures in attempts to embody Levinasian proximity in online or masked discussions with students. I draw out contrasts between experiences at two different institutions as well as between curricular and extracurricular experiences. I do this to expose my own vulnerability in this essay itself. Given pandemic conditions as well as Levinas’s theory of proximity, I found that many masked or virtual class discussions—but especially extracurricular group discussions, such as a philosophy club and the Black Student Union meetings—maintained a closeness of community despite social distancing.
4. Teaching Philosophy: Volume > 44 > Issue: 3
Dawei Pan Embracing e-Philosophy: How Teaching Online Can Invigorate Chinese Students and Revivify Philosophical Education
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Online classes have brought with them challenges, as well as opportunities, for philosophy and philosophical education. The democratization of interactions, the creative tension between anonymity and publicity, and the virtualization and centralization of information that compel participants to focus on the mobility of ideas together make up what the present article calls e-philosophy. The article presents three issues essential to teaching philosophy via the internet: building a framework for communication, syllabus design, and engaging participants. Two major problems specific to China, where the author teaches and works as a philosopher of science, and those related to philosophical education in the internet era in general, are discussed.
5. Teaching Philosophy: Volume > 44 > Issue: 3
Amy Reed-Sandoval Philosophy for Children in a Pandemic: Rethinking the “Community” of Inquiry
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In this article, I reflect upon my experiences developing an asynchronous Philosophy for Children (P4C) course toward the beginning of the COVID-19 pandemic. I argue that P4C practitioners ought to reconsider what we mean by community in Community of Inquiry (CoI). The traditional Community of Inquiry model emphasizes face-to-face interactions in which the children and facilitator(s) are traditionally seated in a circle, synchronously wondering together. The CoI pedagogical model has, once again, served as a methodological starting-point for the place-based P4C I have tried to practice in my teaching, but it was also the model that I had to overcome while developing a virtual P4C course in a pandemic. Specifically, I argue that we ought to broaden vastly what we mean by “community” in “Community of Inquiry” in order to make Philosophy for Children more accessible for a virtual, and even asynchronous, learning environment. Furthermore, I argue that this reconceptualization of “community” is useful not only to our pandemic pedagogy, but also for our post-pandemic future in which face-to-face classes are resumed.
6. Teaching Philosophy: Volume > 44 > Issue: 3
Vicky Roupa Closing the Feedback Loop: Strategies for Increasing Student Engagement With Remotely Delivered Feedback
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The study presented here is concerned with the pedagogical and technical issues around the provision of feedback. More specifically, it looks at how feedback is received and interpreted by students and how it can become integrated in a comprehensive plan for supporting philosophy students and helping them develop critical and analytical writing skills. It is especially relevant in post-Covid-19 educational settings, where face-to-face contact is limited and feedback is delivered remotely, potentially opening a gap between instructors’ intentions and student perceptions of the feedback they receive. I discuss tools for eliciting students’ responses to feedback and argue that having a strategy for receiving feedback from students can have a lot of benefits: it provides a timely tool for instructors to check on the effectiveness of their feedback, helps solidify the learning partnership and circumvents some of the problems digital technologies pose for teaching and learning.
7. Teaching Philosophy: Volume > 44 > Issue: 3
Boaz Faraday Schuman What Does Success in Online Teaching Look Like?
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What does success in online teaching look like? There are two ways to answer this question. The first defines success in terms of replacement of educational means: for example, how closely does an online lecture approximate its offline counterpart? The second defines success in terms of educational goals: for example, how well does an online lecture facilitate learning, compared with its offline counterpart? The first is a trap: it commits us to an endless online game of catch-up with offline models of teaching. Instead, we should adopt a goal-oriented approach, mindful of obstacles to online teaching. As a case study, I present practices developed using this approach to teach philosophy online in 2020. An important upshot is that this approach leaves us open to ways in which online teaching is actually better than its offline counterpart. I conclude with some examples of these, and discuss their future implementation.
book reviews
8. Teaching Philosophy: Volume > 44 > Issue: 3
Chad Brockman Hatred: Understanding Our Most Dangerous Emotion, by Berit Brogaard
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9. Teaching Philosophy: Volume > 44 > Issue: 3
Benjamin L. Curtis Super Courses: The Future of Teaching and Leafning, by Ken Bain
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10. Teaching Philosophy: Volume > 44 > Issue: 3
Robert Earle Living with Animals: Rights, Responsibilities and Respect, by Erin McKenna
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11. Teaching Philosophy: Volume > 44 > Issue: 3
Tom Godfrey When All Else Fails: The Ethics of Resistance to State Injustice, by Jason Brennan
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12. Teaching Philosophy: Volume > 44 > Issue: 3
Joe Higgins Phenomenology: A Contemporary Introduction, by Walter Hopp
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13. Teaching Philosophy: Volume > 44 > Issue: 3
Iraklis Ioannidis Coronavirus, Psychoanalysis, and Philosophy: Conversations on Pandemics, Politics and Society, edited by Fernando Castrillón and Thomas Marchevsky
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14. Teaching Philosophy: Volume > 44 > Issue: 3
Anton Killin Philosophy of Western Music: A Contemporary Introduction, by Anderw Kania
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15. Teaching Philosophy: Volume > 44 > Issue: 3
Matt LaVine The Carnap Book, by Graham Leach-Krouse
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16. Teaching Philosophy: Volume > 44 > Issue: 3
Kiasha Naidoo Pandemic! COVID-19 Shakes the World, by Slavoj Žižek
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17. Teaching Philosophy: Volume > 44 > Issue: 3
Ian A. Smith A Philosopher Goes to the Doctor: A Critical Look at Philosophical Assumptions in Medicine, by Dien Ho
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articles
18. Teaching Philosophy: Volume > 44 > Issue: 2
Alejandro Arango, Maria Howard Re-envisioning the Philosophy Classroom through Metaphors
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What is a philosophy class like? What roles do teachers and students play? Questions like these have been answered time and again by philosophers using images and metaphors. As philosophers continue to develop pedagogical approaches in a more conscious way, it is worth evaluating traditional metaphors used to understand and structure philosophy classes. In this article, we examine two common metaphors—the sage on the stage, and philosophy as combat—and show why they fail pedagogically. Then we propose five metaphors—teaching philosophy as world-traveling, wondering, conducting an orchestra, storytelling, and coaching—that can better respond to the needs of increasingly diverse student bodies. Further, these metaphors find their ground in long-standing beliefs about what philosophy is, how it is done, and what it can do for those willing to engage in it. While no single one of them is comprehensive, we think that these models can help us enliven our own thinking about our teaching and the roles we and our students play in our classrooms.
19. Teaching Philosophy: Volume > 44 > Issue: 2
Ben Baker Referee Report of (Hypothetical) Philosophy 101 Textbook by Professor Unspecified
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This piece offers a critique of what is commonly the structure of introductory philosophy textbooks, syllabi, and courses. The basic criticism is that this structure perpetuates the systematic devaluing of the views of historically marginalized and exploited people. The form my critique takes is that of a referee report on a hypothetical manuscript for an introductory philosophy textbook, authored by “Dr. Unspecified.” I examine what the manuscript chooses to focus on and what it chooses to omit from discussion. I thereby outline much of the content typically used to introduce newcomers to philosophy, while illustrating that presenting exclusively that content supports a prejudiced view of philosophy. I try to show how this representation of philosophy marginalizes the concerns and insights of many and reinforces the disproportionate extent to which those who can do philosophy for a living are white, straight, men with typical body morphology. My report also identifies various ways that the content of an introductory philosophy textbook or course could be modified or supplemented in light of the sort of critique my report makes.
20. Teaching Philosophy: Volume > 44 > Issue: 2
Graham P. McDonough Exaggerating Emile (and Skipping Sophie) while sliding past The Social Contract: Why Philosophy of Education Textbooks Require a Comprehensive View of Rousseau’s Work
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This paper examines how philosophy of education textbooks present Jean-Jacques Rousseau’s views on women and socialization. It reviews ten texts, involving nine authors, and finds that they generally focus on the concepts of Nature, Negative Education, and Child Development from Books I-III of Emile, but severely restrict mentioning its Book V and The Social Contract. While these results implicitly reflect Rousseau’s historical influence on “progressive” educators, they do not seriously attend to well-established critiques of Rousseau’s sexism and omit acknowledging his intent that Emile’s Negative Education in Nature leads toward his socialization in the General Will.