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Displaying: 1-10 of 12 documents


1. Teaching Philosophy: Volume > 41 > Issue: 2
Victor Fabian Abundez-Guerra How to Deal with Kant's Racism—In and Out of the Classroom
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The question of how we should engage with a philosopher’s racial thought is of particular importance when considering Kant, who can be viewed as particularly representative of Enlightenment philosophy. In this article I argue that we should take a stance of deep acknowledgment when considering Kant’s work both inside and outside the classroom. Taking a stance of deep acknowledgment should be understood as 1) taking Kant’s racial thought to be reflective of his moral character, 2) Kant being accountable for his racial thought and 3) being willing to consider the possibility that Kant’s racial thought is consistent with and inextricable from his moral philosophy. Alternative forms of engaging with Kant’s racial work have either moral or pedagogical failings, which range from simply teaching the history of philosophy uncritically to outright deception. A stance of deep acknowledgement will allow philosophers to understand how Kant’s racial thought interacts with his moral philosophy and allow instructors to teach philosophy in a historically contextualized approach so as to not alienate students whose demographic was disparaged by Kant.
2. Teaching Philosophy: Volume > 41 > Issue: 2
Gerald J. Erion Teaching Philosophy of the City
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This paper reviews goals, content materials, and other essential elements of a new, experimental philosophy course on the built environment of cities now being developed in Buffalo, New York. Applying traditional philosophical methods, the course adds experiential components and expands philosophy’s scope in ways that promote deep learning about the city. A model unit on the work of Frederick Law Olmsted receives special attention here, as Olmsted’s work in Buffalo and elsewhere invites philosophical treatment—analysis, critical examination, and so on—from scholars, students, and city residents alike. We shall see that the distinctive character of philosophy can encourage teaching in new areas where philosophical study might promote learning and understanding, thus inspiring curricular innovation and a wide range of powerful student learning experiences.
3. Teaching Philosophy: Volume > 41 > Issue: 2
Daniel F. Hartner What Is the Proper Content of a Course in Professional Ethics?
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What is the proper content of a course in professional ethics, such as business ethics, engineering ethics, or medical ethics? Though courses in professional ethics have been present in colleges and universities for decades, the question remains largely unsettled, even among philosophers. This state of affairs helps to sustain and even exacerbate public misconceptions about ethics and professional ethical training in higher education. I argue that the proper content of such courses remains a potential source of confusion because the term ‘ethics’ is ambiguous between philosophical and nonphilosophical forms of normative inquiry into behavior, where the former involves broad, context-sensitive reflection on moral obligation, and the latter involves the narrower analysis and codification of behavioral norms with less sensitivity to context. Failure to distinguish between these two senses of ethics can result in conflicting conceptions of and expectations for training and courses in professional ethics. I sketch some of the specific problems generated by the ambiguity. I conclude by proposing an initial step toward a solution, one which focuses on making more explicit the distinction between courses that aim to teach professional policy and “best practices” and those that encourage genuine philosophical inquiry into morality and the good life.
4. Teaching Philosophy: Volume > 41 > Issue: 2
Kathryn E. Joyce, Andy Lamey, Noel Martin Teaching Philosophy through a Role-Immersion Game: Reacting to the Past
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A growing body of research suggests that students achieve learning outcomes at higher rates when instructors use active-learning methods rather than standard modes of instruction. To investigate how one such method might be used to teach philosophy, we observed two classes that employed Reacting to the Past (hereafter, Reacting), an educational role-immersion game. We chose to investigate Reacting because role-immersion games are considered a particularly effective active-learning strategy. Professors who have used Reacting to teach history, interdisciplinary humanities, and political theory agree that it engages students and teaches general skills like collaboration and communication. We investigated whether it can be effective for teaching philosophical content and skills like analyzing, evaluating, crafting, and communicating arguments in addition to bringing the more general benefits of active learning to philosophy classrooms. Overall, we find Reacting to be a useful tool for achieving these ends. While we do not argue that Reacting is uniquely useful for teaching philosophy, we conclude that it is worthy of consideration by philosophers interested in creative active-learning strategies, especially given that it offers a prepackaged set of flexible, user-friendly tools for motivating and engaging students.
5. Teaching Philosophy: Volume > 41 > Issue: 2
Ian Stoner WORDMORPH!: A Word Game to Introduce Natural Deduction
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Some logic students falter at the transition from the mechanical method of truth tables to the less-mechanical method of natural deduction. This short paper introduces a word game intended to ease that transition.
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6. Teaching Philosophy: Volume > 41 > Issue: 2
Paul J. D'Ambrosio Chinese Philosophy: A Reader, by James Ryan
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7. Teaching Philosophy: Volume > 41 > Issue: 2
Michael Goldman "An Introduction to Moral Philosophy" and "Readings in Moral Philosophy," both by Jonathan Wolff
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8. Teaching Philosophy: Volume > 41 > Issue: 2
John Rudisill Social and Political Philosophy: A Contemporary Introduction, 2nd Edition, by John Christman
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articles
9. Teaching Philosophy: Volume > 41 > Issue: 1
C. D. Brewer Strategies for Teaching Kant’s Metaphysics and Hume’s Skepticism in Survey Courses
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Teaching Kant’s metaphysics to undergraduates in a survey course can be quite challenging. Specifically, it can be daunting to motivate interest in Kant’s project and present his system in an accessible way in a short amount of time. Furthermore, comprehending some of the important features of his requires some understanding of Hume’s skepticism. Unfortunately, students often misunderstand the extent and relevance of Hume’s skepticism. Here, I offer three strategies for presenting Kant’s metaphysics as a response to Hume. First, I describe an exercise for presenting the problem of induction in a way that resonates with many students. Next, I provide a way of generating interest in Kant’s project so students are motivated to understand his position. Finally, I explain a game I use to bolster interest in Kant’s project and explain some of the more challenging aspects of the First Analogy.
10. Teaching Philosophy: Volume > 41 > Issue: 1
Luis Cordeiro-Rodrigues Integrating African Philosophy into the Western Philosophy Curriculum
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In the last three years, there has been a worldwide increase in integrating African philosophy into the philosophy curricula. Nevertheless, given that African philosophy has been largely neglected by Western academia, many philosophers in the West who do wish to integrate it are unaware of how to do it. This article aims at addressing this issue by offering some recommendations on how to integrate African philosophy into the curricula. Particularly, it offers recommendations based on how the history of ancient philosophy, metaphilosophy, ethics and political philosophy have become integrated. Additionally, there is a recommendation for how to make an entirely new module based on African political philosophy.