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Displaying: 1-10 of 18 documents

1. Teaching Philosophy: Volume > 39 > Issue: 3
Heidi Gauder, Fred W. Jenkins The Research Skills of Undergraduate Philosophy Majors: Teaching Information Literacy
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This article presents a case study of how one school introduced a one-credit course for philosophy majors focused on effective searching for and critical evaluation of primary and secondary sources. The course curriculum is based on departmental learning outcomes, and is also aligned with the Association of College and Research Libraries (ACRL) standards.
2. Teaching Philosophy: Volume > 39 > Issue: 3
Dan Lowe Remembrance of Philosophy Classes Past: Why Cognitive Science Suggests that a Brief Recap Is the Best Way to Start Each Class Day
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In the past few decades there has been rapid progress in cognitive science with respect to how people learn. Indeed, it can be difficult to keep up with all of the recent findings, and it is sometimes unclear how these findings should influence day-to-day teaching in the philosophy classroom. But one simple way to use the insights of cognitive science in the philosophy classroom is to begin each class with a five-minute recap of the previous few lessons. Cognitive science suggests that such a practice can greatly aid student learning by increasing retention of material and skills. I explain why teachers of philosophy ought to take the time to do such a recap by outlining some recent and surprising findings in the science of how people learn, and put forward concrete suggestions for making such a recap as effective as possible.
3. Teaching Philosophy: Volume > 39 > Issue: 3
M. Gregory Oakes Understanding Understanding: How to Think and Write Clearly
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Drawing on the basic philosophy of mind of the modern period, I offer a means of improving clarity of student written thought. Clarity of thought entails the sort of concept-sensation synthesis central to Kant’s account of human experience: or in more recent terminology, to be clear is to recognize the intention of a concept in a member of its extension. Simple analysis of concepts and of the mental state of understanding reveals structures that can help diagnose and repair conceptual weakness. I describe my means of teaching this method in an introduction to philosophy course.
4. Teaching Philosophy: Volume > 39 > Issue: 3
Jake Wright Restricting Mobile Device Use in Introductory Philosophy Classrooms
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A restricted-use mobile device policy for introductory philosophy classrooms is presented and defended. The policy allows students to use devices only during open periods announced by the professor and is based on recent empirical findings on the effects of in-class mobile device use. These results suggest devices are generally detrimental to student learning, though they have targeted benefits for specific tasks. The policy is defended via a discussion of the ethical considerations surrounding device use, a discussion of the policy’s benefits, and responses to potential objections. Avenues for future research are suggested at the conclusion of the discussion.
5. Teaching Philosophy: Volume > 39 > Issue: 3
Katherine Thomson-Jones How to Teach Philosophy of Film
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Even though philosophy of film is a relatively small and relatively young philosophical subfield, I argue that it is well worth a dedicated undergraduate course. I outline such a course below, with reference to particular anthologies of readings and a corresponding list of central topics. I recommend adopting a broad conception of film, to include moving image works in a range of formats and technological media, as well as an inclusive approach to philosophizing about film, one that draws on the history of film theory, both the analytic and the continental philosophical traditions, critical race theory, and feminist theory. The aim of a philosophy of film course is to hone students’ philosophical skills in the service of a deeper appreciation of the art of moving images.
review article
6. Teaching Philosophy: Volume > 39 > Issue: 3
Dana Delibovi Four Volumes in the Philosophy of Education
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The philosophy of education began, in the work of Plato, with two normative questions: What should humans be taught? And by what method should they be taught it? Those simple questions have been obscured by ever-increasing complexity in educational philosophy. The philosophy of education may currently include too much, and so this review of four general texts uses this criterion of a book’s merit: the ability to retain what is most obviously philosophical and eliminate what is not. On that criterion, two of the books, one by Nel Noddings and another by Randall Curren, are especially noteworthy in their value for students and teachers of educational philosophy.
7. Teaching Philosophy: Volume > 39 > Issue: 3
Greg Damico How to Get Philosophy Students Talking: An Instructor’s Toolkit, by Andrew Fisher and Jonathan Tallant
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8. Teaching Philosophy: Volume > 39 > Issue: 3
Peter W. Higgins The Ethics of Immigration, by Joseph H. Carens
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9. Teaching Philosophy: Volume > 39 > Issue: 3
Kyle Hubbard On Romantic Love: Simple Truths about a Complex Emotion, by Berit Brogaard
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10. Teaching Philosophy: Volume > 39 > Issue: 3
Graham Hubbs Thinking Things Through: An Introduction to Philosophical Issues and Achievements, 2nd edition, by Clark Glymour
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