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Displaying: 1-20 of 67 documents

1. Teaching Philosophy: Volume > 37 > Issue: 4
Patricia Calton Teaching Business Ethics as Innovative Problem Solving
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Teaching business ethics offers an opportunity to encourage students to use ethical theory to develop critical thinking skills and to use these skills to practice creative, ethical problem solving that will serve them well in the course of their professional lives. In the first part of this article, I detail how the disciplined use of ethical theory not only develops students’ moral perceptions but also gives them the conceptual tools to engage in detailed, innovative analysis. In the second section of the article, I use Nike’s “green rubber” dilemma to illustrate how students can use ethical theories to construct analyses of business challenges and design innovative solutions that further the interests of diverse stakeholders. In the last section, I describe class exercises and assignments that both model detailed, creative problem solving and direct students to practice these cognitive skills on their own.
2. Teaching Philosophy: Volume > 37 > Issue: 4
Wesley D. Cray, Steven G. Brown Team-Teaching the Atheism-Theism Debate
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In this paper, we discuss a team-taught, debate-style Philosophy of Religion course we designed and taught at The Ohio State University. Rather than tackling the breadth of topics traditionally subsumed under the umbrella of Philosophy of Religion, this course focused exclusively on the nuances of the atheism-theism debate, with the instructors openly identifying as atheist or theist, respectively. After discussing the motivations for designing and teaching such a course, we go on to detail its content and structure. We then examine various challenges and hurdles we faced, as well as some benefits we encountered along the way. Next, we discuss some informal data collected from the students enrolled in the course, some of which suggest some rather surprising outcomes. We conclude with some considerations of the applicability of this style of teaching to other philosophical debates.
3. Teaching Philosophy: Volume > 37 > Issue: 4
Kate Padgett Walsh, Anastasia Prokos, Sharon R. Bird Building a Better Term Paper: Integrating Scaffolded Writing and Peer Review
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This paper presents a method for teaching undergraduate students how to write better term papers in philosophy. The method integrates two key assignment components: scaffolding and peer review. We explain these components and how they can be effectively combined within a single term paper assignment. We then present the results of our multi-year research study on the integrated method. Professor observations, quantitative measures, and qualitative feedback indicate that student writing improves when philosophy term paper assignments are designed to generate multiple rounds of drafting and review.
4. Teaching Philosophy: Volume > 37 > Issue: 4
Adam Potthast How to Teach Business Ethics
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In this article, I discuss the problems and promise of teaching business ethics for both philosophers and non-philosophers. I emphasize the importance of teaching skills of ethical thinking (as opposed to ethical theories), especially Mary Gentile's Giving Voice to Values curriculum. I also survey the typical topics covered in business ethics courses and give some tips on what to emphasize when covering each topic. Throughout the article, I urge instructors to consider the needs of students going into business and not to underestimate the amount of business knowledge necessary to teach the course. While covering the ethical problems with business, I also urge instructors to incorporate positive cases and to consider showing how profitable business and ethical behavior can coincide by managing for stakeholders.
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5. Teaching Philosophy: Volume > 37 > Issue: 4
William Edelglass Teaching Environmental Philosophy
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This essay reviews four recent texts—two anthologies and two monographs—designed for environmental ethics or environmental philosophy courses. I describe the different approaches the authors and editors have chosen, and why, depending on the teaching context, one or another of these books may be the best choice for a particular group of students. The final pages briefly discuss elements I often weave into my own environmental philosophy courses, including drawing on the resources of particular places for teaching environmental philosophy, doing environmental art, and the kinds of practices developed by Joanna Macy and Christopher Uhl to explore what it means to live in a time of ecological crisis.
6. Teaching Philosophy: Volume > 37 > Issue: 4
Val Dusek "Readings in the Philosophy of Technology," 2nd ed., by David M. Kaplan
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7. Teaching Philosophy: Volume > 37 > Issue: 4
Emily Esch "Why We Argue (And How We Should): A Guide to Political Disagreement," by Scott F. Aiken and Robert B. Talisse
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8. Teaching Philosophy: Volume > 37 > Issue: 4
Kristina Gehrman "Friendship: A Central Moral Value," by Michael H. Mitias
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9. Teaching Philosophy: Volume > 37 > Issue: 4
Richard Greene "Virtues In Action: New Essays In Applied Virtue Ethics," ed. Michael W. Austin
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10. Teaching Philosophy: Volume > 37 > Issue: 4
David Meeler "Philosophical Perspectives on Democracy in the 21st Century," ed. Ann E. Cudd and Sally J. Schulz
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11. Teaching Philosophy: Volume > 37 > Issue: 4
Claudia Mills "A Sneetch Is a Sneetch and Other Philosophical Discoveries: Finding Wisdom in Children’s Literature," by Thomas E. Wartenberg
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12. Teaching Philosophy: Volume > 37 > Issue: 4
Nils Ch. Rauhut "Plato’s Philosophers: The Coherence of the Dialogues," by Catherine H. Zuckert
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13. Teaching Philosophy: Volume > 37 > Issue: 4
Glenn Rawson "An Unconventional History of Western Philosophy: Conversations Between Men and Women Philosophers," ed. Karen J. Warren
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14. Teaching Philosophy: Volume > 37 > Issue: 4
Mark Stone "Classical Logic and Its Rabbit-Holes: A First Course," by Nelson P. Lande
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15. Teaching Philosophy: Volume > 37 > Issue: 4
Britni J. Weaver "Methods of Argumentation," by Douglas Walton
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16. Teaching Philosophy: Volume > 37 > Issue: 4
Index to Volume 37 (2014)
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17. Teaching Philosophy: Volume > 37 > Issue: 3
Vanessa Carbonell How to Put Prescription Drug Ads on Your Syllabus
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The purpose of this essay is to make the case that the ethical issues raised by the current U.S. practice of direct-to-consumer (DTC) prescription drug advertising are worthy of study in philosophy courses, and to provide instructors with some ideas for how they might approach teaching the topic, despite the current relative scarcity of philosophical literature published on it. This topic presents a unique opportunity to cover ground in ethics, critical thinking, and scientific literacy simultaneously. As a case study, the practice of DTC advertising is both theoretically rich and universally relevant to students’ lives. The nature of these ads—numerous, diverse, visually and thematically entertaining—makes them delicious fodder for in-class activities, small group work, discussion-based learning, creative projects, and customizable essay topics. I offer a set of suggestions for approaching the study of DTC drug ads that is informed by my own experience doing so in bioethics courses. Ultimately, including this topic on your syllabus not only contributes to students’ philosophical skills and knowledge, but also helps them become better informed as citizens and potential “consumers” of health care.
18. Teaching Philosophy: Volume > 37 > Issue: 3
James DiGiovanna Knowledge, Understanding, and Pedagogy
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One can have a justified, true belief without much understanding of the proposition believed. This would be a low-value form of knowledge; for example, knowing that it is true that E = mc2 without understanding what it would mean for these things to be equal. Pedagogically, we seek to instill not bare knowledge of the JTB variety, but a form of knowledge that includes the ability to rephrase a claim, relate it to other claims, draw conclusions from it, and make practical use of it. This would be knowledge with understanding, a high-value form of knowledge. Such knowledge comes in degrees as understanding deepens. Marks of understanding are presented, and some pedagogical strategies for using this schema in order to add to a student’s partially present knowledge and deepen it with greater understanding are given.
19. Teaching Philosophy: Volume > 37 > Issue: 3
Matthew T. Nowachek Kierkegaard as Pedagogue: Some Insights for Teaching Introductory Philosophy Courses
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This essay argues for an approach to Søren Kierkegaard and his engagement with what he perceives as his nominally Christian Danish culture that assumes the lens of pedagogy. In his attempt to (re)introduce Christianity into Christendom Kierkegaard develops several principles that prove valuable for the task of introducing or reintroducing philosophy to students within introductory courses. More specifically, from Kierkegaard we may draw out three principles, namely the importance of humility in meeting others where they are, the importance of indirect communication, and the importance of emphasizing truth as subjectivity. Each of these principles is defined in relation to Kierkegaard’s thought after which the pedagogical relevance of each for teaching is outlined and described through concrete examples of the principle at work within the classroom. It is argued that these principles prove effective for facing the unique set of challenges that accompany introductory philosophy courses. As such, it is thereby suggested that Kierkegaard can make a valuable contribution to the contemporary discussion on effective pedagogy.
20. Teaching Philosophy: Volume > 37 > Issue: 3
Benjamin A. Rider Socratic Philosophy for Beginners?: On Introducing Philosophy with Plato's "Lysis"
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In recent years, Plato’s Lysis has received much attention from professional scholars, but could it be used as a text in introductory classes? It is true that the Lysis poses challenges as an introductory text—its arguments are fast-paced and abstract. But I argue that the Lysis is actually an excellent pedagogical text, well suited to engage novices and introduce them to philosophy’s distinctive methods and way of thinking. It works particularly well as a text for engaging students in active learning, insofar as it opens up a space for improvisation and exploration, providing tools for the readers and inviting them to take an active role in constructing their own understandings.