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Teaching Philosophy

Volume 30, Issue 4, December 2007
Teaching To / By / About People with Disabilities

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Displaying: 1-10 of 10 documents

1. Teaching Philosophy: Volume > 30 > Issue: 4
Anita Silvers Teaching To/By/About People with Disabilities: Introduction
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To some students with disabilities who take philosophy classes, and even to some professors with disabilities who teach philosophy, the discipline is not welcoming. Philosophical theory traditionally recognizes so-called normal people and common modes of functioning but seems to ignore or disparage biologically anomalous individuals. The adequacy of our epistemological and ethical philosophies is a pressing reason for us to acknowledge disability in philosophical theorizing. And there are equally pressing reasons to acknowledge that students with various kinds of disabilities are members of our classes. In this special issue of Teaching Philosophy the authors reflect on how disability is engaged with in their philosophy classrooms for and by their students, and in the philosophy they teach.
2. Teaching Philosophy: Volume > 30 > Issue: 4
Jeffrey P. Whitman The View from a Wheelchair
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Drawing upon almost twenty years of teaching philosophy as a physically disabled person in a wheelchair, I explore the “learning moments” afforded to me in the classroom as a disabled teacher. Focusing primarily on the teaching of ethics, and how my experience and the experiences of other disabled students in a class can enhance the education of everybody, I attempt to demonstrate to other philosophy teachers that disability in the classroom can and should be viewed not as a burden but more as an opportunity for teaching enrichment.
3. Teaching Philosophy: Volume > 30 > Issue: 4
Jennifer Faust Unreasonable Accommodations?: Waiving Formal Logic Requirements for Students with (Relevant) Disabilities
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Since formal logic courses are typically required in philosophy programs, students with certain cognitive disabilities are barred from pursuing philosophy degrees. Are philosophy programs (legally or morally) obligated to waive such requirements in the case of students with disabilities? A comparison is made between the formal logic requirement and the foreign language competency requirement, which leads to a discussion of what areas of study are essential to mastery of philosophy. Ultimately, it is concluded that at this point in the discipline’s development, formal logic is required at the graduate level (but could be waived at the undergraduate level).
4. Teaching Philosophy: Volume > 30 > Issue: 4
Adam Cureton Respecting Disability
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The goal of this paper is to offer some remarks about how teachers, especially teachers of moral theories and arguments, should respond to insulting messages about disability that may be expressed in their courses. While there is a strong prima facie presumption for instructors to convey the truth as they see it, this is not an absolute requirement when the views they teach have a tendency to be insulting. I investigate some circumstances in which a moral view embeds and expresses an insulting message about disability and I argue that affording due respect to their students requires ethics instructors to be alert to disparaging messages about disability and to send counter-messages when the views they teach give such messages.
5. Teaching Philosophy: Volume > 30 > Issue: 4
Anita Ho Disability in the Bioethics Curriculum
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While disability has emerged as a major theme in academic and political discourses, a perusal of many bioethics textbooks reveals that most editors and philosophers still do not consider disability to be central to developing either critical perspective or social conscience in addressing the core questions in bioethics. This essay explores how disability issues are typically portrayed in bioethics textbooks by looking at the examples of genetic testing and medically assisted death. It explains how incorporation of disability perspectives helps to provide students with opportunities for a fuller understanding of many concepts that are central to moral and political philosophy, such as equality, justice, the good life, moral agency, and autonomy.
6. Teaching Philosophy: Volume > 30 > Issue: 4
Charles E. Zimmerman, Jr. There’s a Deaf Student in Your Philosophy Class—Now What?
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Having a deaf student in class can pose a tremendous challenge for both the professor and the student, but it can also be an incredibly rewarding experience. To help make it so, this article briefly covers the differences between American Sign Language and English and then identifies aspects of linguistic skills where the deaf student may encounter difficulty in dealing with Philosophy. Those discussed are inadequate vocabulary, problems in reading and writing, insufficient background or “life” information, and difficulty in dealing with abstractions. Since English will most likely be a second language for deaf students, there is also a brief discussion of similarities and differences between them and ESL students. An appendix to the article presents a collection of techniques that I developed to accommodate the needs of a profoundly deaf student who took an introductory Philosophy and an upper level Religion course with me. Among them are suggestions for lectures, class discussions, testing, written assignments, student-teacher conferences, and audio-visual materials. Finally, there are some useful on-line resources together with some tips for working with interpreters.
7. Teaching Philosophy: Volume > 30 > Issue: 4
Teresa Blankmeyer Burke Seeing Philosophy: Deaf Students and Deaf Philosophers
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The discussion note examines communication needs of deaf students and deaf philosophers in the classroom, with particular attention to working with qualified signed language interpreters in the classroom and creating an inclusive classroom environment for deaf students. It additionally considers the question of whether signed languages, such as American Sign Language (ASL), can convey abstract philosophical concepts used in spoken languages, and concludes that this is possible, suggesting that the small number of deaf philosophers using ASL has affected the development of a philosophical lexicon in ASL.
review article
8. Teaching Philosophy: Volume > 30 > Issue: 4
Richard Polt Recent Translations of the Republic
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new publications
9. Teaching Philosophy: Volume > 30 > Issue: 4
Books Received
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volume index
10. Teaching Philosophy: Volume > 30 > Issue: 4
Volume Index
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