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Displaying: 21-30 of 2837 documents


articles
21. Teaching Philosophy: Volume > 39 > Issue: 2
Justin P. McBrayer, Dugald Owen, What Quantum Mechanics Doesn't Show
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Students often invoke quantum mechanics in class or papers to make philosophical points. This tendency has been encouraged by pop culture influences like the film What the Bleep do We Know? There is little merit to most of these putative implications. However, it is difficult for philosophy teachers unfamiliar with quantum mechanics to handle these supposed implications in a clear and careful way. This paper is a philosophy of science version of MythBusters. We offer a brief primer on the nature of quantum mechanics, enumerate nine of the most common implications associated with quantum mechanics, and finally clarify each implication with the facts. Our goal is to explain what quantum mechanics doesn’t show.
22. Teaching Philosophy: Volume > 39 > Issue: 2
Renée Smith, How to Teach Philosophy of Mind
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The most notable contributions to contemporary philosophy of mind have been written by philosophers of mind for philosophers of mind. Without a good understanding of the historical framework, the technical terminology, the philosophical methodology, and the nature of the philosophical problems themselves, not only do undergraduate students face a difficult challenge when taking a first course in philosophy of mind, but instructors lacking specialized knowledge in this field might be put off from teaching the course. This paper is intended to provide a framework for instructors with little background in this area of philosophy to develop a course in philosophy of mind. This course, aimed at the advanced undergraduate student, provides students with the tools necessary for understanding some of the key readings in contemporary philosophy of mind and offers unique benefits to both majors and non-majors. The course described here focuses on just two of the main problems in philosophy of mind—the mind-body problem and the problem of phenomenal consciousness—and briefly touches on other issues one might address. Finally, several solutions to common challenges that arise in an advanced philosophy course are discussed.
review article
23. Teaching Philosophy: Volume > 39 > Issue: 2
Matthew Pianalto, Happiness, Goodness, and the Best Things in Life: A Review of Some Recent Books
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In this article, I review some recent introductory texts on the nature of happiness and the good life.
reviews
24. Teaching Philosophy: Volume > 39 > Issue: 2
Ayesha Bhavsar, Human Kindness and the Smell of Warm Croissants: An Introduction to Ethics, by Ruwen Ogien
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25. Teaching Philosophy: Volume > 39 > Issue: 2
Lisa Cassidy, Beyond the Abortion Wars: A Way Forward for a New Generation, by Charles C. Camosy
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26. Teaching Philosophy: Volume > 39 > Issue: 2
C. Tabor Fisher, 'Philosophy'—After the End of Philosophy: In a Globalizing and Glocalizing World, by Nader N. Chokr
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27. Teaching Philosophy: Volume > 39 > Issue: 2
Dara Fogel, Violence and Civility: On the Limits of Political Philosophy, by Etienne Balibar
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28. Teaching Philosophy: Volume > 39 > Issue: 2
Elizabeth Foreman, Ethical Theory: An Anthology, 2nd edition, edited by Russ Shafer-Landau
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29. Teaching Philosophy: Volume > 39 > Issue: 2
Abigail Gosselin, The Most Good You Can Do: How Effective Altruism is Changing Ideas about Living Ethically, by Peter Singer
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30. Teaching Philosophy: Volume > 39 > Issue: 2
William S. Lewis, Philosophy of Social Science: A New Introduction, edited by Nancy Cartwright and Eleonora Montuschi
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