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Displaying: 51-60 of 2871 documents

51. Teaching Philosophy: Volume > 39 > Issue: 3
Andy Wible, Mass Moralizing: Marketing and Moral Storytelling, by Phil Hopkins
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52. Teaching Philosophy: Volume > 39 > Issue: 3
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53. Teaching Philosophy: Volume > 39 > Issue: 2
Steven Geisz, Body Practice and Meditation as Philosophy: Teaching Qigong, Taijiquan, and Yoga in College Courses
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What challenges arise when attempting to incorporate body practice and meditation into undergraduate philosophy courses? In recent years, a number of philosophers have begun teaching such practices in academic classrooms, and at my university I have experimented specifically with teaching qigong, taijiquan (i.e., t’ai chi), hatha yoga, and meditation techniques in a variety of courses on East Asian and Indian philosophy. Teaching body practices and meditations poses potential problems about exclusion and advocacy in the classroom: exclusion, in the sense that the practices might improperly marginalize certain students from full participation, and advocacy, in the sense that including these practices in a class might amount to problematic advocacy of a particular substantive set of religious values. This paper explores ways I have addressed these problems through a variety of pragmatic, situation-specific approaches and by encouraging students to have a sense of ownership about the practices and the learning environment itself.
54. Teaching Philosophy: Volume > 39 > Issue: 2
Tanya Hall, Dean Tracy, Andy Lamey, Exploring Video Feedback in Philosophy: Benefits for Instructors and Students
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This paper explores the benefits of video feedback for teaching philosophy. Our analysis, based on results from a self-report student survey along with our own experience, indicates that video feedback possesses a number of advantages over traditional written comments. In particular we argue that video feedback is conducive to providing high-quality formative feedback, increases detail and clarity, and promotes student engagement. In addition, we argue that the advantages of video feedback make the method an especially apt tool for addressing challenges germane to teaching philosophy. Video feedback allows markers to more easily explain and illustrate philosophical goals and methods. It allows markers to model the doing of philosophy and thereby helps students to see philosophy’s value. Video feedback is a promising tool for addressing both cognitive and affective barriers to learning philosophy. Such advantages are especially valuable in the context of a student-centered, intentional learning framework. In light of these advantages, we find that video feedback is underappreciated and underutilized.
55. 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.
56. 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
57. 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.
58. 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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59. 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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60. 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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