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Displaying: 51-60 of 2801 documents


51. Teaching Philosophy: Volume > 38 > Issue: 2
Christopher S. Gifford, How to Teach Metaphysics
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We present some teaching materials for metaphysics which use the method of introducing issues via puzzles, paradoxes, problems, and conundrums in metaphysics. The method is motivated by the aim to increase student participation and engagement in metaphysical issues so that the student considers and understands philosophical theories based on specific metaphysical concepts. These materials are a result of distill- ing first and second year undergraduate academic materials into simple presentations that retain the core focus on salient concepts. The presented teaching methods share the same approach as Raymond Smullyan’s puzzle-first approach to teaching. Potential goals for the material are numerous; one main goal is the development of the individual student’s independent, original, and creative philosophical thinking and analysis as applied to the area of metaphysics. Other goals include the appreciation of overlap between different subareas within metaphysics - overlaps that we note. The article finishes with a further consideration of the importance and utilization of the emotions elicited from materials of philosophical problems and how these can be best incorporated into the teaching methods.
review article
52. Teaching Philosophy: Volume > 38 > Issue: 2
Dennis M. Weiss, Recent Texts in Philosophy of Law
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Courses in the philosophy of law provide philosophy departments an opportunity to focus on timely and relevant questions affecting the lives of undergraduates as well as attract students interested in the legal profession to the study of philosophy. This review article examines four recent texts in philosophy of law, three anthologies and a single-authored introductory text, and discusses their suitability to the classroom. After an overview identifying key features of each text, several comparative points are made relevant to teaching philosophy of law. The diversity of issues, cases, and approaches to philosophy of law evinced by these textbooks suggests that the faculty member selecting texts should choose carefully.
book reviews
53. Teaching Philosophy: Volume > 38 > Issue: 2
Christopher Buford, The First Sense: A Philosophical Study of Human Touch, by Matthew Fulkerson
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54. Teaching Philosophy: Volume > 38 > Issue: 2
Geoff Georgi, Philosophy of Language: An Introduction, by Chris Daly
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55. Teaching Philosophy: Volume > 38 > Issue: 2
Robert L. Gray, Philosophy: Traditional and Experimental Readings, ed. Fritz Allhoff, Ron Mallon, and Shaun Nichols
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56. Teaching Philosophy: Volume > 38 > Issue: 2
Richard Greene, A Critical Introduction to Skepticism, by Allan Hazlett
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57. Teaching Philosophy: Volume > 38 > Issue: 2
Trevor Hedberg, Evidentialism and the Will to Believe, by Scott Aikin
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58. Teaching Philosophy: Volume > 38 > Issue: 2
Paul Nedelisky, Properties, by Douglas Edwards
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59. Teaching Philosophy: Volume > 38 > Issue: 2
Christopher Star, The Roman Search for Wisdom, by Michael K. Kellogg
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60. Teaching Philosophy: Volume > 38 > Issue: 2
Clint Tibbs, Exploring Philosophy: An Introductory Anthology, 5th edition, edited by Steven M. Cahn
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