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41. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 3
Kristin Schaupp Diotima and the Inclusive Classroom
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Despite a growing awareness that the philosophical canon consists almost exclusively of white male philosophers, it can be tempting to ignore the problem—especially for those who lack either the time or the expertise to fix it. Yet philosophical practice regularly requires us to raise questions and acknowledge issues even when we lack solutions. Engaging students in a discussion about dismissive or exclusionary comments that they notice (or ought to have noticed) in the reading is a good place to start; it provides insight into the origins of the problem and acknowledges its wide-reaching impact. For example, analyzing an editorial comment about Diotima during a class on Plato’s Symposium allows us to recognize and reconsider our assumptions about the impact of women on philosophy, a reflection that becomes even more salient when we realize that neither Plato nor the Socrates depicted in his dialogues seem to find anything ridiculous about the suggestion that the theory stems from a woman. This easy intervention provides us with a blueprint for envisioning similar responses in other courses.
42. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 3
Sarah K. Donovan Challenging Privilege in Community-Based Learning and in the Philosophy Classroom
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Community-based learning is one way to bring discussions about diversity and inclusion into the philosophy classroom, but it can have unintended, negative consequences if it is not carefully planned. This article is divided into four sections that utilize courses and projects in which I have participated, as both co-architect and instructor, to discuss potential negative outcomes and how to avoid them. The first section introduces the projects and courses. The second section discusses practices that nurture positive relationships between institutions of higher education and communities, and pedagogical strategies to prevent reinforcing negative student perceptions about vulnerable communities. The third section discusses how curricular and pedagogical choices can challenge privilege and power both in the classroom and community experience. The final section focuses on what to do when a student resists the learning experience. I conclude with a brief reflection about the community side of this partnership.
43. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 3
Kelly A. Burns Teaching Inclusively: An Overview
44. The Acorn: Volume > 1 > Issue: 2
Eknath Easwaran Gandhi and Prayer
45. The Acorn: Volume > 1 > Issue: 2
H. P. K. To the Reader (continued from page 3)
46. The Acorn: Volume > 1 > Issue: 2
Ham Sok-Hon, Kim Chai Choon, Lee Byung ln, Khang Ki Chul Gathering for Dialogue: A Manisfesto
47. The Acorn: Volume > 1 > Issue: 2
Ham Sok Hon Two Poems
48. The Acorn: Volume > 1 > Issue: 2
Ham Sok Hon The Kingdom of Mind
49. The Acorn: Volume > 1 > Issue: 2
H. P. K. To the Reader
50. The Acorn: Volume > 1 > Issue: 2
Gordon C. Zahn Nonviolence and the Dilemma of Power
51. The Acorn: Volume > 1 > Issue: 2
Thich Nhat Hanh Working for Peace: Six Talks
52. The Acorn: Volume > 1 > Issue: 2
Michael N. Nagler Nonviolence
53. The Acorn: Volume > 10 > Issue: 1
Laurie Calhoun Critical Reasoning Regarding War
54. The Acorn: Volume > 10 > Issue: 1
Bob Holmes Modernity, Morality, and the Mahatma
55. The Acorn: Volume > 10 > Issue: 1
Duane L. Cady Diversity, Relativism, and Nonviolence
56. The Acorn: Volume > 10 > Issue: 1
Madhuri Santanam Sondhi Cultural Pluralism and Mallik’s Ethics of Abstention
57. The Acorn: Volume > 10 > Issue: 1
b. l. g. To the Reader
58. The Acorn: Volume > 10 > Issue: 2
Eric Reitan Personally Committed To Nonviolence: Towards A Vindication Of Personal Pacifism
59. The Acorn: Volume > 10 > Issue: 2
Gary Baran Nonviolent Communication: An Important Component In Personal And Nonviolent Social Change
60. The Acorn: Volume > 10 > Issue: 2
Bart Gruzalski Gandhi’s Challenge To Our Paradigm Of Justifiable Violence