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21. Teaching Philosophy: Volume > 27 > Issue: 2
Edmund F. Byrne Terrorism and International Justice
22. Teaching Philosophy: Volume > 27 > Issue: 2
Lisa H. Schwartzman Groups and Group Rights
23. Teaching Philosophy: Volume > 27 > Issue: 2
John Rudisill Social and Political Philosophy: A Contemporary Introduction
24. Teaching Philosophy: Volume > 27 > Issue: 2
Pierre Lamarche The Phenomenology Reader
25. Teaching Philosophy: Volume > 27 > Issue: 2
Emily S. Lee The Gender of Science
26. Teaching Philosophy: Volume > 27 > Issue: 2
Scott Aikin The Oxford Handbook of Epistemology
27. Teaching Philosophy: Volume > 27 > Issue: 3
James B. Gould Consenting Adults?: A Strategy for Discussing Unwanted Sex
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This paper reports on a pedagogical strategy used when discussing consensual and non-consensual sex in college ethics courses. The paper outlines a general teaching technique designed to elicit what students already think about a particular issue and then applies this general technique to the seven specific cases involving unwanted sex. Classroom results on these cases are described, reporting that students tend to adopt two different definitions of what it means for sex to be “consensual”. A commentary on these cases is provided that can be used to encourage students to think through the cases critically, and the author provides a brief commentary on how these cases relate to the notion of autonomy.
28. Teaching Philosophy: Volume > 27 > Issue: 3
Mitch Avila Justice, Care, and Ideology in Guess Who’s Coming to Dinner
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This paper describes how the film “Guess Who’s Coming to Dinner” can be used in the classroom. Drawing on Gilligan’s theory of moral psychology, the paper begins by putting forward a new interpretation of the film. While the central theme of the film is that of miscegenation, another salient topic in the film concerns how to maintain patriarchal privilege in a society that has racial equality. The paper then proceeds to illustrate different ways the film can be used in the classroom, most importantly to illustrate the justice/care distinction. Finally, the pedagogical practice of showing films that support certain ideologies is critically examined.
29. Teaching Philosophy: Volume > 27 > Issue: 3
Peter R. Costello Walter Benjamin and Cinema Paradiso: Teaching Aura, Loss, and Recovery
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This paper describes how the author teaches Benjamin’s “The Work of Art in the Age of Mechanical Reproduction" by using the 1988 movie “Cinema Paradiso.” The film and Benjamin’s text are used to discuss topics like alienation, the production of meaning in one’s life, and the outmoded nature of concepts like creativity, genius, and eternal value, etc. Whereas students begin by agreeing with the thrust of Benjamin’s text, they end by being in conflict with their strong reaction to the end of “Cinema Paradiso” and the view that aesthetic items like films are merely matters of taste.
30. Teaching Philosophy: Volume > 27 > Issue: 3
Brook J. Sadler How Important Is Student Participation in Teaching Philosophy?
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Student participation is essential to philosophy since dialogue is at the center of philosophical activity: it provides students an opportunity to articulate their philosophical ideas, it helps them connect philosophy to their practical experience, it serves as an opportunity for instructors to take an interest in their students’ views, and it promotes intellectual virtues like courage and honesty. However, lectures can serve many of the same functions, albeit in different ways, e.g. a lecturer can engage other historical philosophers so as to illustrate various dialogues in the history of philosophy. This paper argues that both student participation via dialogue and traditional lecturing play important roles in university education and attempts to offer guidance on how to strike a balance between lecture-driven and student-driven instruction.
31. Teaching Philosophy: Volume > 27 > Issue: 3
Lawrence M. Hinman Distributive Justice
32. Teaching Philosophy: Volume > 27 > Issue: 3
Michael Goldman Philosophy & This Actual World: An Introduction to Practical Philosophical Inquiry
33. Teaching Philosophy: Volume > 27 > Issue: 3
Scott Aikin Human Knowledge: Classical and Contemporary Approaches, Third Edition
34. Teaching Philosophy: Volume > 27 > Issue: 3
John R. Wright Ethical Formation
35. Teaching Philosophy: Volume > 27 > Issue: 3
Laura Newhart Identities: Race, Class, Gender, and Nationality
36. Teaching Philosophy: Volume > 27 > Issue: 3
Jeffrey M. Jackson Friedrich Nietzsche
37. Teaching Philosophy: Volume > 27 > Issue: 3
Laura Hengehold The Cambridge Companion to Simone de Beauvoir
38. Teaching Philosophy: Volume > 27 > Issue: 3
Robert L. Perkins Kierkegaard’s Upbuilding Discourses: Philosophy, Literature, Theology
39. Teaching Philosophy: Volume > 27 > Issue: 3
William Wians Shakespeare’s Tragic Skepticism
40. Teaching Philosophy: Volume > 27 > Issue: 3
Charles Courtney The Philosophical Athlete