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61. Teaching Philosophy: Volume > 27 > Issue: 4
Donald J. Morse The Blackwell Guide to American Philosophy
62. Teaching Philosophy: Volume > 27 > Issue: 4
Christina Hendricks What is Philosophy?
63. Teaching Philosophy: Volume > 27 > Issue: 4
Edmund F. Byrne The President of Good & Evil: The Ethics of George W. Bush
64. Teaching Philosophy: Volume > 27 > Issue: 4
Winfried Corduan Whatever Happened to Good and Evil?
65. Teaching Philosophy: Volume > 27 > Issue: 4
Daniel W. Smith Writings from the Late Notebooks
66. Teaching Philosophy: Volume > 27 > Issue: 4
Christopher Adamo The Existentialists: Critical Essays on Kierkegaard, Nietzsche, Heidegger, and Sartre
67. Teaching Philosophy: Volume > 27 > Issue: 4
Justin E. H. Smith Beyond Philosophy: Ethics, History, Marxism, and Liberation Theology
68. Teaching Philosophy: Volume > 27 > Issue: 4
Richard Schmitt Is the Unexamined Life Not Worth Living?
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This paper examines the merits of the Socratic maxim that the unexamined life is not worth living. First, the maxim is considered in its purely subjective sense, viz., that a particular individual’s life is not worth living due to factors like intense pain or illness. Second, two objective interpretations of the maxim are considered: a “strongly objective sense” where failure to examine one’s life means that one is wasting it and a “moderately objective sense” where it is reasonable to recommend that examining one’s life goals comes will come with a greater understanding of appreciation of said goals (with the caveat that other reasonable people may reject these goals as being worthwhile). After delineating the different senses in which the maxim can be understood, the author distinguishes two different varieties of self-examination and considers in what sense the Socratic maxim rings true and in what sense it exaggerates.
69. Teaching Philosophy: Volume > 27 > Issue: 4
Index to Volume Twenty-seven, 2004
70. Teaching Philosophy: Volume > 28 > Issue: 1
Andrew P. Mills Leopold and Loeb and an Interdisciplinary Introduction to Philosophy
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This paper describes an interdisciplinary course on the philosophy of human nature that centers on the famous 1924 kidnapping-ransom-murder case involving Leopold and Loeb . After recounting the details of the “perfect crime” of Leopold and Loeb, the course is structured around five units: (i) free will/determinism, (ii) the debate between retributivists and therapeutic approaches to punishment, (iii) the morality of the death penalty, (iv) Nietzsche’s critique of Christianity and “slave moralities”, and (v) homosexuality. In addition to being truly interdisciplinary, the course promotes the critical evaluation of a variety of non-philosophical (films, novels, plays, courtroom transcripts) works and shows how philosophy can play a role in making sense of the “real world”.
71. Teaching Philosophy: Volume > 28 > Issue: 1
M. Gregory Oakes Antinomy of Truth and Reason: Rationalism and Anti-Realism at the Introductory Level
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Many students find themselves caught in an antinomy between “Rationalism”, a view of the world as open to objective, complete, and intellectual comprehension, and “Anti-realism”, the view that the Rationalist vision is façade since there is no objective perspective and any “truth” is relative to the individual. This paper offers a description of an introductory course that provides conceptual resources (through the use of Descartes, Hume, and Kant) for resolving the Rationalism-Antirealism debate. Such conceptual resources include: the representation/reality distinction, the fact/evidence disparity, the nature of skepticism, Kant’s distinction between Transcendental Idealism and Transcendental Realism, and the subject/object dichotomy.
72. Teaching Philosophy: Volume > 28 > Issue: 1
Shelagh Crooks Strong Credulity and Pro/Con Analysis
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This paper inquires into the nature and causes of credulous belief and proposes a way of making negative evidence more salient to believers so that they are less likely to fall into the habit of credulous believing. Contrasting the work of Richard Swinburne with recent work in cognitive psychology, the author argues that for the “strong credulity hypothesis”, namely that our comprehension of testimony is closely linked to an initial (albeit temporary) acceptance of what speakers claim. That is, we are literally “set up” to believe irrespective of whether the belief in question is reasonable. In order to “neutralize” the effect of initial credulity, the author describes a pro/con procedure (suitable for a number of classes, e.g. critical thinking) that allows for the systematic analysis of beliefs and testimony.
73. Teaching Philosophy: Volume > 28 > Issue: 1
Eddy Nahmias Practical Suggestions for Teaching Small Philosophy Classes
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This paper offers a number of tips for teaching small philosophy classes (under twenty-five students). Some of these include using a horseshoe seating arrangement, replacing hand-raising with name cards, engaging in “real” Socratic dialogues, having students create a philosophical “Question of the Day”, and assigning students “Critical Response” papers.
74. Teaching Philosophy: Volume > 28 > Issue: 1
Daniel Palmer Ethics on the Job: Cases and Strategies, Third Edition
75. Teaching Philosophy: Volume > 28 > Issue: 1
Eugene Heath Ethics at Work: Basic Readings in Business Ethics
76. Teaching Philosophy: Volume > 28 > Issue: 1
Maralee Harrell Grading According to a Rubric
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Drawing on the work of Linda Farmer, this article describes a detailed grading grid coupled with a rubric designed for the purpose of assessing argumentative papers. The rubric consists of two main parts: Content and Style. Relying upon Bloom’s taxonomy of learning, the “Content” part of the rubric assesses a student’s understanding of the material, the argument of their paper, and various abilities concerning analysis, synthesis, evaluation, and creation. The “Style” part of the rubric is split into two parts: Clarity and Organization. Coupling this rubric with a grading grid, the author provides an example of a method for the effective grading of argumentative essays.
77. Teaching Philosophy: Volume > 28 > Issue: 1
Christoph Schmidt-Petri The Philosopher’s Toolkit
78. Teaching Philosophy: Volume > 28 > Issue: 1
Nils Ch. Rauhut Problems from Philosophy
79. Teaching Philosophy: Volume > 28 > Issue: 1
Julie Yoo History of the Mind-Body Problem
80. Teaching Philosophy: Volume > 28 > Issue: 1
Stephen Michelman Routledge Philosophy Guidebook to Nietzsche on Morality