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61. Teaching Philosophy: Volume > 30 > Issue: 1
Maughn Rollins Gregory A Framework for Facilitating Classroom Dialogue
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Classroom dialogue can be democratic and evidence critical and creative thinking, yet lose momentum and direction without a plan for systematic inquiry. This article presents a six-stage framework for facilitating philosophical dialogue in pre-college and college classrooms, drawn from John Dewey and Matthew Lipman. Each stage involves particular kinds of thinking and aims at a specific product or task. The role of the facilitator—illustrated with suggestive scripts—is to help the participants move their dialogue through the stages of the framework and to model and prompt good social and cognitive dialogue moves within each stage, until the participantslearn to become self-managed.
62. Teaching Philosophy: Volume > 30 > Issue: 1
Nancy Stanlick Individual-Centered Collaborative Research: Method and Theory
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A method of assigning, assessing, and utilizing individual-centered collaborative research groups enhances student learning, addresses problems of academic integrity such as plagiarism and free-riding in groups, and incorporates the insights of recent literature on the value of collaboration between and among philosophers and scientists. The method stresses the value of collaborative research while maintaining appropriate focus on individual contributions to avoid problems normally encountered in “group work.”
63. Teaching Philosophy: Volume > 30 > Issue: 1
Alan Fox Teaching Daoism as Philosophy: Teaching Thinking through Controversy
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I propose to consider chapter 1 of the famous, classic, and foundational Daoist text Dao De Jing, attributed to Laozi, in order to enable a non-expert to negotiate the subject of Daoism in a global philosophy context, and to further enhance the teaching of philosophy by introducing and emphasizing at least some of the controversies that inevitably surround interpretation of a classical set of texts and ideas. This forces students to see through simplistic dichotomies and form subtler conclusions, on their own, and I suggest that this is what the teaching of philosophy should always involve, to be considered philosophy.
64. Teaching Philosophy: Volume > 30 > Issue: 1
David Socher A Little Roundup of Modus Tollens in the Flesh
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Modus Tollens is the following valid deductive argument form: “If P, then Q. (But) Not Q. Therefore not P.” I show how this structure plays an important part in everyday argument and in everyday non-argument; I show how the argument form fits into non-argument cases. The structure is common as argument, as rhetorical emphasis, and as explanation. Students can see how this pattern is rooted in everyday thought, when elements of the structure are unspoken but nonetheless relied upon, what pictures the structure evokes, and how these pictures and this pattern fit into everyday thought and discourse. Many examples are provided. A homework handout is presented which encourages the student to find and explicate sample cases from current media, world literature, movies, proverbs, etc.
65. Teaching Philosophy: Volume > 30 > Issue: 2
Alison M. Jaggar Teaching in Colorado: Not a Rocky Mountain High; Academic Freedom in a Climate of Repression
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The main purpose of this paper is to offer an account of academic freedom. By way of context, it begins with a brief history of challenges to academic freedom at the University of Colorado. It then turns to the following questions. Who enjoys academic freedom and which of their activities does it protect? What is the relationship of academic freedom to constitutionally and internationally protected civil liberties? From whom or what does academic freedom provide protection? Is academic freedom compatible with public accountability? What are the rationales for academic freedom?
66. Teaching Philosophy: Volume > 30 > Issue: 2
Ann Cudd Revolution vs. Devolution in Kansas: Teaching in a Conservative Climate
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This paper is about teaching progressive ideas where fundamentalist and conservative views are prominent among the students. I take up two questions: What should we take our task as feminist teachers to be? How should it be carried out? I explore three teaching strategies that a progressive teacher might use in a hostile conservative climate: the whole truth strategy, the dismissal strategy, and the bridge strategy. I reject the first two of these and argue that the third is most likely to be effective and also best exemplifies the value of academic freedom.
67. Teaching Philosophy: Volume > 30 > Issue: 2
Anita M. Superson Teaching in the New Climate of Conservatism: Introduction
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This paper (1) summarizes the main points of the papers in the volume which demonstrate some of the ways that academic freedom is at odds with recent conservative attacks on the professoriate; (2) argues that some of the conservative attacks from students on faculty are at base a failure to acknowledge their equal personhood, but treat them as inferior beings and thus elicit harmful psychological reactions similar to those found in victims of racist slurs; and (3) examines possible solutions, including distancing on the part of faculty, and distributing the burden of critical thinking among all faculty and college courses, thereby making academic freedom a reality for all.
68. Teaching Philosophy: Volume > 30 > Issue: 2
Michael Goldman From the Editor
69. Teaching Philosophy: Volume > 30 > Issue: 2
Jennifer Faust Moving the Academy Closer to Utopia: What All Professors Can Do to Create LGBT-Friendly Campuses
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In spite of the fact that most university campuses are considered bastions of liberalism (in contrast to the conservative “mainstream”), it remains difficult for lesbian, gay, bisexual, and transgendered faculty members and students to come out, and instances of poor treatment still occur. In addition, curricular issues related to LGBT identities and concerns continue to be met with resistance or outright hostility. In this paper, I argue that all faculty—not just LGBT faculty—have an obligation to play a more active role in creating an LGBT-friendly environment on their respective campuses. I end with suggestions for achieving this goal.
70. Teaching Philosophy: Volume > 30 > Issue: 2
Jeanine Weekes Schroer Fighting Imperviousness With Vulnerability: Teaching in a Climate of Conservatism
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This essay explores challenges that arise for professors who teach critical theory in our current climate of conservatism. Specifically, it is argued that the conservative commitments to non-revolutionary change and reverence for tradition are corrupted in our current political and intellectual climate. This corruption, called “ideological imperviousness,” undermines the institutional structures put in place to produce a functional educational environment that protects the interests of both professors and students. The result is an environment that imposes an unjust vulnerability on professors and risks depriving students of the opportunity to acquire the critical skills necessary to combat their own vulnerabilities.
71. Teaching Philosophy: Volume > 30 > Issue: 3
Brook J. Sadler The Wrongs of Plagiarism: Ten Quick Arguments
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I offer ten arguments to demonstrate why student plagiarism is unethical. In sum, plagiarism may be theft; involve deception that treats professors as a mere means; violate the trust upon which the professor-student relationship depends; be unfair to other students in more than one way; diminish the student’s education; indulge vices such as indolence and cowardice; foreclose access to the internal goods of the discipline; diminish the value of a university degree; undercut creative self-expression and acceptance of epistemic limitations; and undermine the vital interpersonal component of higher education. Plagiarism warrants severe penalties that effectively combat the student’s presumptive competitive strategy for individual success.
72. Teaching Philosophy: Volume > 30 > Issue: 3
John Hardwig Socrates’ Conception of Piety: Teaching the Euthyphro
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For Socrates, philosophy is self-examination. If the Euthyphro is still to be philosophy in this sense, it must challenge people living now. This paper offers a reading that does this. First, a better case is made for something like the kind of expertise Euthyphro claims and for his position about piety. Second, Socrates and Euthyphro embody different views about the kind of expertise that would be relevant to discovering and engendering piety. Finally, Socrates’ unorthodox conception of piety is made explicit. With these features highlighted, the Euthyphro still possesses the power to provoke and challenge.
73. Teaching Philosophy: Volume > 30 > Issue: 3
Harry Brod Euthyphro, Foucault, and Baseball: Teaching the Euthyphro
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The central question of the Euthyphro is “Is the pious loved by the gods because it is pious, or pious because it is loved?” A baseball analogy explains this to students: “Does the umpire say ‘Out’ because the runner is out, or is the runner out because the umpire says ‘Out’?” The former makes the relevant knowledge public, making Socrates the appropriate secular moral authority, while the latter makes it religious, invoking Euthyphro’s expertise. Foucault’s aphorism that power is knowledge illuminates how the aristocracy stands behind Euthyphro, while Socrates empowers the democracy. An abstract epistemological question has important political consequences.
74. Teaching Philosophy: Volume > 30 > Issue: 3
James B. Gould Learning Community Formats
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College courses are often disconnected both from other disciplines and from student’s lives. When classes are taught in isolation from each other students experience them as unrelated fragments. In addition, college courses often lack personal meaning and relevance. Interdisciplinary learning communities—classes in which the subject matters of two or more fields are integrated—can help overcome these two problems by providing an education that is holistic and coherent. In this paper I report on how philosophy courses can be blended with English classes and how theoretical perspectives can be connected to student’s personal lives.
75. Teaching Philosophy: Volume > 30 > Issue: 3
Richard Reilly, Samuel Pry, Mark L. Thomas Plagiarism
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Plagiarism is often equated with theft, but closer inspection reveals plagiarism’s distinctive dimensions. Fundamentally, plagiarism is a form of deception, whereby the plagiarist uses the instructor as a means toward the plagiarist’s own end. Implicitly asking the instructor for a fair and accurate evaluation of the student’s abilities, the plagiarist at the same time sabotages the instructor’s capacity to make that judgment, thereby violating a duty inherent in the student-teacher relationship. Moreover, every act of plagiarism damages the plagiarist’s integrity, thereby subverting his/her own well-being, while contributing as well to a widespread devaluing of education for both the individual and society.
76. Teaching Philosophy: Volume > 30 > Issue: 3
Lisa Cassidy Appealing to Multiple Intelligences in the Classroom: Using Stick Figures to Teach Philosophy
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This article urges teachers of philosophy to “remember Meno’s slave boy.” In Plato’s Meno, Socrates famously uses a stick to draw figures in the dust, andMeno’s uneducated slave boy (with some prompting by Socrates) grasps geometry. Plato uses this interaction to show that all learning is, in fact, recollection. Regardless of the merits of that position, Socrates’ conversation with the slave boy is an excellent demonstration that understanding is aided by appealing to the different talents or “intelligences” of students. Similarly, I advocate using stories and hand-drawn stick figure cartoons to teach philosophy.
77. Teaching Philosophy: Volume > 30 > Issue: 4
Charles E. Zimmerman, Jr. There’s a Deaf Student in Your Philosophy Class—Now What?
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Having a deaf student in class can pose a tremendous challenge for both the professor and the student, but it can also be an incredibly rewarding experience. To help make it so, this article briefly covers the differences between American Sign Language and English and then identifies aspects of linguistic skills where the deaf student may encounter difficulty in dealing with Philosophy. Those discussed are inadequate vocabulary, problems in reading and writing, insufficient background or “life” information, and difficulty in dealing with abstractions. Since English will most likely be a second language for deaf students, there is also a brief discussion of similarities and differences between them and ESL students. An appendix to the article presents a collection of techniques that I developed to accommodate the needs of a profoundly deaf student who took an introductory Philosophy and an upper level Religion course with me. Among them are suggestions for lectures, class discussions, testing, written assignments, student-teacher conferences, and audio-visual materials. Finally, there are some useful on-line resources together with some tips for working with interpreters.
78. Teaching Philosophy: Volume > 30 > Issue: 4
Jennifer Faust Unreasonable Accommodations?: Waiving Formal Logic Requirements for Students with (Relevant) Disabilities
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Since formal logic courses are typically required in philosophy programs, students with certain cognitive disabilities are barred from pursuing philosophy degrees. Are philosophy programs (legally or morally) obligated to waive such requirements in the case of students with disabilities? A comparison is made between the formal logic requirement and the foreign language competency requirement, which leads to a discussion of what areas of study are essential to mastery of philosophy. Ultimately, it is concluded that at this point in the discipline’s development, formal logic is required at the graduate level (but could be waived at the undergraduate level).
79. Teaching Philosophy: Volume > 30 > Issue: 4
Anita Ho Disability in the Bioethics Curriculum
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While disability has emerged as a major theme in academic and political discourses, a perusal of many bioethics textbooks reveals that most editors and philosophers still do not consider disability to be central to developing either critical perspective or social conscience in addressing the core questions in bioethics. This essay explores how disability issues are typically portrayed in bioethics textbooks by looking at the examples of genetic testing and medically assisted death. It explains how incorporation of disability perspectives helps to provide students with opportunities for a fuller understanding of many concepts that are central to moral and political philosophy, such as equality, justice, the good life, moral agency, and autonomy.
80. Teaching Philosophy: Volume > 30 > Issue: 4
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