81.
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Teaching Philosophy:
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Issue: 2
Laura Newhart
“Sympathy and Solidarity” and Other Essays
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82.
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Teaching Philosophy:
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Dale Murray
A 21st Century Ethical Toolbox
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83.
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Teaching Philosophy:
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Eric Sean Nelson
Levinas and the Political
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84.
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Teaching Philosophy:
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J. Aaron Simmons
The New Kierkegaard
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85.
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Teaching Philosophy:
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Diane Williamson
The Cambridge Companion to Adorno
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86.
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Teaching Philosophy:
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Robin M. James
Gender and Aesthetics
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87.
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Teaching Philosophy:
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Pascal Massie
Religious Experience and the End of Metaphysics
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88.
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Teaching Philosophy:
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Richard A. Jones
Globalizing Democracy and Human Rights
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89.
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Teaching Philosophy:
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Robert L. Perkins
The Romantic Imperative:
The Concept of Early German Romanticism
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90.
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Teaching Philosophy:
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Issue: 3
Stephen Lewis
Philosophizing Incognito:
Reflections on Encouraging Students of the Life Sciences to Think Critically
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rights & permissions
Biological scientists are increasingly encountering work-related ethical problems. For most, their training leaves them quite unprepared. Rather than merely providing additional bolt-on courses in ethics, a way of introducing critical thinking skills seamlessly into the curriculum is proposed. A method is described whereby students become engaged in self-generated discussion about the scientifically recognized, but philosophically complex, terms ‘disease’ and ‘health.’ Addressing these words, students are confrontedwith the need to develop critical thinking skills without realizing that they are entering into overt philosophical argument—the like of which many often prejudge to be abstract and worthless.
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91.
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Teaching Philosophy:
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Renée Smith,
Dennis Earl
Getting Started:
A First-Day Activity in Philosophical Thinking
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rights & permissions
Given the inexperience, misconceptions and misgivings students often bring to a first course in philosophy, we present an activity that acquaints students with the main areas of philosophical inquiry and the tools philosophers use. Students engage in philosophical thinking by reflecting on and answering questions, defending and discussing their answers, and modifying or rejecting views in light of this discussion. The activity introduces students to conceptual analysis, argument, thought-experiment, and the use of counterexampleswhile simultaneously emphasizing and illuminating students’ natural tendency to think philosophically.
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92.
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Teaching Philosophy:
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Issue: 3
Robert Boyd Skipper
Aliteracy in the Philosophy Classroom
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rights & permissions
For whatever reasons, students seem more resistant than ever before to reading. Educators have catered to this trend, introducing learning activities other than reading. I argue that, in philosophy at least, nothing can substitute for reading and discussion. I further argue that the best readings are famous, intellectually challenging, and substantial enough to reward the student with a memorable philosophical experience. I have noticed that students appreciate meaty, classical, philosophical works that challenge them, but are bored by dumbed-down textbooks or summaries. After considering some obvious objections, I relate two successful techniques I have used to raise the level of student engagement in class.
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93.
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Teaching Philosophy:
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Issue: 3
Scott Woodcock
Pedagogy and People-Seeds:
Teaching Judith Jarvis Thomson’s “A Defense of Abortion”
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rights & permissions
Judith Thomson’s “A Defense of Abortion” is one of the most widely taught papers in undergraduate philosophy, yet it is notoriously difficult to teach. Thomson uses simple terminology and imaginative thought experiments, but her philosophical moves are complex and sometimes difficult to explain to a class still mystified by the prospect of being kidnapped to save a critically ill violinist. My aim here is to identify four sources of difficulty that tend to arise when teaching this paper. In my experience, these four sources of difficulty create significant problems for undergraduate students, yet each one is easy for instructors to underestimate. My objective is therefore to identify the problems, explain why they tend to occur and warn other instructors about their potential impact in the classroom.
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94.
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Teaching Philosophy:
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Michael Goldman
Teaching Philosophy:
Theoretical Reflections and Practical Suggestions
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95.
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Teaching Philosophy:
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Michael W. Austin
The Story of Ethics:
Fulfilling Our Human Nature
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96.
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Teaching Philosophy:
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Irfan Khawaja
Consequentialism
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97.
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Teaching Philosophy:
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Dale Murray
The Affirmative Action Debate
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98.
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Teaching Philosophy:
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Brian Soucek
Aesthetics and the Philosophy of Art—The Analytic Tradition:
An Anthology
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99.
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Teaching Philosophy:
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Diane Williamson
Hegel’s Phenomenology of Spirit:
New Critical Essays
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100.
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Teaching Philosophy:
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Issue: 3
Jeffrey M. Jackson
Continental Philosophy:
A Critical Approach
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