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1. Teaching Philosophy: Volume > 18 > Issue: 2
James B. Gould Discussing Divorce in Introductory Ethics
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This paper focuses on the benefits of discussing moral issues concerning the domestic realm in an introductory ethics course, especially moral issues surrounding divorce. The subject of divorce in introductory courses can illustrate to students significant dimensions in ethical theory and also serves as a useful pedagogical tool to bridge the gap between abstract ethical theories and students’ daily lives. Divorce is a common experience that allows students to personally engage with ethical questions that often have often immediate relevance to their personal morality.
2. Teaching Philosophy: Volume > 18 > Issue: 2
Brian Domino The Electronic Agora: Using a Mainframe Computer in Introductory Courses
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The author attends to pedagogical dilemmas educators face in introductory philosophy courses in large universities. Large bureaucratic structures often produce poor student attendance and produce large classroom settings with brief classes, which blocks instructors from cultivating productive class room experience and philosophical engagement. Students are unable to engage in courses either because of lack of interest or because they are unable to speak due to the short duration of the class. The author suggests an online community structured after the Socratic agora to allow students to engage with philosophical issues outside the classroom setting and enable them to initiate dialogue amongst other students.
3. Teaching Philosophy: Volume > 18 > Issue: 2
Michael A. Gilbert Arguments & Arguers
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The author assesses three major problems in critical reasoning methods as taught in introductory logic courses. First, the author critiques the use of fallacies as a mode of analysis. Second, the author objects to the negative outlook expressed in the name “critical reasoning.” Lastly, the author scrutinizes the critical reasoning method's lack of focus on the people that are arguing or their relevance to the arguments under examination. The author suggests that critical reasoning should focus more on the process of argumentation rather than treating the argument presented as an artifact since the argumentative process takes place between people who are in disagreement. Critical reasoning should not be replaced but expanded and modified to a new method which embraces arguers and not just their arguments.
4. Teaching Philosophy: Volume > 18 > Issue: 2
Laurence Goldstein Fallacious Reasoning
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The author recommends an involved study of logical fallacies in order to provide a database of testable hypotheses for error reasoning. The purpose of the study is to make the study of logical fallacies accessible to a wider audience. Following a recent study conducted by Ludwig Schlecht, the author presents a diagnostic method to illustrate how an argument can be fallacious from the breach of particular rational principles. The diagnosis method also serves as investigation into other forms of argumentative fallacies and the author suggests it could later be the basis for training programs for undergraduate students in logic courses.
5. Teaching Philosophy: Volume > 18 > Issue: 2
Moti Nissani An Experiential Component in Teaching Philosophy of Science
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The author presents an updated version of J.B. Conant's vision of the inclusion of hands-on experiences and self-contained historical case studies in introductory philosophy of science course. The experiential component is often neglected in philosophy of science courses. Students are usually given scientific facts, concepts, and practices as their formal introduction to the material, which prohibits them from engaging with the question of the nature of science in general. Student finish courses without adequate experience of the concepts or objects that are essential for understanding the philosophical foundations of science. This paper outlines a series of pedagogical tools that highlight vital experiential components of the scientific enterprise, such as an emphasis on observation and the problem solving and creative aspects of scientific inquiry. The author contends that these components help confront common misconceptions on the nature of science which many students hold in introductory philosophy of science courses. These tools also help students engage with the scientific literature and incite discussion among students.
6. Teaching Philosophy: Volume > 18 > Issue: 2
Bruce K. Omundson Philosophy and General Education: "World Civilizations" as Virtue Ethics
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This paper outlines a pedagogical model for a sophomore level World Civilization course. The guiding question of the course is to explore the ways in which philosophers can transform an interdisciplinary syllabus into a course that attends to larger philosophical and ethical issues commonly found in a philosophy course. The author applies Aristotle's discussion of virtues to construct a unique approach to cultural studies. The author uses this model to push students to examine and refine their beliefs and values in order to develop personal integrity and to articulate their reasons to live. The model also develops students’ skills for thinking about their own and other cultures and to develop tolerance toward other worldviews. Tolerance, in the context of the virtue model, necessitates that students understand others’ beliefs in such a way that they allow others to pursue a way of life that they would never choose for themselves.
challenge to the reader
7. Teaching Philosophy: Volume > 18 > Issue: 2
Gregory Pence Case Study in the Ethics of Teaching Philosophy
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8. Teaching Philosophy: Volume > 18 > Issue: 2
Sidney Gendin Am I Wicked?
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9. Teaching Philosophy: Volume > 18 > Issue: 2
Robert Makus Teaching Forgetfulness: Philosophy as Project
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reviews
10. Teaching Philosophy: Volume > 18 > Issue: 2
David MacCallum Philosophy of Science
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11. Teaching Philosophy: Volume > 18 > Issue: 2
Eugene E. Selk Reflecting on Art
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12. Teaching Philosophy: Volume > 18 > Issue: 2
Heimir Geirsson Form and Reason: Essays in Metaphysics
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13. Teaching Philosophy: Volume > 18 > Issue: 2
Christoph Cox Nietzsche: Selections
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14. Teaching Philosophy: Volume > 18 > Issue: 2
Richard N. Burnor Reasoning from Evidence
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15. Teaching Philosophy: Volume > 18 > Issue: 2
New Publications: Books Received October 27, 1994, to February 10, 1995
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