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articles
1. Teaching Philosophy: Volume > 31 > Issue: 4
Maria Cimitile The Use of Bloom’s Taxonomy in Feminist Philosophy
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Overcoming our disciplinary aversion to assessment mechanisms allows more possibilities for students to achieve fundamental philosophical skills. My essay discusses the use of Bloom’s taxonomy in a Feminist Philosophy course with detailed examples that demonstrate its efficacy as a learning and assessment tool that is particularly suited to philosophy, as well as how critical philosophy in general, and feminist philosophy in particular, is an ideal subject to help students gain critical thinking skills.
2. Teaching Philosophy: Volume > 31 > Issue: 4
Margaret Watkins Persuasion and Pedagogy: On Teaching Ethics with Jane Austen
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Recent moral philosophy emphasizes both the particularity of ethical contexts and the complexity of human character, but the usual abstract examples make it difficult to communicate to students the importance of this particularity and complexity. Extended study of a literary text in ethics classes can help overcome this obstacle and enrich our students’ understanding and practice of mature ethical reflection. Jane Austen’s Persuasion is an ideal text for this kind of effort. Persuasion augments the resources for ethical reflection that students bring to our courses, provides a multitude of fecund examples to inspire discussion, and introduces philosophical points of its own. I explain specific ways to integrate this novel into courses and why some approaches work better than others, and I highlight themes for three different levels of study: reflection on particular virtues and vices, illustration of broader ethical issues, and discussion of virtues that the philosophical literature neglects. In each case, I discuss a particular example in detail: the question of whether or not pride can be a virtue, the varieties of friendship and their relation to virtue, and the virtue of proper persuadability. These examples suggest ways in which ethics teachers might explore the resources of other literary works towards similar ends.
3. Teaching Philosophy: Volume > 31 > Issue: 4
Robert Kirkman Teaching for Moral Imagination: Assessment of a Course in Environmental Ethics
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This paper reports the results of an assessment project conducted in a semester-length course in environmental ethics. The first goal of the project was to measure the degree to which the course succeeded in meeting its overarching goal of enriching students’ moral imagination and its more particular objectives relating to ethics in the built environment. The second goal of the project was to contribute toward a broader effort to develop assessment tools for ethics education. Through qualitative analysis of an exit survey and of a pair of writing assignments, the study yielded some promising results, outlined here, and suggested particular ways of improving both the course and the assessment procedure.
4. Teaching Philosophy: Volume > 31 > Issue: 4
Maralee Harrell No Computer Program Required: Even Pencil-and-Paper Argument Mapping Improves Critical-Thinking Skills
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Argument-mapping software abounds, and one of the reasons is that using the software has been shown to teach/promote/improve critical-thinking skills. These positive results are very encouraging, but they also raise the question of whether the computer tutorial environment is producing these results, or whether learning argument mapping, even with just paper and pencil, is sufficient. Based on the results of two empirical studies, I argue that the basic skill of being able to represent an argument diagrammatically plays an important role in the improvement of critical-thinking skills. While these studies do not offer a direct comparison between the two methods, it is important for anyone wishing to employ argument mapping in the classroom to know that significant results can be obtained even with the most rudimentary of tools.
5. Teaching Philosophy: Volume > 31 > Issue: 4
Raymond S. Pfeiffer Detecting Spirituality and Philosophizing About It
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Often viewed as the deep common core of all religions, spirituality has been addressed in a direct philosophical manner only occasionally. After noting some recent philosophical literature, a questionnaire for evaluating a person’s spirituality is described, and a general theory of spirituality is advanced. Spirituality is, generally, the yearning for, quest for, experience of or belief in a great reality that is largely beyond ordinary experience and that inspires one’s interior, private life and one’s behavior and ultimate values. This idea illuminates the main questions of the philosophy of religion, and also questions of the consistency of thought and action, essentialism, naturalism, religious liberalism, and the reproductive fallacy.
reviews
6. Teaching Philosophy: Volume > 31 > Issue: 4
Jean Keller Does Feminism Discriminate Against Men?
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7. Teaching Philosophy: Volume > 31 > Issue: 4
Mark McLeod-Harrison God, Evil, and Design: An Introduction to the Philosophical Issues
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8. Teaching Philosophy: Volume > 31 > Issue: 4
Maurice Hamington Feminist Interpretations of Emma Goldman
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9. Teaching Philosophy: Volume > 31 > Issue: 4
Aaron Parks Smith Historical Dictionary of Existentialism
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articles
10. Teaching Philosophy: Volume > 31 > Issue: 3
Kevin Possin A Field Guide to Critical-Thinking Assessment
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A non-technical guide to some of the popular methods and tests for assessing how well students are acquiring critical thinking skills in their courses, programs, or college careers.
11. Teaching Philosophy: Volume > 31 > Issue: 3
Alexandra Bradner Teaching Modernity in Appalachia
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Despite our interests in conceptual schemes, paradigms, styles of reasoning, levels of explanation, and populationist modes of theorizing, many philosophers ignore the fact that instruction occurs in situ. This paper highlights the importance of cultural location by reflecting upon the author’s experience as an instructor of modernity at Marshall University, a regional state institution in Huntington, West Virginia. For many Appalachian students, issues barely tolerated by others (as part of their required history sequence) are uniquely resonant. At the same time, existing power structures—and the very real limits established by those structures—discourage Appalachian students from embracing or even entertaining the canonical themes of modernity. Immersing oneself in the regional culture, instead of bemoaning it, enables a philosophy instructor to examine modernity from both the pre- and postmodern perspectives, while also conveying to students that their education matters a great deal to the fate of the region.
12. Teaching Philosophy: Volume > 31 > Issue: 3
Brian Domino Ethics Tour 2007: Another Way to Team Teach
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I present my experience using a model of team-teaching where a philosophy class “tours” the campus, participating in other classes for ethical discussions throughout the semester. Although prompted by low enrollment in my ethics class, this technique allows for an engaging interdisciplinary experience for the students while offering a low- or no-cost alternative to traditional team teaching where two faculty members teach one class. I describe the experience my students and I had during the inaugural tour, and make several suggestions for improvement.
13. Teaching Philosophy: Volume > 31 > Issue: 3
Kalynne Hackney Pudner Leading Them to Lady Wisdom: Putting Applied Ethics Courses in Broader Philosophical Context
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Many postsecondary institutions now require an ethics course for graduation, typically one in applied ethics. This paper considers the justification for such a requirement from the institution’s perspective, on the one hand, and what might be a justification from a philosophical perspective, on the other; it then argues that teaching applied ethics courses in accordance with the philosophical justification satisfies the institutional justification as well. Moreover, the philosophical perspective, which aims to introduce compulsory ethics students to an understanding, appreciation and even love of philosophy as a holistic discipline, contributes to the purpose of perpetuating the profession. In illustration, the paper describes an actual required course in business ethics put in broader philosophical context, one that has shown some success in fostering philosophical interest beyond the final exam.
14. Teaching Philosophy: Volume > 31 > Issue: 3
Mehul Shah The Socratic Teaching Method: A Therapeutic Approach to Learning
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This paper will show how the three principles of the Socratic teaching method—midwifery, recollection, and cross-examination—are utilized in the treatment of learning diseases, that is, attitudes that interfere with effective learning. The Socratic teaching method differs from the traditional lecture model of teaching, but it does not sacrifice the therapeutic for the informative task of teaching. Rather, by indirectly imparting content and uncovering implicit content through careful questioning, it provides a careful balance between the informative and therapeutic aspects of teaching. Insights from client-centered and cognitive therapy can enhance the effectiveness of the Socratic teaching method.
review article
15. Teaching Philosophy: Volume > 31 > Issue: 3
John Immerwahr www.earlymoderntexts.com
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A review, with recommendations, of Jonathan Bennett’s “translations” of classical early modern texts into language more accessible to undergraduates.
reviews
16. Teaching Philosophy: Volume > 31 > Issue: 3
Keith Fennen Discourse on Method
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17. Teaching Philosophy: Volume > 31 > Issue: 3
Meghant Sudan Kant’s Critique of Pure Reason: An Introduction
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18. Teaching Philosophy: Volume > 31 > Issue: 3
Kam Shapiro Leo Strauss and Emmanuel Levinas: Philosophy and the Politics of Revelation
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19. Teaching Philosophy: Volume > 31 > Issue: 3
Tadd Ruetenik The Meaning of Life
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articles
20. Teaching Philosophy: Volume > 31 > Issue: 2
Priscilla Sakezles What Sort of Skeptic Is Socrates?
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It is frequently, but incorrectly, claimed that Socrates said “All I know is that I know nothing.” The source of this misquote is Plato’s dialogue the Apology, where there are five Socratic claims that may appear to justify it. I review these five claims in their context to prove that they are not equivalent to, nor do they imply, the infamous quote. What Socrates does say is that he does not think that he knows anything that he does not in fact really know. He is skeptical in a certain sense; but he is not the dogmatic and self-contradicting skeptic that he is often made out to be.