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1. Teaching Philosophy: Volume > 43 > Issue: 4
Alexander T. Englert Philosophical Think Tanks
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While small group discussion is invaluable to the philosophy classroom, I think it can be improved. In this paper I present a method that I have developed to better facilitate active learning in the spirit of a philosopher within a Socratic community. My method is to form what I call a “philosophical think tank,” which takes the form of a small group that persists for the duration of the semester (or a large portion of it) in order to overcome deficiencies that can arise if groups are determined anew with each class meeting. After presenting the technique, I offer an overview of results, possible issues, and ideas for future development.
2. Teaching Philosophy: Volume > 43 > Issue: 4
Eugene Heath Augustine’s Confessions: An Introduction to Philosophy
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Augustine’s Confessions would seem an unlikely work to feature in an introductory philosophy course: it appears to offer too much religion, too little philosophy. In fact, this work presents a series of reflections in which varied and interesting philosophical questions arise in the course of ordinary life. After defining the introductory course for which this work might be suitable, I explore its philosophical themes and extend a few suggestions for its use in the classroom. In closing I forward several reasons why an instructor should consider including the book in an introduction to philosophy.
3. Teaching Philosophy: Volume > 43 > Issue: 4
Taylor Elyse Mills Building a Pedagogical Relationship between Philosophy and Digital Humanities through a Creative Arts Paradigm
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Though numerous disciplines are cultivating pedagogical relationships with the emerging field of digital humanities, philosophy appears to be among the least interested in what digital humanities has to offer. This is a missed opportunity. Through a proper pedagogical framing of both fields, I argue that philosophy educators would benefit from building a pedagogical relationship with digital humanities. First, I outline digital humanities methods and teaching practices, then I identify several core educational aims and teaching methods in philosophy, which I conceptualize in terms of a creative art. Ultimately, I argue that digital humanities practices would enhance philosophy’s education aims by making philosophy more relevant and accessible to students’ needs, by fostering active learning, by establishing more equitable, collaborative participation, and by balancing skill-development with philosophical creation. The goal of this essay is not to replace traditional philosophy pedagogy, but rather to supplement it to better support modern students’ needs.
4. Teaching Philosophy: Volume > 43 > Issue: 4
Joel Owen Teaching Ancient Practical Ethics and Philosophy as a Way of Life
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In this article, I describe an approach to teaching ancient practical ethics that encourages learners to engage actively with the ideas under consideration. Students are encouraged to apply a range of practical exercises to their own lives and to reflect both independently and in collaboration with others on how the experience impacts their understanding of the theories upon which such exercises are built. I describe how such an approach is both in keeping with the methods advocated by the philosophers of ancient Greece and Rome, and also well supported by a wide range of contemporary educational research. I suggest that such active learning strategies encourage students towards a deeper and more nuanced understanding of the philosophical theories under consideration. Practical recommendations for incorporating such an approach into the teaching of applied philosophy are given. I finish by considering the impact such an approach may have on student motivation.
5. Teaching Philosophy: Volume > 43 > Issue: 4
Matthew P. Schunke Integrating the First-Year Experience into Philosophy Courses: A Tool for Improving Student Engagement and Recruiting Majors
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This article argues that integrating philosophy courses and the first-year experience can address the problem of attracting students to the philosophy major and make philosophical material more accessible and engaging. Through a reflection on teaching a first-year honors seminar on the topic of meaning in life, I show how we can use the philosophical tradition to help students with the transition into the university environment and, in the process, give them a sense of the value of philosophy as a tool to think through and evaluate their current experiences. The article demonstrates the value of philosophy to first-year students and shows how philosophy faculty and departments are well-suited to contribute to first-year programming at their institutions. Furthermore, it shows how addressing these issues can help departments recruit students into their major and minors while also sparking a genuine interest in philosophical inquiry.
review
6. Teaching Philosophy: Volume > 43 > Issue: 4
Amy Reed-Sandoval Latin American and Latinx Philosophy: A Collaborative Introduction. Edited by Robert Eli Sanchez, Jr.
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7. Teaching Philosophy: Volume > 43 > Issue: 4
Volume 43 Index
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8. Teaching Philosophy: Volume > 43 > Issue: 4
Maralee Harrell Call for Papers: Teaching in a Time of Crisis
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