Already a subscriber? - Login here
Not yet a subscriber? - Subscribe here

Browse by:



Displaying: 1-16 of 16 documents


articles
1. Teaching Philosophy: Volume > 34 > Issue: 3
Scott Seider, Jason Taylor Broadening College Student Interest in Philosophical Education through Community Service Learning
abstract | view |  rights & permissions | cited by
The Pulse Program at Boston College is a community service learning program that combines academic study of philosophy and theology with a year-long community service project. An analysis of the Pulse Pro­gram during the 2008–09 academic year revealed that participating students demonstrated a significant increase in their interest in philosophy; a greater likelihood of enrolling in additional philosophy coursework; and a deeper interest in philosophy than classmates not participating in service-learning. Interviews with participating students revealed that the Pulse Program highlighted philosophy’s relevance to the “real world” as well as the useful role that philosophy can play in reflecting upon the social issues raised by students’ community service experiences.
2. Teaching Philosophy: Volume > 34 > Issue: 3
Ramona Ilea, Susan Hawthorne Beyond Service Learning: Civic Engagement in Ethics Classes
abstract | view |  rights & permissions | cited by
In this essay, we describe a form of civic engagement for ethics classes in which students identify a community problem and devise a project to address that need. Like traditional service learning, our civic engagement project improves critical thinking and expressive philosophical skills. It is especially effective in meeting pedagogical goals of engaging and expanding student agency and independence while connecting class materials with individual students’ interests. The project can be adapted to a variety of ethics classes and institutional settings. We demonstrate its effectiveness by examining student projects and class evaluations, as well as reporting our own observations, with emphasis on the skills that students develop. We also address details of implementation and answers to theoretical and practical objections. Although students often find this project challenging, they also see it as deeply rewarding; they have been impressed with their own performance and the skills they develop.
3. Teaching Philosophy: Volume > 34 > Issue: 3
John Rudisill The Transition from Studying Philosophy to Doing Philosophy
abstract | view |  rights & permissions | cited by
In this paper I articulate a minimal conception of the idea of doing philosophy that informs a curriculum and pedagogy for producing students who are capable of engaging in philosophical activity and not just competent with a specific domain of knowledge. The paper then relates, by way of background, the departmental assessment practices that have played a vital role in the development of my department’s current curriculum and in particular in the design of a junior-year seminar in philosophical research required of all majors. After a brief survey of the learning theory literature that has informed its design, I share the content of this junior-year seminar. In the paper’s conclusion I provide some initial data that indicates our approach to curriculum and pedagogy has had a positive impact on student achievement with respect to reaching the learning goals associated with “doing” as opposed to “merely studying” philosophy.
4. Teaching Philosophy: Volume > 34 > Issue: 3
Toby Schonfeld, Erin L. Dahlke, John M. Longo Pre-Test/Post-Test Results from an Online Ethics Course: Qualitative Assessment of Student Learning
abstract | view |  rights & permissions | cited by
Although online education is becoming increasingly commonplace in health professional education, methods to evaluate student progress and knowledge base adequately remain uncertain. This paper describes a project that attempted to assess whether or not an online course was an effective way to teach applied ethics to students preparing for the health professions by qualitatively analyzing responses to a pre-test and post-test administered to students in the course. While previous studies have reported various findings regarding the success of online ethics courses, our study failed to demonstrate that students gained a greater understanding of key concepts in ethics—respect for autonomy, decisional capacity, informed consent, and role of the provider. Our findings demonstrate the need for better subjective methods of evaluation and raise questions regarding the efficacy of current models of online ethics courses for health professional students.
review article
5. Teaching Philosophy: Volume > 34 > Issue: 3
John Van Ingen Recent Texts on Kant
abstract | view |  rights & permissions | cited by
Teaching the philosophy of Immanuel Kant, including teaching Kant’s contribution to selected philosophic topic areas, is both exciting and challenging. Choices of texts become very important both in the preparation and development of those who teach Kant, as well as in the selection of texts for classroom use, once courses have been developed and scheduled. This review article discusses four recent texts published between 2008 and 2010 with an emphasis on pedagogical value. I will offer the reader an initial clarifying overview of the content of each of the four books, including some clarification of organization, approach, and stated purposes. Major theses will be noted and selective discussions will be highlighted for their interest. The review will provide some assessment of the strengths and limitations of each text, including the suitability of each for various levels and purposes of teaching.
6. Teaching Philosophy: Volume > 34 > Issue: 3
John Van Ingen Recent Texts on Kant
view |  rights & permissions | cited by
7. Teaching Philosophy: Volume > 34 > Issue: 3
John Van Ingen Recent Texts on Kant
view |  rights & permissions | cited by
8. Teaching Philosophy: Volume > 34 > Issue: 3
John Van Ingen Recent Texts on Kant
view |  rights & permissions | cited by
reviews
9. Teaching Philosophy: Volume > 34 > Issue: 3
Peter Boghossian Cognitive Disability and its Challenge to Moral Philosophy
view |  rights & permissions | cited by
10. Teaching Philosophy: Volume > 34 > Issue: 3
Antonis Coumoundouros Understanding Plato’s Republic
view |  rights & permissions | cited by
11. Teaching Philosophy: Volume > 34 > Issue: 3
Robert W. Hoag Arguing about Law
view |  rights & permissions | cited by
12. Teaching Philosophy: Volume > 34 > Issue: 3
S.J. Lenhart An Introduction to Decision Theory
view |  rights & permissions | cited by
13. Teaching Philosophy: Volume > 34 > Issue: 3
M.R. Lexow The Cambridge Introduction to Michel Foucault
view |  rights & permissions | cited by
14. Teaching Philosophy: Volume > 34 > Issue: 3
Shawn Loht The Cambridge Companion to Hegel and Nineteenth-Century Philosophy
view |  rights & permissions | cited by
15. Teaching Philosophy: Volume > 34 > Issue: 3
A. Rebecca Rozelle-Stone Beyond Power: Simone Weil and the Notion of Authority
view |  rights & permissions | cited by
16. Teaching Philosophy: Volume > 34 > Issue: 3
Kathleen Wininger Introducing Philosophy Through Film
view |  rights & permissions | cited by