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articles
1. Teaching Philosophy: Volume > 32 > Issue: 4
Kevin S. Decker Teaching Autonomy and Emergence through Pop Culture: Kant, Dewey, and Captain Picard
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Teaching Kantian ethics is difficult, for “getting Kant right” extends to a wide field of concerns. This paper is aimed at instructors who wish to give interdisciplinary criticism of Kantian deontology by discussing exceptions naturalist critics take to Kant’s concept of “autonomy.” This concept can and should be supplanted by the notion of “emergent intelligence.” Surprising support for this project comes from the fictional exploits of Star Trek’s Captain Jean-Luc Picard. I conclude by indicating how the residual lessons from this criticism of Kant should lead us back to an understanding of emergence within Kant’s own third Critique.
2. Teaching Philosophy: Volume > 32 > Issue: 4
Eric C. Mullis On Being a Socratic Philosophy Instructor
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This paper discusses the use of the Socratic Method by philosophy instructors. I argue that Socrates employs both dissimulation and irony in enacting the elenchus and that these techniques should be evaluated before being used in the classroom. Dissimulation can be justified as it encourages students to think for themselves, however the use of irony is ill-advised as it is readily perceived as being boastful. Suggestions are made regarding how confrontational the Socratic instructor should be in encouraging students to developaccounts of their beliefs. Lastly, I consider how the instructor’s broader philosophical commitments can influence the enactment of the elenchus.
3. Teaching Philosophy: Volume > 32 > Issue: 4
Daryl Close Fair Grades
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Fair grading is modeled on two fundamental principles. The first principle is that grading should be impartial and consistent. The second principle is that a fair grade should be based on the student’s competence in the academic content of the course. I derive corollary principles of fair grading from these two basic principles and use them to evaluate common grading practices. I argue that exempting students from completing certain grade components is unfair, as is grading on attendance, class rank, deportment,tardiness, effort, institutional values, moral virtues such as cheerfulness and helpfulness, and other non-course-content criteria.
reviews
4. Teaching Philosophy: Volume > 32 > Issue: 4
Patrick Beach Arguing About Knowledge
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5. Teaching Philosophy: Volume > 32 > Issue: 4
Kelly Flannery Political Philosophies in Moral Conflict
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6. Teaching Philosophy: Volume > 32 > Issue: 4
Cynthia Freeland What Philosophy Can Tell You About Your Cat
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7. Teaching Philosophy: Volume > 32 > Issue: 4
J. M. Fritzman A Guide to Merleau-Ponty’s Phenomenology of Perception
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8. Teaching Philosophy: Volume > 32 > Issue: 4
Jerry Kapus Philosophical Tales
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9. Teaching Philosophy: Volume > 32 > Issue: 4
Daniel A. Kaufman Introduction to the Theory of Knowledge
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10. Teaching Philosophy: Volume > 32 > Issue: 4
Jon McGinnis An Introduction to Medieval Philosophy: Basic Concepts
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11. Teaching Philosophy: Volume > 32 > Issue: 4
Carl Miller Ethics in the First Person: A Guide to Teaching and Learning Practical Ethics
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12. Teaching Philosophy: Volume > 32 > Issue: 4
Danielle Poe Philosophical Perspectives on the “War on Terrorism”
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new publications
13. Teaching Philosophy: Volume > 32 > Issue: 4
Books Received
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volume index
14. Teaching Philosophy: Volume > 32 > Issue: 4
Volume 32 Index
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articles
15. Teaching Philosophy: Volume > 32 > Issue: 3
John Immerwahr Engaging the “Thumb Generation” with Clickers
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This article is an introduction to classroom response systems (“clickers”) for philosophy lecture courses. The article reviews how clickers can help re-engage students after their attention fades during a lecture, can provide student contributions that are completely honest and free of peer pressure, and can give faculty members a rapid understanding of student understanding of material. Several specific applications are illustrated including using clicker questions to give students an emotional investment in a topic, to stimulate discussion, to display change of attitudes, and to allow for the use of the peer instruction technique, which combines lectures and small groups.
16. Teaching Philosophy: Volume > 32 > Issue: 3
Shelagh Crooks Teaching for Argumentative Thought
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The conception of thought as a kind of argumentative dialogue has been influential in curricula designed to promote the development of thinking skills. Educators have sought to “teach” this kind of thinking by providing their students with opportunities to participate in argumentative exchange. This practice is based on the belief that thinking processes will mirror or mimic the interpersonal exchanges in which the thinker engages. In this article, another approach to teaching argumentative thought is developed. It is argued that while training and practice in interpersonal argumentation increases students’ overall argumentation skills, it is not particularly effective in helping students to develop the practice of engaging dialogically with their own beliefs. On this other approach, students are required to engage in “metacognitive inquiry” in which their own judgments in respect of curriculum materials, and in respect of the various strategies they have deployed to generate these judgments, become a subject matter for reflection and critical evaluation. The article concludes with the discussion of an in-class experiment in using the metacognitive approach.
17. Teaching Philosophy: Volume > 32 > Issue: 3
Natalie Helberg, Cressida J. Heyes, Jaclyn Rohel Thinking through the Body: Yoga, Philosophy, and Physical Education
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Philosophers sometimes hope that our discipline will be transformative for students, perhaps especially when we teach so-called philosophy of the body. To that end, this article describes an experimental upper-level undergraduate course cross-listed between Philosophy and Physical Education, entitled “Thinking Through the Body: Philosophy and Yoga.” Drawing on the perspectives of professor and students, we show how a somatic practice (here, hatha yoga) and reading texts (here, primarily contemporary phenomenology) can be integrated in teaching and learning. We suggest that the course raised questions about the ethics of evaluation as well as about the split between theory and practice, which have larger pedagogical implications.
review articles
18. Teaching Philosophy: Volume > 32 > Issue: 3
Matthew H. Slater Recent Texts in Metaphysics
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A teacher of analytic metaphysics faces a bewildering array of textbook and anthology options. Which should one choose? Thisdepends, of course, on one’s course and goals as instructor. This comparative book review will survey several options—both longstanding and recent to press—from a pedagogical perspective. The options are not exclusive. Many are natural complements and would work nicely with other collections or single-author texts. I shall focus my attention here on six texts (in this order): two textbooks, one by Peter van Inwagen and one by Michael Jubien, two anthologies of previously published papers (one edited by van Inwagen and Dean Zimmerman, another by Michael Loux), a collection of new paired “pro-and-con” essays assembled by Ted Sider, John Hawthorne, and Dean Zimmerman, and finally a hybrid text/anthology by Helen Beebee and Julian Dodd.
19. Teaching Philosophy: Volume > 32 > Issue: 3
Edmund F. Byrne Just War Theory and Peace Studies
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Scholarly critiques of the just war tradition have grown in number and sophistication in recent years to the point that available publications now provide the basis for a more philosophically challenging Peace Studies course. Focusing on just a few works published in the past several years, this review explores how professional philosophers are reclaiming the terrain long dominated by the approach of political scientist Michael Walzer. On center stage are British philosopher David Rodin’s critique of the self-defensejustification for war and American philosopher Andrew Fiala’s skeptical assessment of the just war tradition in its entirety. Also considered is a collection of more narrowly focused critiques by philosophers and some highly relevant extra-philosophical studies regarding the social interconnections between authority and violence.
reviews
20. Teaching Philosophy: Volume > 32 > Issue: 3
Mahesh Ananth Social Brain Matters: Stances on the Neurobiology of Social Cognition
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