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1. Teaching Philosophy: Volume > 22 > Issue: 4
Barbara Forrest The Philosopher’s Role in Holocaust Studies
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As a treatment of radical evil, philosophical engagement with the Holocaust must negotiate a breach of intelligibility and of our moral world so great that canonical moral frameworks cannot compass it. Accordingly, the role of the philosopher in relation to Holocaust studies is not one of dispassionate reflection, and it calls for careful consideration. The author argues that as scholars, teachers, and citizens, philosophers treating the Holocaust have a duty to philosophize in a manner that advances the cause of humanitarianism. The author argues that the best way to do so is by philosophizing historically and illustrates what this means for the above three offices of the philosopher. The author first considers postmodernist approaches to history which are found lacking insofar as they may be used to bolster the claims of Holocaust deniers and revisionists. Instead, the author advocates a “social realist” stance on history, whereby philosophers can make explicit reference to the concrete events that comprise the historical context of the Holocaust and allow the events to speak for themselves. This allows the philosopher’s work to remain accessible to a broad audience as well as providing a stable moral framework which avoids morally ambiguous or morally neutral judgments of the Holocaust.
2. Teaching Philosophy: Volume > 22 > Issue: 4
Janet McCracken Comic and Tragic Interlocutors and Socratic Method
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Teaching is often framed in terms of performance: an orator stands before a crowd, attempting to capture attention and to deliver material prepared in advance. This analogy falls apart, however, when one considers the extent to which teaching is a dialogical endeavor. Looking to the Meno, the Symposium, and the Republic, this paper offers an interpretation of these texts which deepens our understanding of Plato’s theory of education. First, a Platonic view of education recommends a view of educators not as imparters of wisdom upon passive recipients, but as mediators of student growth. Second, the tragic and comic nature of the above Platonic dialogues suggests that the content of a lesson will always be inflected by the personal characters of the students and teacher. This has direct implications for how philosophers approach their task as teachers, the most notable being that the personal characters and classroom dynamics are factors which must be taken into account in the formulation and development of effective pedagogical methods.
3. Teaching Philosophy: Volume > 22 > Issue: 4
David L. Hildebrand Philosophy’s Relevance and the Pattern of Inquiry
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The undergraduate philosophy major is often seen as an irrelevant degree. While this may be attributed to a number of causes, it is also occasion for academic philosophers to reevaluate pedagogical methods at the undergraduate level. The author evaluates typical pedagogical methods and argues that overemphasizing epistemological goals of philosophical investigation (e.g. truth and justification) instrumentalizes the process of inquiry and stifles students’ philosophical imagination, resulting in the impression of philosophy’s irrelevance. An alternative model is offered on the basis of John Dewey’s pattern of inquiry. It is argued that a pedagogy that attends to Dewey’s five phases of inquiry promotes greater attention to the process of inquiry itself, which emphasizes knowledge as social, open to revision, and pertinent to students’ needs and interests. The author concludes by considering the philosophical implications of implementing such a pedagogy.
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4. Teaching Philosophy: Volume > 22 > Issue: 4
Robert Hollinger Measuring the Intentional World
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5. Teaching Philosophy: Volume > 22 > Issue: 4
Henry Jackman Language, Thought, and Logic: Essays in Honor of Michael Dummett
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6. Teaching Philosophy: Volume > 22 > Issue: 4
Robert Levy Philosophy of Science: The Central Issues
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7. Teaching Philosophy: Volume > 22 > Issue: 4
Albert Mosley An Introduction to African Philosophy
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8. Teaching Philosophy: Volume > 22 > Issue: 4
Jeffrey W. Crawford Subjugation and Bondage: Critical Essays on Slavery and Social Philosophy
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9. Teaching Philosophy: Volume > 22 > Issue: 4
Shannon Sullivan Transforming Experience: John Dewey’s Cultural Instrumentalism
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10. Teaching Philosophy: Volume > 22 > Issue: 4
Winfried Corduan Truth and Religious Belief: Conversations on Philosophy of Religion
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11. Teaching Philosophy: Volume > 22 > Issue: 4
Alan Soble Loose Women, Lecherous Men: A Feminist Philosophy of Sex
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12. Teaching Philosophy: Volume > 22 > Issue: 4
Jeffrey P. Whitman Virtue and Vice
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13. Teaching Philosophy: Volume > 22 > Issue: 4
Norman Mooradian Computers, Ethics and Society
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new publications
14. Teaching Philosophy: Volume > 22 > Issue: 4
Books Received
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index to volume twenty-two, 1999
15. Teaching Philosophy: Volume > 22 > Issue: 4
Articles
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16. Teaching Philosophy: Volume > 22 > Issue: 4
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articles
17. Teaching Philosophy: Volume > 22 > Issue: 3
Jorge J.E. Gracia Hispanics, Philosophy, and the Curriculum
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Despite predictions that Hispanics will soon outnumber all other minority groups combined in the United States, philosophy has remained indifferent to the growing Hispanic population. This paper offers several hypotheses why this is the case, arguing that Hispanics and Hispanic thought are perceived as unphilosophical (or only narrowly philosophical) and are thus perceived as ill-suited for academia and academic discussions in the United States. The author concludes by proposing strategies for overcoming this marginalization of Hispanics and Hispanic philosophy.
18. Teaching Philosophy: Volume > 22 > Issue: 3
Peter Vallentyne, John Accordino Teaching Nonphilosophy Faculty to Teach Critical Thinking about Ethical Issues
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As demand from fields such as nursing and accounting elevate the need for critical thinking courses (especially those with an emphasis on ethics), philosophers are in a unique position to share their skills in teaching such courses with nonphilosophy faculty. This paper discusses the need for critical thinking courses outside of philosophy and why philosophers should be interested in training nonphilosophy faculty (e.g. administrative recognition for interdisciplinary efforts). After basic course design information is offered for nonphilosopher readers, guidelines are offered on how philosophy teachers should structure nonphilosopher training programs. The authors illustrate these points with reference to one such training program they conducted and share administrative and pedagogical advice for running such a program successfully.
19. Teaching Philosophy: Volume > 22 > Issue: 3
T.P. Mulgan Teaching Future Generations
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An introductory ethics course serves many and often disparate ends, so much so that it may be difficult to find a theme or question that can tie these ends together in a coherent course narrative. This paper shares the author’s attempt to do so. In addition to high student interest in the subject, the topic of our obligation to future generations has the advantage of naturally leading a course through several systematic areas of philosophical importance. This topic lends itself not only to moral theory (e.g. the Nonidentity Problem), but also metaphysics (e.g. the metaphysics of personhood underpinning the Nonidentity Problem), political theory (e.g. utilitarian vs. Rawlsian answers to the question), and applied ethics (e.g. population policies). The author speaks to this topic’s adaptability to various levels of study (introductory, advanced, and graduate) and explains how the theme is taught at each level.
20. Teaching Philosophy: Volume > 22 > Issue: 3
Gregg Lubritz Another Rawls Game
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The author proposes an in-class Rawls game to help teach Rawls’ idea of the veil of ignorance. This game is contrasted to another Rawls game (developed by Ronald M. Green) which emphasizes the importance of reaching an impartial unanimous decision. Unlike Green’s game, the game detailed in this paper illustrates Rawls’ justification for the veil of ignorance by showing how one’s natural assets and initial starting point in society are undeserved and arbitrary from a moral point of view. The lessons delivered by each game are contrasted and the author argues for their complementarity.