This paper examines the relationship between critical thinking and mental health in three ways. First, by pointing out how critical thinking plays a role in two current psychotherapies (Rational Emotive Behavior Theory and Cognitive Therapy) insofar as critical thinking deficiencies are an important source of client problems and so part of therapy should be directed at removing irrational thought processes. Second, by articulating the similarities and differences between what mental health professionals do when they employ critical thinking concepts to deal with problems of their clients and what philosophers do when they teach critical thinking in an academic context. Third, by arguing that critical thinking courses can be improved in certain ways to both promote the mental health of students and by highlighting the practical implication that studying critical thinking has on mental health.

This paper contends that the focus on “conceptual learning” at the expense of “deeper learning” is an important and pervasive problem in educational institutions. Whereas students are able to articulate philosophical concepts and offer strong arguments for their preferred philosophical positions, these views often are not instantiated in their daily lives, e.g. they are able to articulate the importance of analyzing an argument before casting judgment on an argument, but when actually faced with an argument, they ignorance analysis for judgment. This paper provides an account of what “deeper learning” is and offers several suggestions for how to produce deeper learning in students.

This paper discusses Socrates’ conversation with Cephalus in Book I of Plato’s “Republic”, arguing that the passage expresses Plato’s view that the activity of reminisce in old age can be a source of moral insight. To motivate this thesis, the author devotes a class session to explaining the theory of “life review”, which consists of an aging person’s final, retrospective articulation of the important components of their life. Finally, the paper points to three pedagogical implications for teaching the meaning of Socrates’ conversation with Cephalus and several suggestions on how to help students develop their ideas about the Cephalus passage.

While visiting original sites provides a clear benefit to study in ancient history, art, and archaeology, this benefit of such an activity for philosophy is less conclusive. In addition to describing a series of classes on Socrates, Plato, and Aristotle that used seven sites in Greece in a study abroad program, this paper draws on student surveys to argue that on-site sessions have two kinds of benefits. First, visiting sites can enhance understanding by providing important contextual information that greater illustrates certain philosophical points. Second, visual aids available at on-site sessions also bring the reading of texts to life and increase a student's motivation to understand the material.