Is it legitimate to use grades for the purpose of motivating students to do things that will improve their learning (such as attending class) or is the only valid purpose of grades to evaluate student mastery of course skills and content? Daryl Close and others contend that using grades as motivators is either unfair or counterproductive. This article argues that there is a legitimate use for “motivational grading,” which is the practice of using some grades solely or primarily for the purpose of encouraging student behaviors that are likely to improve learning.

This essay presents and defends a triage theory of grading: An item to be graded should get full credit if and only if it is clearly or substantially correct, minimal credit if and only if it is clearly or substantially incorrect, and partial credit if and only if it is neither of the above; no other (intermediate) grades should be given. Details on how to implement this are provided, and further issues in the philosophy of grading (reasons for and against grading, grading on a curve, and the subjectivity of grading) are discussed.

Technology’s impact on pedagogy has been profound, but while resources such as PowerPoint and class management software make teacher’s jobs easier it is not always clear that technology enhances student learning. This essay presents several web-based assignments that make use of current technology to enhance both student learning and appreciation for philosophical analysis. A web-page creation assignment is introduced that demonstrates how traditional textual analysis can be situated in a unique online context that facilitates greater student engagement and learning. The essay also introduces two novel uses of wikis. A collaborative assignment involving Wikipedia is presented, while the second proposed use of the wiki allows instructors to “close the loop” connecting work done in and outside of class. The latter use of wikis allows instructors to gauge student reactions to a reading before class in order to maximize time spent in class discussing that reading.

Standard methods for teaching Deliberative Democratic Theory (DDT) in the philosophy classroom include presenting theories in the historical order in which they originated, by theorist (or groups of theorists) or in various thematic categories, including criticisms of the theories. However, if Simone Chambers is correct and DDT has truly entered “a working theory stage,” whereby the theory and practice of deliberation receive equal consideration, then such approaches may no longer be appropriate for teaching DDT. I propose that DDT be taught using the Critical Friends (CF) discussion protocol. This protocol enables high quality deliberation in the context of a supportive intellectual community. The key advantage of my proposal is that the CF pedagogical framework empowers students to conceive DDT through the lens of their own and others’ deliberative practices. By referring to a rather than the strategy, this proposal does not specify the single right way to teach DDT, but suggests one among a field of possibilities.

This article examines four contributions made by Plato’s Lysis to a philosophy course on friendship. These contributions are: first, the dialogue’s portrayal of the messy variety of friendships in ordinary life; second, the tension between what it clarifies about friendship through argument and what it reveals through setting and the behavior of its characters; third, how the dialogue focuses attention on aspects of friendship that often receive little attention in contemporary life—how friends talk with each other and friendship as a vehicle of moral cultivation; fourth and finally, the connection Plato recognized between friendship and the pursuit of philosophy. Friendship is not merely another topic for philosophy to investigate. The pursuit of wisdom is both enhanced by and exemplified in friendships of character. Philosophy has need of friendship, and friendship, as it deepens, inclines to philosophy.