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

Browse by:



Displaying: 1-20 of 52 documents


articles
1. Teaching Philosophy: Volume > 17 > Issue: 4
Arnold Wilson Editorial
abstract | view |  rights & permissions | cited by
This paper is a farewell address to the readers from the outgoing editor Arnold Wilson.
2. Teaching Philosophy: Volume > 17 > Issue: 4
Michael Goldman Why?
abstract | view |  rights & permissions | cited by
The “Why question” approach serves as a pedagogical tool to facilitate student comprehension of various forms of philosophical justification for motives, behavior, and values in arguments about cultural relativism. The author's approach focuses on two examples of justification arguments to examine and explain why and how people discover what their values are and to what extent this process is culturally relative. The first example in the model is from the perspective of the present state of Western culture and the second example is derived from Inuit Eskimo culture. The philosophical significance of this approach and its application to lived examples allows students to recognize the difference between roots and causes in philosophical debates. Incorporating this approach into the classroom acquaints students with a range of legitimate forms of inquiry and equips them to situate their own philosophical inquiries within that range.
3. Teaching Philosophy: Volume > 17 > Issue: 4
Thomas J. McQuade From Syllogism to Predicate Calculus
abstract | view |  rights & permissions | cited by
The purpose of this paper is to outline an alternative approach to introductory logic courses. Traditional logic courses usually focus on the method of natural deduction or introduce predicate calculus as a system. These approaches complicate the process of learning different techniques for dealing with categorical and hypothetical syllogisms such as alternate notations or alternate forms of analyzing syllogisms. The author's approach takes up observations made by Dijkstrata and assimilates them into a reasoning process based on modified notations. The author's model adopts a notation that addresses the essentials of a problem while remaining easily manipulated to serve other analytic frameworks. The author also discusses the pedagogical benefits of incorporating the model into introductory logic classes for topics ranging from syllogisms to predicate calculus. Since this method emphasizes the development of a clear and manipulable notation, students can worry less about issues of translation, can spend more energy solving problems in the terms in which they are expressed, and are better able to think in abstract terms.
4. Teaching Philosophy: Volume > 17 > Issue: 4
G. A. Spangler The Ends of Argument
abstract | view |  rights & permissions | cited by
This paper explicates the teleological assessment of argumentative will. The author recommends a reassessment of the understanding and approach to argumentation in critical thinking courses and suggests that it should be guided and structured by Aristotle's doctrine of the mean. The author outlines rules guided by Aristotle's doctrine to form a teleological assessment of various form of argument. A critical thinker, according to the author, must see what an arguer's objectives are and how argument should be evaluated in light of those objectives.
5. Teaching Philosophy: Volume > 17 > Issue: 4
Daryl Pullman Can Virtue Be Bought? Moral Education and the Commodification of Values
abstract | view |  rights & permissions | cited by
The author examines fundamental problems involved in teaching applied ethics in the educational environment of contemporary university culture. American universities are increasingly turning away from liberal arts education and focusing their efforts on constructing more professionalized degrees and programs. As a result, the education process has become increasingly commodified and ethics courses in universities have been further removed from the liberal arts project of moral development in the classroom. The author argues that ethicists should work to reframe the project of moral education if they hope to retain a central role in the process of teaching ethics. The author suggests a growth model to be installed in the undergraduate curriculum that would reacquaint students with the aims and benefits of learning ethical and moral philosophy.
6. Teaching Philosophy: Volume > 17 > Issue: 4
Rudolph H. Weingartner Is Reading Plato Educational? Thoughts on Education, Prompted by a Reading of Plato's Meno
abstract | view |  rights & permissions | cited by
The author assesses the complicated issues surrounding the value of Plato's dialogues in college education, offering an historical and textual account of why Plato is readily adopted into the American undergraduate curriculum. Despite this acceptance, students in the classroom often read Platonic dialogues as a body of metaphors instead of a site of significant and practical knowledge. Instructors also frequently emphasize the life of Plato over the philosophical and educational dimensions of the dialogues. The author addresses the educational benefits of reading Plato specifically in terms of how Plato is read in class and the effects of this reading on students’ learning processes. The author offers the example of the Meno, which can instill in students an understanding of education based on knowledge of habit, of the acquisition of skills, and of the process of overcoming intellectual blindness. However, these important pedagogical benefits can be lost if the dialogue is read as a piece of literature or as merely offering insightful metaphors. Thus, the educational value of Plato depends entirely on how Plato is taught, the pedagogical goals of an instructor, and the engagement of students with the material.
7. Teaching Philosophy: Volume > 17 > Issue: 4
Joseph Biel Teaching in the Shadow of Socrates
abstract | view |  rights & permissions | cited by
The author suggests that in order to incite classroom discussion and philosophical engagement, educators should not model their teaching styles after the Socratic method of question and answer. Rather instructors should emphasize the value of philosophy to students in general as the guiding logic of an introductory course in philosophy. The Socratic method often overshadows alternative teaching methods and does not promote classroom discussion. Although the figure of Socrates and his lessons should not be completely abandoned or replaced, instructors should problematize the manner in which Socrates frames the task of teaching. An alternative teaching method should consist of getting students to see the value of philosophy and its applicability to their lives. The author suggests classical rhetorical theories as a starting point for developing new models for classroom discourse.
8. Teaching Philosophy: Volume > 17 > Issue: 4
Roy Martinez Pedagogy, Philosophy, and African-American Students
abstract | view |  rights & permissions | cited by
The purpose of this paper is to attend to a certain attitude towards philosophy at Spellman College and to offer an account of its occurrence. This paper also offers recommendations on pedagogical methods and curricular models to attract African American students to philosophy. The author uses examples from personal experience teaching ethics seminars and articulates guiding principles for engaging students on a personal level while cultivating their interest in the discipline.
reviews
9. Teaching Philosophy: Volume > 17 > Issue: 4
Keith Burgess-Jackson Does God Exist?: A Believer and an Atheist Debate
view |  rights & permissions | cited by
10. Teaching Philosophy: Volume > 17 > Issue: 4
George Pappas Contemporary Readings in Epistemology
view |  rights & permissions | cited by
11. Teaching Philosophy: Volume > 17 > Issue: 4
David Drebushenko An Introduction to Modern Philosophy
view |  rights & permissions | cited by
12. Teaching Philosophy: Volume > 17 > Issue: 4
Patricia Ward Scaltsas Feminist Ethics
view |  rights & permissions | cited by
13. Teaching Philosophy: Volume > 17 > Issue: 4
Michael Watkins Folk Psychology and the Philosophy of Mind
view |  rights & permissions | cited by
14. Teaching Philosophy: Volume > 17 > Issue: 4
John Dupré Inductive Inference and its Naturalistic Ground: An Essay in Naturalistic Epistemology
view |  rights & permissions | cited by
15. Teaching Philosophy: Volume > 17 > Issue: 4
Richard N. Burnor The Philosophy of Time
view |  rights & permissions | cited by
16. Teaching Philosophy: Volume > 17 > Issue: 4
Michael R. Dietrich Philosophy of Biology
view |  rights & permissions | cited by
17. Teaching Philosophy: Volume > 17 > Issue: 4
Jon Oberlander What is Cognitive Science?
view |  rights & permissions | cited by
18. Teaching Philosophy: Volume > 17 > Issue: 4
Articles Index: Volumes 1-17, 1975-1994
view |  rights & permissions | cited by
articles
19. Teaching Philosophy: Volume > 17 > Issue: 3
Ellie Chambers Representing Philosophy to Students
view |  rights & permissions | cited by
20. Teaching Philosophy: Volume > 17 > Issue: 3
Charles W. Mills Non-Cartesian Sums: Philosophy and the African-American Experience
view |  rights & permissions | cited by