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1. Teaching Philosophy: Volume > 36 > Issue: 4
Michael Gettings Student-Centered Discussions in Introductory Philosophy: A Case Study on the Nature of Art
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There are many teaching techniques designed to elicit student participation in a philosophy classroom. In this paper I present a student-centered discussion model that makes the students directly responsible for most aspects of discussion. I used this model in a first year seminar devoted to the nature of art, and I explain how this collaborative model has certain advantages over other collaborative learning models, how I implemented it in the course, and the results I observed. The model I discuss here is similar in some ways to other collaborative learning techniques, but I highlight some of its unique features and discuss how it might be implemented in other philosophy courses.
2. Teaching Philosophy: Volume > 36 > Issue: 4
Jeffrey Maynes Thinking about Critical Thinking
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In this paper I develop a theoretical framework for instruction in Critical Thinking courses which integrates informal logic with both psycho­logical work on error tendencies in human reasoning and the intellectual virtues. I argue that matters of cogency, which concern the content of one’s arguments, should be distinguished from matters of reasoning, which concern the actual inferences people draw. Informal logic and the intellectual virtues supply the normative standards for each of these dimensions of critical think­ing, and the fallacies and error tendencies supply students with a stock of common errors. Understanding this framework has important pedagogical consequences for how we teach these courses. In particular, instructors ought to aim at developing metacognitive skill at reflection upon the inferences one draws in addition to logical skill in evaluating the cogency of one’s arguments. I conclude by drawing concrete lessons for Critical Thinking pedagogy.
3. Teaching Philosophy: Volume > 36 > Issue: 4
Eric C. Mullis Philosophy of the Body as Introduction to Philosophy
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This essay argues that a course in philosophy of the body can be used to introduce students to philosophical investigation. The course includes a theoretical component that draws on classical and contemporary readings in philosophy of the body. It also includes a practical component that allows students to learn how concepts drawn from the literature are embodied in studio practice and in everyday life. Learning basic movement strategies of tai chi and body-mind centering allows students to enact their own phenomenological investigation and encourages them to consider the manner in which the medical sciences and cultural values shape their appreciation and performance of movement. Further, engaging in these practices raises philosophical issues including the relationship between the body and the self, freedom and determinism, and the correspondence and pragmatic conceptions of truth.
4. Teaching Philosophy: Volume > 36 > Issue: 4
Shlomo Sher Teaching Value Issues in China to Chinese Students Enrolled in American Universities
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Like many other foreign students, Chinese students studying at American universities face special challenges in value-centered humanities courses as cultural outsiders. Moral and political philosophy can be particularly difficult, since these subjects focus on delicate issues of great personal significance, yet rely on cultural norms, discourse contexts, and basic assumptions that Chinese students may not share, understand, or feel comfortable discussing. Programs that invite American professors to teach summer classes to such students in China for American university credit allow for interesting new opportunities to circumvent some of the learning obstacles these students face in the United States. This essay reflects upon general teaching strategies that take advantage of these opportunities, and presents promising approaches to three sensitive topics in this teaching context: cultural relativism as a normative moral theory, diversity, and human rights. Many of the approaches and examples discussed may also be applicable to teaching Chinese students in the U.S. or discussing key issues with them in office hours.
5. Teaching Philosophy: Volume > 36 > Issue: 4
Dale Turner How to Teach: Critical Thinking
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Starting with this issue, Teaching Philosophy will initiate a series of articles entitled “How to Teach.” The aim of these articles is to provide an overview of how to teach a particular course commonly offered in philosophy departments and programs, with the hope that the articles will assist those who are asked to teach a course unfamiliar to them. We welcome feedback about this series and the articles contained therein.—MC
reviews
6. Teaching Philosophy: Volume > 36 > Issue: 4
David Boersema "Philosophers: Debates and Dialogues," Fons Elders (moderator and narrator)
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7. Teaching Philosophy: Volume > 36 > Issue: 4
Chad Carmichael "Philosophical Logic: An Introduction to Advanced Topics," by George Englebretsen and Charles Sayward
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8. Teaching Philosophy: Volume > 36 > Issue: 4
Donna Engelmann "Beauty Unlimited," edited by Peg Zeglin Brand
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9. Teaching Philosophy: Volume > 36 > Issue: 4
Liam Harte "Terrorism: A Philosophical Investigation," by Igor Primoratz
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10. Teaching Philosophy: Volume > 36 > Issue: 4
Richard Polt "Plato: Republic," translated with an introduction and notes by Christopher Rowe
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11. Teaching Philosophy: Volume > 36 > Issue: 4
Alison Reiheld "The Philosophical Child," by Jana Mohr Lone
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12. Teaching Philosophy: Volume > 36 > Issue: 4
Aaron Rodriguez "American Philosophy: The Basics," by Nancy Stanlick
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13. Teaching Philosophy: Volume > 36 > Issue: 4
Matthew Van Cleave "This is Philosophy: An Introduction," by Steven D. Hales
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14. Teaching Philosophy: Volume > 36 > Issue: 4
Index to Volume 36 (2013)
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articles
15. Teaching Philosophy: Volume > 36 > Issue: 3
Jana Mohr Lone, Mitchell Green Philosophy in High Schools: Guest Editors' Introduction to a Special Issue of Teaching Philosophy
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16. Teaching Philosophy: Volume > 36 > Issue: 3
James R. Davis Socrates in Homeroom: A Case Study for Integrating Philosophy across a High School Curriculum
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How should we teach philosophy in high schools? While electives are useful, I advocate going further to integrate philosophy into each traditional subject. High school instructors, working with philosophers, first teach logic as a foundation for asking philosophical questions within their subjects. Students are then encouraged to think about how they reason and what assumptions they are making in each subject. In English, students might consider what makes a novel a work of art; in science, they might explore what it means to call a theory “true.” Unlike an elective model, my approach ensures that all students benefit from philosophy during their secondary education. I conclude the paper with suggestions for implementation.
17. Teaching Philosophy: Volume > 36 > Issue: 3
Sean A. Riley Building a High School Philosophy Program
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Building a high school philosophy program from scratch requires vision, creativity, determination, and patience. I recount the steps my colleagues and I took to implement philosophy courses at The Stony Brook School and discuss the challenges that arose along the way. I also offer general outlines of the three courses we have implemented (Critical Reading and Reasoning, History of Philosophy, and Ethics and Politics), discuss pedagogical approaches that we have found to work with high school students, and share feedback on the courses from my students.
18. Teaching Philosophy: Volume > 36 > Issue: 3
Robert Colter, Joseph Ulatowski What's Wrong with This Picture?: Teaching Ethics through Film to Wyoming High School Students
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We regularly teach for the Wyoming High School Institute (“HSI”), a three-week college experience for rising high school juniors. The purpose of HSI is to introduce pre-college students to subjects not regularly taught in the secondary school curriculum. In our course, we introduce moral philosophy through the use of feature films. More narrowly, we challenge the students to examine moral reasoning through analysis of the moral reasoning of characters in these films. Our pedagogical approach is based in the methods of Socrates and in the technique of “scaffolding.” We attempt to show how our approach can be incorporated into any pre-college philosophy classroom.
19. Teaching Philosophy: Volume > 36 > Issue: 3
Jacob Nebel, Ryan W. Davis, Peter van Elswyk, Ben Holguin Teaching Philosophy through Lincoln-Douglas Debate
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This paper is about teaching philosophy to high school students through Lincoln-Douglas (LD) debate. LD, also known as “values debate,” includes topics from ethics and political philosophy. Thousands of high school students across the U.S. debate these topics in class, after school, and at weekend tournaments. We argue that LD is a particularly effective tool for teaching philosophy, but also that LD today falls short of its potential. We argue that the problems with LD are not inevitable, and we offer strategic recommendations for improving LD as a tool for teaching philosophy. Ultimately, our aim is to create a dialogue between LD and academic philosophy, with the hope that such dialogue will improve LD’s capacity to teach students how to do philosophy.
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20. Teaching Philosophy: Volume > 36 > Issue: 3
Timothy Chambers Reasonable Atheism: A Moral Case for Respectful Disbelief, by Scott F. Aikin and Robert B. Talisse
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