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Teaching Philosophy:
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Christopher Panza, Adam Potthast, Christie Cathey
Thinking Outside the Room:
Enhancing Philosophy Courses with Online Forums
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Generating group interaction is a necessary part of teaching philosophy, but there are many obstacles to creating it in a traditional classroom. We propose that philosophy courses can be improved by turning to hybrid models that integrate classroom discussion with online message boards, or forums. Using anecdotes and a comprehensive survey, we argue that using forums helps instructors overcome time constraints in the classroom, helps some students overcome anxiety over contributing, improves discussion, reduces the need to review, and gives instructors a better view of how their students encounter philosophy. We also provide examples of how to use forums and forum assignments.
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Teaching Philosophy:
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Trevor Smith
Homosexuality and the Bible:
A Pedagogical Argument
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The argument presented here explores homosexuality within the context of applied Christian ethics. The argument works by asking students to grapple with and define the common characteristics of all eros relationships. Once the students analytically break down eros relationships, and wrestle with defining concepts such as “love,” “sex,” and “desires,” basic biblical moral precepts are applied. After this biblical application it can be shown that there is latitude enough in Christian morality to openly permit homosexuality that iscompatible with biblically stated ethical dictums. The argument is pedagogical in nature, and is a challenging, engaging, and accessible argument that avoids the educational pitfalls that entangle other arguments of this nature.
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Teaching Philosophy:
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Gregory M. Fahy
The Quality of Confusion:
Pragmatist Ideals and Aporia
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This paper draws on the social psychology of John Dewey to illustrate the importance of aporia, or confusion, to pragmatic pedagogywithin an ethics classroom. The strategic use of aporia solicits an appropriate expression of emotion within students. This emotional response involves dissatisfaction with the present; these dissatisfactions function as pragmatic ideals. Such ideals are not a refuge from the present, but enable students to critically and progressively reconstruct present experiences. Aporia is thus critically important for pedagogical success from a pragmatist perspective.
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Teaching Philosophy:
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Scott D. Wilson
Peer-Review Assignments
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Most philosophy professors want to help their students improve their writing, but determining a good way to do so is not easy. Requiring students to write rough drafts is a good start, but the extra work these require can overload already busy professors. In this article I describe and defend the use of peer-review assignments as a way of improving undergraduate writing. The largest benefit of such assignments is that they allow the students to take a more objective view of their own writing. I also provide sample questionsto use in such assignments.
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Teaching Philosophy:
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Kurt Mosser
Looking for a Fight:
An Agonistic Strategy for Teaching
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This exercise requires students—particularly in Introduction to Philosophy courses—to use Internet chatrooms in an “agonistic” fashion,actively seeking out others with whom to argue. Generally using topics in applied ethics, students develop skills in articulating their positions, providing evidence to support those positions, and presenting arguments. These Internet exchanges have resulted in improvement in students’ critical thinking skills, writing, and classroom discussion, and have revealed the value of defending a position with a dispassionate, well-reasoned argument.
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Teaching Philosophy:
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Timothy Chambers
Coffee and Philosophy:
A Conversational Introduction to Philosophy with Readings
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Teaching Philosophy:
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Karen M. Meagher
Contemporary Debates in Applied Ethics
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Teaching Philosophy:
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Eric Thomas Weber
Linking Visions:
Feminist Bioethics, Human Rights, and the Developing World
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Teaching Philosophy:
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George Matejka
Animals and Ethics:
An Overview of the Philosophical Debate
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Teaching Philosophy:
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Christian Lotz
Edmund Husserl:
Founder of Phenomenology
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Teaching Philosophy:
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Gina Zavota
Levinas:
A Guide for the Perplexed
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Teaching Philosophy:
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Brian Domino
The Nietzsche Reader
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Teaching Philosophy:
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Zoli Filotas
The Cambridge Companion to Montaigne
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Teaching Philosophy:
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A. Minh Nguyen
A Survey of Metaphysics
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Teaching Philosophy:
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Matthew McKeon
forall x:
An introduction to Formal Logic, version 1.11
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Teaching Philosophy:
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New Publications
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index to volume twenty-nine, 2006 |
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Teaching Philosophy:
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Index to Volume Twenty-Nine, 2006
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Teaching Philosophy:
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Heather Battaly
Teaching Intellectual Virtues:
Applying Virtue Epistemology in the Classroom
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How can we cultivate intellectual virtues in our students? I provide an overview of virtue epistemology, explaining two types of intellectual virtues: reliabilist virtues and responsibilist virtues. I suggest that both types are acquired via some combination of practice on the part of the student and explanation on the part of the instructor. I describe strategies for teaching these two types of virtues in the classroom, including an activity for teaching the skill of using the square of opposition, and several activities that encourage students to practice open-minded acts, intellectually courageous acts, and the motivation for truth.
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Teaching Philosophy:
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Daniel Callcut
The Value of Teaching Moral Skepticism
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This article argues that introductory ethics classes can unwittingly create or confirm skeptical views toward morality. Introductory courses frequently include critical discussion of skeptical positions such as moral relativism and psychological egoism as a way to head off this unintended outcome. But this method of forestalling skepticism can have a residual (and unintended) skeptical effect. The problem calls for deeper pedagogical-cum-philosophical engagement with the underlying sources of skepticism. The paper provides examples of how to do this and explains the additional benefits of teaching moral skepticism.
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Teaching Philosophy:
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Daniel Silvermintz
Reading Philosophy with Friends:
Introducing Reading Groups into the Philosophy Classroom
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Many students are overwhelmed when encountering a primary work of philosophy. Since their previous studies have not prepared them for the demands of reading a philosophic work, the philosophy instructor must be responsible for instilling in them the necessary skills to approach the subject matter. This article details the use and benefits of reading groups as a means of cultivating analytical reading skills. Students who participate in reading groups are reported to be more confident when engaging with primary texts and, consequently, more likely to participate in seminar discussions.
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