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Teaching Philosophy:
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Ladelle McWhorter
Can a Postmodern Philosopher Teach Modern Philosophy?
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This paper considers the following question: how can those whose thought is informed by poststructuralist values, arguments, and training legitimately teach the history of philosophy? In answering this question, three pedagogical approaches to courses in the history of philosophy are considered and criticized: the representational, the phenomenological, and the conversational. Although these three approaches are seemingly exhaustive, each is problematic because the question they attempt to answer rests on the false assumption that there is one, universally right way to teach philosophy and many wrong ways. In rejecting this assumption, the author considers a new, more concrete, and contextualized question concerning teaching philosophy from a postmodern perspective.
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Teaching Philosophy:
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James D. Shumaker
Moral Reasoning and Story Telling
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Many student papers in applied ethics tend to be pure opinion or pure application of one of the traditional moral theories without any serious involvement. In addition, there exists a significant gap between the way professional ethicists write and the way students think about ethical issues. In order to address these two issues, this paper describes two modifications. The first involves beginning a research paper assignment by asking students to write a “moral story,” a story that deals with a serious contemporary moral problem. The second involves shifting away from a model where students are asked to determine the “correct” answer to an ethical problem to a balance scale model of moral reasoning, i.e., one that places the emphasis on determining which arguments have the weightier conclusion.
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Teaching Philosophy:
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Thecla Rondhuis, Karel van der Leeuw
Performance and Progress in Philosophy:
An Attempt at Operationalisation of Criteria
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This paper attempts to formulate specific criteria for measuring competence and progress in philosophy, specifically in children. In detailing these criteria, previous evaluation criteria for philosophical thinking in children are described and three main tendencies of philosophical thinking are identified: those involving analytical and reasoning qualities, those dealing with ambiguities or borderline explorations, and those stressing contact with real life experience. Finally, the authors address problems relating to the recognition of these qualities and catalogue seven groups of indicators that help to identify (or exclude) them.
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Teaching Philosophy:
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Kayley Vernallis
Pearls of Wisdom:
An Exercise in Promoting Multicultural Understanding and Philosophical Engagement
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This paper describes the “Pearls of Wisdom” assignment, a multicultural exercise geared at showing that practical wisdom (knowledge of how to lead your life well) comes from many places and at promoting critical thinking and cooperative learning skills. The exercise involves locating a piece of text that expresses practical wisdom, explaining the passage, illustrating it with a detailed example, and attempting to think of a deep objection to it. In addition to providing a copy of the assignment, this essay describes how the author has used it in the classroom, discusses its benefits, and considers possible shortcomings.
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Teaching Philosophy:
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Gerald J. Erion
Thinking Critically about College Writing:
The Analogy between Arguments and Essays
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Teaching Philosophy:
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Keith Burgess-Jackson
The Columbia History of Western Philosophy
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Teaching Philosophy:
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Brian Domino
The Philosopher’s Tool Kit
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Teaching Philosophy:
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Elsebet Jegstrup
The Cambridge Companion to Kierkegaard
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Teaching Philosophy:
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Winfried Corduan
The Puzzle of God
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Teaching Philosophy:
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Allegra Delaurentiis
Critical Models:
Interventions and Catchwords
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Teaching Philosophy:
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Joseph Givvin
Cowboy Metaphysics:
Ethics and Death in Westerns
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Teaching Philosophy:
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Peter Horn
Who’s Afraid of Human Cloning?
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Teaching Philosophy:
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Sarah E. Worth
Philosophy of Mass Art
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Teaching Philosophy:
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Todd Eckerson
In Search of Myself:
Life, Death, and the Pursuit of Identity
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Teaching Philosophy:
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Robert Hollinger
Lakatos:
An Introduction
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Teaching Philosophy:
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Robert Levy
The Theory of Knowledge:
A Thematic Introduction
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Teaching Philosophy:
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Henry Jackman
The Nature of Consciousness
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18.
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Teaching Philosophy:
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Leopold Stubenberg
Explaining Consciousness:
The Hard Problem
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Teaching Philosophy:
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Books Received 26 August 1999-16 December 1999
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