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1. Teaching Philosophy: Volume > 26 > Issue: 4
Tom Gilbert Some Reflections on Critical Thinking and Mental Health
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This paper examines the relationship between critical thinking and mental health in three ways. First, by pointing out how critical thinking plays a role in two current psychotherapies (Rational Emotive Behavior Theory and Cognitive Therapy) insofar as critical thinking deficiencies are an important source of client problems and so part of therapy should be directed at removing irrational thought processes. Second, by articulating the similarities and differences between what mental health professionals do when they employ critical thinking concepts to deal with problems of their clients and what philosophers do when they teach critical thinking in an academic context. Third, by arguing that critical thinking courses can be improved in certain ways to both promote the mental health of students and by highlighting the practical implication that studying critical thinking has on mental health.
2. Teaching Philosophy: Volume > 26 > Issue: 4
Dale Lugenbehl Learning at a Deeper Level
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This paper contends that the focus on “conceptual learning” at the expense of “deeper learning” is an important and pervasive problem in educational institutions. Whereas students are able to articulate philosophical concepts and offer strong arguments for their preferred philosophical positions, these views often are not instantiated in their daily lives, e.g. they are able to articulate the importance of analyzing an argument before casting judgment on an argument, but when actually faced with an argument, they ignorance analysis for judgment. This paper provides an account of what “deeper learning” is and offers several suggestions for how to produce deeper learning in students.
3. Teaching Philosophy: Volume > 26 > Issue: 4
Patrick McKee A Lesson from Cephalus
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This paper discusses Socrates’ conversation with Cephalus in Book I of Plato’s “Republic”, arguing that the passage expresses Plato’s view that the activity of reminisce in old age can be a source of moral insight. To motivate this thesis, the author devotes a class session to explaining the theory of “life review”, which consists of an aging person’s final, retrospective articulation of the important components of their life. Finally, the paper points to three pedagogical implications for teaching the meaning of Socrates’ conversation with Cephalus and several suggestions on how to help students develop their ideas about the Cephalus passage.
4. Teaching Philosophy: Volume > 26 > Issue: 4
Glenn Rawson Teaching Ancient Philosophy Among the Remains of Ancient Greece
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While visiting original sites provides a clear benefit to study in ancient history, art, and archaeology, this benefit of such an activity for philosophy is less conclusive. In addition to describing a series of classes on Socrates, Plato, and Aristotle that used seven sites in Greece in a study abroad program, this paper draws on student surveys to argue that on-site sessions have two kinds of benefits. First, visiting sites can enhance understanding by providing important contextual information that greater illustrates certain philosophical points. Second, visual aids available at on-site sessions also bring the reading of texts to life and increase a student's motivation to understand the material.
reviews
5. Teaching Philosophy: Volume > 26 > Issue: 4
Keith Douglas Routledge Encyclopedia of Philosophy Online 2.0
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6. Teaching Philosophy: Volume > 26 > Issue: 4
Jason A. Beyer Philosophy of Religion: An Anthology, 4th Edition
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7. Teaching Philosophy: Volume > 26 > Issue: 4
Winfried Gorduan Atheism, Morality, and Meaning
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8. Teaching Philosophy: Volume > 26 > Issue: 4
Bruce Milem Transcendence in Philosophy and Religion
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9. Teaching Philosophy: Volume > 26 > Issue: 4
John R. Wright Latin American Thought: Philosophical Problems and Arguments
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10. Teaching Philosophy: Volume > 26 > Issue: 4
Ibrahim Kalin History of Islamic Philosophy
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11. Teaching Philosophy: Volume > 26 > Issue: 4
Roger S. Gottlieb Alienation and Freedom
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12. Teaching Philosophy: Volume > 26 > Issue: 4
Christina Hentricks Socratic Citizenship
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13. Teaching Philosophy: Volume > 26 > Issue: 4
Joseph Grcic Morality and the Market: Ethics & Virtue in the Conduct of Business
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14. Teaching Philosophy: Volume > 26 > Issue: 4
Tove Finnestad Personal Identity
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15. Teaching Philosophy: Volume > 26 > Issue: 4
Richard Polt Heidegger’s Contributions to Philosophy: An Introduction
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new publications
16. Teaching Philosophy: Volume > 26 > Issue: 4
New Publications
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index
17. Teaching Philosophy: Volume > 26 > Issue: 4
Index to Volume Twenty-six
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articles
18. Teaching Philosophy: Volume > 26 > Issue: 3
Jonathan Schonsheck On Teaching Jean-Paul Sartre’s No Exit
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In an effort to meet the challenge of teaching philosophy to non-majors by both keeping their attention and maintaining philosophical integrity, this paper defends an interpretation of Jean-Paul Sartre’s “No Exit” and articulates a method for teaching key concepts in existentialism, e.g. freedom, bad faith, authenticity, etc. The paper offers a “case study” method of teaching “No Exit” by providing three interpretations of the play: a literal interpretation, a philosophical interpretation that is ultimately regarded untenable, and a third interpretation that is regarded as superior. Finally, drawing on an interview of Sartre, a three-part thesis is defended concerning the existentialist’s view on life, action, and freedom.
19. Teaching Philosophy: Volume > 26 > Issue: 3
Thomas Bittner There are No Matters of Opinion: An Exercise for Introductory Philosophy Classes
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This paper contends that an effective way to elicit student interest in philosophical problems is to engage them in controversies they care about. The author describes an exercise that introduces basic elements of rational discourse, e.g. truth, belief, facts, rational disagreement, by questioning whether there any matters of opinion. In addition to providing an argument why there are no matters of opinion, the paper describes standard student responses and counterexamples to being told there are no matters of opinion, and offers suggestions on how best to respond to said responses.
20. Teaching Philosophy: Volume > 26 > Issue: 3
Douglas Lewis Locke and the Problem of Slavery
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In John Locke’s “Two Treatises of Government”, Locke defends a doctrine of universal rights along with a principle of liberty that rejects hereditary chattel slavery. While rejecting the practice of slavery at a theoretical level, Locke was nevertheless involved in ventures that show a commitment to the practice of slavery, e.g. his role in writing the “Fundamental Constitutions of Carolina”, a document sanctioning African slavery in Carolina. In contrast to recent interpreters who claim to reconcile Locke’s stance on universal rights with his commitment to slavery, this paper argues that Locke’s view on slavery was, in fact, incongruous with his practical commitments outside of philosophy. While such a view raises a number of pedagogical problems, this paper argues that these can be attended to by giving greater attention to Locke’s view about the guidance that philosophy offers daily life.