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Teaching Philosophy:
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Jorge J.E. Gracia
Hispanics, Philosophy, and the Curriculum
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Despite predictions that Hispanics will soon outnumber all other minority groups combined in the United States, philosophy has remained indifferent to the growing Hispanic population. This paper offers several hypotheses why this is the case, arguing that Hispanics and Hispanic thought are perceived as unphilosophical (or only narrowly philosophical) and are thus perceived as ill-suited for academia and academic discussions in the United States. The author concludes by proposing strategies for overcoming this marginalization of Hispanics and Hispanic philosophy.
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Teaching Philosophy:
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Peter Vallentyne, John Accordino
Teaching Nonphilosophy Faculty to Teach Critical Thinking about Ethical Issues
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As demand from fields such as nursing and accounting elevate the need for critical thinking courses (especially those with an emphasis on ethics), philosophers are in a unique position to share their skills in teaching such courses with nonphilosophy faculty. This paper discusses the need for critical thinking courses outside of philosophy and why philosophers should be interested in training nonphilosophy faculty (e.g. administrative recognition for interdisciplinary efforts). After basic course design information is offered for nonphilosopher readers, guidelines are offered on how philosophy teachers should structure nonphilosopher training programs. The authors illustrate these points with reference to one such training program they conducted and share administrative and pedagogical advice for running such a program successfully.
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Teaching Philosophy:
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T.P. Mulgan
Teaching Future Generations
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An introductory ethics course serves many and often disparate ends, so much so that it may be difficult to find a theme or question that can tie these ends together in a coherent course narrative. This paper shares the author’s attempt to do so. In addition to high student interest in the subject, the topic of our obligation to future generations has the advantage of naturally leading a course through several systematic areas of philosophical importance. This topic lends itself not only to moral theory (e.g. the Nonidentity Problem), but also metaphysics (e.g. the metaphysics of personhood underpinning the Nonidentity Problem), political theory (e.g. utilitarian vs. Rawlsian answers to the question), and applied ethics (e.g. population policies). The author speaks to this topic’s adaptability to various levels of study (introductory, advanced, and graduate) and explains how the theme is taught at each level.
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Teaching Philosophy:
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Gregg Lubritz
Another Rawls Game
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The author proposes an in-class Rawls game to help teach Rawls’ idea of the veil of ignorance. This game is contrasted to another Rawls game (developed by Ronald M. Green) which emphasizes the importance of reaching an impartial unanimous decision. Unlike Green’s game, the game detailed in this paper illustrates Rawls’ justification for the veil of ignorance by showing how one’s natural assets and initial starting point in society are undeserved and arbitrary from a moral point of view. The lessons delivered by each game are contrasted and the author argues for their complementarity.
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Teaching Philosophy:
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Peimin Ni
Teaching Chinese Philosophy On-Site
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Despite consistent student interest in Chinese philosophy, the author reports that American students tend to demonstrate a sense of distance from Chinese authors and texts, often exoticizing or romanticizing them. This paper describes one pedagogical strategy that proved highly effective for overcoming this cultural distance which can hinder students’ ability to engage critically or deeply with the material. The author recounts her experience of teaching a six week Chinese philosophy course to illustrate how becoming acquainted with the place and culture that gave rise to a philosophy help to render that philosophy more concrete. By being able to speak and interact with people in China (e.g. a Buddhist monk, a doctor practicing traditional Chinese medicine, etc.), the study of Chinese philosophical texts was brought to life, nuanced, and inflected by familiarization with the cultural, geographical, and political contexts of the philosophy being studied. Included in this paper are the course syllabus and one course assignment.
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Teaching Philosophy:
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David W. Benfield
Minds & Bodies:
Philosophers and Their Ideas
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Teaching Philosophy:
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Issue: 3
Jennifer McCrickerd
Feminist Ethics and Social Policy
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Teaching Philosophy:
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Issue: 3
Andrew N. Carpenter
Feminist Interpretations of Immanuel Kant:
Rereading the Canon Series
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Teaching Philosophy:
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Carolle Gagnon
The Philosophy of Simone de Beauvoir:
Gendered Phenomenologies, Erotic Generosities
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Teaching Philosophy:
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Eugene F. Bales
The Postmodern Turn
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Teaching Philosophy:
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Daniel Putman
Normative Ethics
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Teaching Philosophy:
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Sidney Gendin
The Death Penalty
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Teaching Philosophy:
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James W. McGray
Intermediate Logic
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Teaching Philosophy:
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Robert Levy
Causality and Explanation
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Teaching Philosophy:
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James S. Spiegel
The Puzzle of Evil
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new publications |
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Teaching Philosophy:
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Issue: 3
Books Received
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