Already a subscriber? - Login here
Not yet a subscriber? - Subscribe here

Browse by:

Displaying: 1-20 of 63 documents

1. Teaching Philosophy: Volume > 20 > Issue: 4
Michael Davis Developing and Using Cases to Teach Practical Ethics
abstract | view |  rights & permissions | cited by
While there is much extant literature on “case method” pedagogy as practiced in law and business education, there is little written on its use in teaching practical (i.e. professional or applied) ethics. After relating the history and nature of the case method in law, business, and philosophy, the author offers guidance on how to develop and use philosophy cases, focusing on lesson plans for their presentation, their purpose within the practical ethics curriculum, and how to write and grade course requirements involving them. Much more than the examples philosophers typically invent (designed to illustrate a point or bring discussion to a close), philosophy cases are highly varied, promoting discussion and sensitivity to complex ethical situations. The author argues that since the goal of a practical ethics course is to most often to familiarize people with the special standards of conduct that apply to members of a certain group (e.g. doctors, lawyers, academics), philosophy cases should encourage the expression of ethical opinions, encourage students to identify issues within cases and to make decisions that account for ethical complexities, promote students’ ability to justify those decisions convincingly, and develop in students a sense of how to incorporate feasibility into the moral decision-making process.
2. Teaching Philosophy: Volume > 20 > Issue: 4
Morgan Forbes Peirce's Existential Graphs: A Practical Alternative to Truth Tables for Critical Thinkers
abstract | view |  rights & permissions | cited by
Teachers of critical thinking courses are justified in teaching some amount of propositional logic, especially logical equivalence and formal proofs for validity, but the otherwise informal nature of most critical thinking courses makes it difficult to decide how much propositional logic should enter a course. Most instructors use truth tables to teach the above two topics but they are too off-putting to be useful to most critical thinking students (as are derivations, the common alternative to truth tables). This paper presents an accessible alternative to truth tables, namely, Peirce’s Existential Graphs. Detailing only what one needs to know about Existential Graphs in order to test propositions for logical equivalence and deductive argument forms for validity, this paper describes how they work, their terminology, their inference rules, and several examples which may aid in demonstrating their use to students.
3. Teaching Philosophy: Volume > 20 > Issue: 4
Shannon Sullivan Teaching as a Pragmatist: Relating Non-Foundational Theory and Classroom Practice
abstract | view |  rights & permissions | cited by
Drawing on the work of John Dewey (but addressing non-foundational epistemologies generally), the author argues that if academic philosophers take seriously the claim that theory and practice are reciprocally determined, then they should take seriously the task of intelligently experimenting with teaching practices in order to refine theories of knowledge and, on this basis, improve teaching practices. This paper explores one way of relating non-foundational epistemology to classroom practices. The author elaborates a “transactional” model of knowledge, according to which knowledge is what arises from historically- and contextually-situated agents interacting with each other and the world. One pedagogical application of this model is a “transactional classroom.” Such a classroom employs “Group Inquiry,” a teaching strategy that involves the teacher and students sharing responsibility for the results of inquiry as well as for the development of standards to which inquiry is held. After detailing several courses built on this teaching strategy and offering advice for avoiding a foundationalist position in the classroom, the author addresses criticisms of this teaching method and reflects on its results. With the help of student surveys, the author concludes that while students found these courses demanding, Group Inquiry successfully decentralized the classroom and improved student participation.
4. Teaching Philosophy: Volume > 20 > Issue: 4
Gary E. Aylesworth Twentieth-Century French Philosophy
view |  rights & permissions | cited by
5. Teaching Philosophy: Volume > 20 > Issue: 4
Martin Benjamin, Scot D. Yoder University Teaching: A Guide for Graduate Students
view |  rights & permissions | cited by
6. Teaching Philosophy: Volume > 20 > Issue: 4
Keith Burgess-Jackson Philosophical Writing: An Introduction, 2nd ed.
view |  rights & permissions | cited by
7. Teaching Philosophy: Volume > 20 > Issue: 4
Anne M. Edwards Homosexuality: Debating the Issues, Contemporary Issues Series
view |  rights & permissions | cited by
8. Teaching Philosophy: Volume > 20 > Issue: 4
James Mangiafico The Mask of Enlightenment: Nietzsche's Zarathustra
view |  rights & permissions | cited by
9. Teaching Philosophy: Volume > 20 > Issue: 4
Norman Mooradian Perfectionism
view |  rights & permissions | cited by
10. Teaching Philosophy: Volume > 20 > Issue: 4
James McGray Logic and Prolog
view |  rights & permissions | cited by
11. Teaching Philosophy: Volume > 20 > Issue: 4
Gary Shapiro Mind's Bodies: Thought in the Act
view |  rights & permissions | cited by
12. Teaching Philosophy: Volume > 20 > Issue: 4
Anne Collins Smith Enterprise Zones: Critical Positions on Star Trek
view |  rights & permissions | cited by
13. Teaching Philosophy: Volume > 20 > Issue: 4
Clark Wolf An Introduction to Political Philosophy
view |  rights & permissions | cited by
new publications
14. Teaching Philosophy: Volume > 20 > Issue: 4
Books Received: 14 May 1997 - 21 July 1997
view |  rights & permissions | cited by
15. Teaching Philosophy: Volume > 20 > Issue: 4
Index to Volume Twenty, 1997
view |  rights & permissions | cited by
16. Teaching Philosophy: Volume > 20 > Issue: 3
Brian Donohue The Dramatic Significance of Cephalus in Plato's Republic
abstract | view |  rights & permissions | cited by
Despite student interest and engagement in Platonic dialogues, by the time introductory courses reach serious discussion of Plato’s relationship to Socrates, students are so befuddled by the notion of Socrates’ character espousing a “Platonic” position that they become disheartened and lose interest in the study of Plato. This paper focuses on how the persona of Cephalus affords a special opportunity to address the relationship between Plato and Socrates in the classroom and to thereby reduce student confusion. Drawing on Plato’s Meno and the Republic, the author argues that Cephalus represents a Socratic position on virtue and justice. Tracking how arguments surrounding virtue and justice develop through these two dialogues, the author concludes that the figure of Cephalus allows Plato to pay homage to Socrates while also signaling his philosophical departure from his teacher. Lending concreteness to the relationship between Plato and Socrates, this way of interpreting Cephalus opens students up at a general level to the richness of Plato’s philosophy.
17. Teaching Philosophy: Volume > 20 > Issue: 3
Patrick Fitzgerald Service-Learning and the Socially Responsible Ethics Class
abstract | view |  rights & permissions | cited by
Despite the great promise that service learning has shown and the attention paid to it by educators, it is not commonly taken up in the courses or discussions of ethicists. But service learning should concern ethicists (especially applied ethicists) if it should concern anyone: ethicists frequently devote their courses and studies to questions of social responsibility and service learning provides a unique opportunity for students and teachers to fulfill that responsibility. After rehearsing several arguments for the basis of social responsibility, the author relates these arguments to the duties of ethics teachers and ethics students and discusses the practical question of how to incorporate service learning into ethics classes. After recounting in detail his own attempt to do so, the author analyses a student survey from the course and summarizes the benefits and problems with his course’s implementation of service learning. Though students frequently found their service opportunity emotionally challenging, the author argues that the results of the class are encouraging.
18. Teaching Philosophy: Volume > 20 > Issue: 3
Jane Freimiller The One Page Philosopher: Short Writing Assignments for Introductory Classes
abstract | view |  rights & permissions | cited by
In this paper, the author reflects on an unsuccessful strategy for teaching an introductory philosophy class and charts her transition to a different, successful strategy which strives for intellectual integrity while coming to terms with the “impressive decrease in the level of the average student’s academic preparation.” The author first recalls her attempts to teach an introductory philosophy course with the traditional structure of texts read in chronological order, a midterm and final exam, and two several-page papers throughout the term. This strategy produced panic and incomprehension on the part of both students and professor. Instead, the author recommends a course organized by philosophical theme with stylistically and chronologically mixed readings. Evaluation for this course is based on a series of one-page assignments throughout the term, the topics of which are not strictly academic (e.g. “Explore Marx’ notion of alienation in your own work life”) but which embed course material in a context that is more relevant and comprehensible to students. The author concludes by considering drawbacks to this course structure and arguing that they are outweighed by its benefits.
19. Teaching Philosophy: Volume > 20 > Issue: 3
Eugene Heath Two Cheers and a Pint of Worry: An On-Line Course in Political and Social Philosophy
abstract | view |  rights & permissions | cited by
This paper details the author’s experience of developing and teaching an online course in social/political philosophy for the SUNY Learning Network. The author’s intention was to design an online philosophy course as similar to a traditional philosophy classroom experience as possible. Accordingly, students were required to buy and read the texts, to answer weekly reading comprehension questions, to participate in an online discussion, and to complete a final essay exam of two questions. After covering course design in great detail, including standards for student assessment and course requirements, the author offers a brief qualitative assessment of the course (the type of student who excelled, the time taken to teach the course, and students’ experience of the course). The author concludes with some “cautionary reflections” on online education, arguing that it is merely a surrogate for face-to-face class time. Whereas the latter is a context-rich environment that allows for the practice of critical inquiry in all its nuance, the former is context-poor and reduces all inquiry to the level of propositions. Given the importance of meaning in philosophical inquiry and given the importance of context for meaning, the author argues that unacceptable sacrifices may attend online education.
20. Teaching Philosophy: Volume > 20 > Issue: 3
Emrys Westacott Teaching Mill's On Liberty
abstract | view |  rights & permissions | cited by
Mill’s On Liberty is a seminal text in modern social/political philosophy, but there are several dimensions to this text that frequently confuse undergraduates. First, Mill’s uses of “utility” are not obviously consistent. Second, Mill offers varied formulations of his harm principle which are potentially conflicting. Third, lacking a greater context for the work, students sometimes mistake Mill’s goal for an attempt to draw a line between actions that should and should not be legal. This paper presents, explains, and defends some pedagogical aids for diminishing these confusions. Since most confusion stems from Mill’s harm principle, the author offers two diagrams, to be presented to students before wading into the text, which clarify Mill’s argumentative strategy and the place of his harm principle (as well as his various ways of qualifying it) within the work as a whole. By detailing the work and its aims at a highly general level, these diagrams help give students a roadmap with which to navigate the text and allow them to more easily understand the purpose and application of Mill’s project.