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1. Teaching Philosophy: Volume > 42 > Issue: 4
Announcement from the Board of Directors of the Teaching Philosophy Association
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2. Teaching Philosophy: Volume > 42 > Issue: 4
Aaron Kostko The Impact of Team Teaching on Student Attitudes and Classroom Performance in Introductory Philosophy Courses
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Despite the growing interest in collaborative teaching in higher education, there is a paucity of research on its use and effectiveness in phi­losophy curricula. The research that does exist focuses almost exclusively on interdisciplinary collaboration or student and faculty attitudes regarding the practice. This paper aims to address these gaps by describing a semester long, multi-section study designed to assess the impact of team teaching on student classroom performance and related variables in an Introduction to Philosophy course. The results of the study show that students overwhelm­ingly prefer team teaching to individual instruction and think that it positively impacts their learning and classroom experience. However, the results also show that there is no statistically significant relationship between delivery method and students’ classroom performance. The paper concludes with a discussion of some limitations with the research design and the potential benefits and challenges of implementing team teaching within introductory philosophy courses.
3. Teaching Philosophy: Volume > 42 > Issue: 4
Savannah Pearlman Flipping the Logic Classroom: Arguments For and Challenges Addressed
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Despite increasing evidence that the traditional lecture is inefficient for student learning, such methods remain the central paradigm for teaching logic. In this paper, I identify the deficits of the lecture model and outline the many benefits of flipping the logic classroom—namely that students can absorb information at their own pace, freeing classroom time for active learning activities, and allowing the students to come prepared to actively engage in deeper levels of learning. I provide advice for curricular change from the traditional model, and guidance for flipped classroom implementation. I also offer suggestions for the best use of newly available class time, and advice for keeping students accountable for learning the information prior to class. Last, I consider common challenges with the flipped classroom model. I acknowledge possible obstacles to flipping the undergraduate logic course and address these challenges with potential solutions.
4. Teaching Philosophy: Volume > 42 > Issue: 4
Bonnie Talbert Challenging Conceptions of Diversity and the Good Life in Plato’s Republic
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Challenging students’ intuitions and unexamined beliefs, and drawing out the logical consequences of those beliefs has long been the teaching methodology of philosophers. These same educational goals are crucial to Plato’s philosophy of education, which is illustrated through Socrates’ metaphor of the midwife—the teacher helps the students create something novel out of that which they already have in them: in other words, it challenges them to rethink their assumptions. This paper will consider some of the ways in which Plato presents the reader with opportunities to see the examined life as a series of rethinkings about what it means to live a good life with other people who are different from one’s self. The rethinkings that Plato’s dialogues prompt speak to some of the most prevalent assumptions that students typically and unquestioningly believe about diversity and the good life.
5. Teaching Philosophy: Volume > 42 > Issue: 4
Sarah E. Vitale Community-Engaged Learning and Precollege Philosophy During Neoliberalism
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Precollege philosophy programs provide young people with alternative spaces to ask questions and develop critical perspectives on their experiences, but neoliberal school management practices make the creation of these spaces increasingly difficult. Relying on my own experience as an instructor of a community-engaged course that focuses on precollege philosophy, I investigate how college and university professors and students can create philosophical learning opportunities for high school students without participating in the culture of volunteerism demanded by neoliberal logic. I argue that the work my university students perform in the community-engaged course is a win-win that undermines neoliberalism’s assault on education by providing high school students with a valuable opportunity while helping my students achieve important skills.
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6. Teaching Philosophy: Volume > 42 > Issue: 4
Paul J. D'Ambrosio Awakening: An Introduction to the History of Eastern Thought, 6th ed., by Patrick S. Bresnan
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7. Teaching Philosophy: Volume > 42 > Issue: 4
Kathryn Joyce Doing Ethics: Moral Reasoning, Theory, and Contemporary Issues, 5th ed., by Lewis Vaughn
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8. Teaching Philosophy: Volume > 42 > Issue: 4
Russell Marcus A Critical Introduction to the Philosophy of Language: Central Themes from Locke to Wittgenstein, by John Fennell
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9. Teaching Philosophy: Volume > 42 > Issue: 4
Susan Mills A New Modern Philosophy: The Inclusive Anthology of Primary Sources. Edited by Eugene Marshall and Susanne Sreedhar
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10. Teaching Philosophy: Volume > 42 > Issue: 4
Robert C. Robinson A Rulebook for Arguments, by A. Weston
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11. Teaching Philosophy: Volume > 42 > Issue: 4
Elizabeth Schiltz Bhagavad Gita. Translated by Stanley Lombardo
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12. Teaching Philosophy: Volume > 42 > Issue: 4
Rebecca G. Scott Philosophy: Why It Matters. Helen Beebee and Michael Rush
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13. Teaching Philosophy: Volume > 42 > Issue: 4
Mélanie Walton Hölderlin’s Hymn “Remembrance,” by Martin Heidegger; translated by William McNeill and Julia Ireland
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14. Teaching Philosophy: Volume > 42 > Issue: 4
Dona Warren Introduction to Logic, 3rd ed., by Harry J. Gensler
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15. Teaching Philosophy: Volume > 42 > Issue: 4
Indext to Volume 42
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16. Teaching Philosophy: Volume > 42 > Issue: 3
Announcement from the Board of Directors of the Teaching Philosophy Association
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articles
17. Teaching Philosophy: Volume > 42 > Issue: 3
Stuart Hanscomb Teaching Critical Thinking Virtues and Vices: The Case for Twelve Angry Men
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In the film and play Twelve Angry Men, Juror 8 confronts the prejudices and poor reasoning of his fellow jurors, exhibiting an unwavering capacity not just to formulate and challenge arguments, but to be open-minded, stay calm, tolerate uncertainty, and negotiate in the face of considerable group pressures. In a perceptive and detailed portrayal of a group deliberation a ‘wheel of virtue’ is presented by the characters of Twelve Angry Men that allows for critical thinking virtues and vices to be analysed in context. This article makes the case for (1) the film being an exceptional teaching resource, and (2), drawing primarily on the ideas of Martha Nussbaum concerning contextualised detail, emotional engagement, and aesthetic distance, its educational value being intimately related to its being a work of fiction.
18. Teaching Philosophy: Volume > 42 > Issue: 3
Simoni Iliadi, Kostas Theologou, Spyridon Stelios Are University Students Who Are Taking Philosophy Courses Familiar with the Basic Tools for Argument?
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Philosophy courses help students develop logical reasoning and argument skills or so it is widely assumed. To test if this is actually the case, we examined university students’ familiarity with the basic tools for argument. Our findings, based on a sample of 651 students enrolled in philosophy courses at six Greek universities, indicate that students who have prior experience with philosophy are more familiar with the basic tools for argument, and that students who have taken philosophy courses at the university have stronger argument-recognition and argument-evaluation skills compared to university students with no prior experience with philosophy. Moreover, our findings suggest that students get more familiar with the basic tools for argument as their level of engagement with philosophy increases, and that they get significantly better at evaluating arguments when they become graduate students in philosophy. However, our findings also suggest that the majority of students in philosophy classrooms haven’t developed fluency in (at least some) basic argument-related concepts and skills. To remedy this, we argue that philosophy instructors need to re-think (a) the place that the teaching of argument has in philosophy courses, and (b) the way that they teach students about argument.
19. Teaching Philosophy: Volume > 42 > Issue: 3
Jonas Pfister Classification of Strategies for Dealing with Student Relativism and the Epistemic Conceptual Change Strategy
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Student relativism is a widespread phenomenon in introductory philosophy courses. It is a pressing issue for teachers because it seems to undermine the very purpose of philosophy. Since the 1980s there is a debate about how to understand and how to deal with student relativism. However, there is as yet no comprehensive presentation of the debate. The first aim of the article is to offer a classification of the strategies for dealing with student relativism and a presentation and short assessment of the main strategies from the debate. The second aim is to present a new strategy based on the theory of conceptual change and drawing on the results from empirical research in developmental psychology on epistemic cognition. I call it the epistemic conceptual change strategy.
20. Teaching Philosophy: Volume > 42 > Issue: 3
Duncan Pritchard Philosophy in Prisons: Intellectual Virtue and the Community of Inquiry
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This paper describes a pilot study devoted to developing the teaching of philosophy within prison education in Scotland. The study paired the CoPI (community of philosophical inquiry) approach to learning and teaching with a set of educational resources created around a high-profile MOOC (massive open online course) that introduced students to core topics in philosophy. The primary goal of the study was to determine the extent to which the teaching of philosophy in prisons in this specific manner could enhance the intellectual virtues, and thereby the intellectual character, of the students. The results that were collected suggested that the project generated significant success on this front. In addition, the study had a further consequence, which had not been anticipated, in that it also helped the students to develop important personal and interpersonal skills, and thereby also enhanced their character more generally.