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1. Teaching Philosophy: Volume > 44 > Issue: 2
Alejandro Arango, Maria Howard Re-envisioning the Philosophy Classroom through Metaphors
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What is a philosophy class like? What roles do teachers and students play? Questions like these have been answered time and again by philosophers using images and metaphors. As philosophers continue to develop pedagogical approaches in a more conscious way, it is worth evaluating traditional metaphors used to understand and structure philosophy classes. In this article, we examine two common metaphors—the sage on the stage, and philosophy as combat—and show why they fail pedagogically. Then we propose five metaphors—teaching philosophy as world-traveling, wondering, conducting an orchestra, storytelling, and coaching—that can better respond to the needs of increasingly diverse student bodies. Further, these metaphors find their ground in long-standing beliefs about what philosophy is, how it is done, and what it can do for those willing to engage in it. While no single one of them is comprehensive, we think that these models can help us enliven our own thinking about our teaching and the roles we and our students play in our classrooms.
2. Teaching Philosophy: Volume > 44 > Issue: 2
Ben Baker Referee Report of (Hypothetical) Philosophy 101 Textbook by Professor Unspecified
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This piece offers a critique of what is commonly the structure of introductory philosophy textbooks, syllabi, and courses. The basic criticism is that this structure perpetuates the systematic devaluing of the views of historically marginalized and exploited people. The form my critique takes is that of a referee report on a hypothetical manuscript for an introductory philosophy textbook, authored by “Dr. Unspecified.” I examine what the manuscript chooses to focus on and what it chooses to omit from discussion. I thereby outline much of the content typically used to introduce newcomers to philosophy, while illustrating that presenting exclusively that content supports a prejudiced view of philosophy. I try to show how this representation of philosophy marginalizes the concerns and insights of many and reinforces the disproportionate extent to which those who can do philosophy for a living are white, straight, men with typical body morphology. My report also identifies various ways that the content of an introductory philosophy textbook or course could be modified or supplemented in light of the sort of critique my report makes.
3. Teaching Philosophy: Volume > 44 > Issue: 2
Graham P. McDonough Exaggerating Emile (and Skipping Sophie) while sliding past The Social Contract: Why Philosophy of Education Textbooks Require a Comprehensive View of Rousseau’s Work
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This paper examines how philosophy of education textbooks present Jean-Jacques Rousseau’s views on women and socialization. It reviews ten texts, involving nine authors, and finds that they generally focus on the concepts of Nature, Negative Education, and Child Development from Books I-III of Emile, but severely restrict mentioning its Book V and The Social Contract. While these results implicitly reflect Rousseau’s historical influence on “progressive” educators, they do not seriously attend to well-established critiques of Rousseau’s sexism and omit acknowledging his intent that Emile’s Negative Education in Nature leads toward his socialization in the General Will.
4. Teaching Philosophy: Volume > 44 > Issue: 2
Kit Rempala, Katrina Sifferd, Joseph Vukov Philosophy Labs: Bringing Pedagogy and Research Together
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Conversation is a foundational aspect of philosophical pedagogy. Too often, however, philosophical research becomes disconnected from this dialogue, and is instead conducted as a solitary endeavor. We aim to bridge the disconnect between philosophical pedagogy and research by proposing a novel framework. Philosophy labs, we propose, can function as both a pedagogical tool and a model for conducting group research. Our review of collaborative learning literature suggests that philosophy labs, like traditional STEM labs, can harness group learning models such as Positive Interdependence Theory (PIT) to engage in meaningful discussion and execute projects and research. This article distills PIT into four essential tenets which we argue support student success at both the individual and group levels. Our argument is grounded in two case studies detailing our experiences facilitating different philosophy labs, and demonstrations of how they can foster the continued evolution of philosophical research and pedagogy beyond the single-occupancy armchair.
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5. Teaching Philosophy: Volume > 44 > Issue: 2
Jake Camp A Short Philosophical Guide to the Fallacies of Love, by José A. Díez and Andrea Iacona
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6. Teaching Philosophy: Volume > 44 > Issue: 2
Emily Esch Entitled: How Male Privilege Hurts Women, by Kate Manne
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7. Teaching Philosophy: Volume > 44 > Issue: 2
Liz Goodnick Women Philosophers of Seventeenth-Century England: Selected Correspondence, edited by Jacqueline Broad
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8. Teaching Philosophy: Volume > 44 > Issue: 2
Catlyn Keenan Unmuted: Conversations on Prejudice, Oppression, and Social Justice, by Myisha Cherry
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9. Teaching Philosophy: Volume > 44 > Issue: 2
Steven Kelts The Hidden Curriculum: First Generation Students at Legacy Universities, by Rachel Gable
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10. Teaching Philosophy: Volume > 44 > Issue: 2
John Kinsey Dao De Jing, by Laozi, adapted and illustrated by C. C. Tsai, translated by Brian Bruya
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11. Teaching Philosophy: Volume > 44 > Issue: 2
Jeffrey P. Ogle The Lies that Bind: Rethinking Identity, by Kwame Anthony Appiah
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12. Teaching Philosophy: Volume > 44 > Issue: 2
Jess Otto The Philosophies of America Reader: From the Popol Vuh to Present, edited by Kim Díaz and Mathew A. Foust
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13. Teaching Philosophy: Volume > 44 > Issue: 2
Marni Pickens The Good Place and Philosophy, edited by Kimberly S. Engels
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14. Teaching Philosophy: Volume > 44 > Issue: 2
Xuanpu Zhuang Moral Tradition and Individuality, by John Kekes
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articles
15. Teaching Philosophy: Volume > 44 > Issue: 1
Christopher Buckman Including the Iroquois Great Law of Peace in Introduction to Political Philosophy
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Introductory courses in political philosophy would benefit from the incorporation of material on the Iroquois Great Law of Peace, including the story of the foundation of the Haudenosaunee Confederacy. Classroom study of this tradition will serve several purposes: introducing a valuable account of political phenomena such as negotiation, consensus, veto, and rational communication; contributing to the diversity of syllabi; tracing the influence of Iroquois law on Western political institutions; and comparing the Haudenosaunee story to early modern social contract theory, especially Hobbes’s Leviathan. This paper draws connections to relevant topics in a standard, historically-oriented course and suggests learning resources and objectives.
16. Teaching Philosophy: Volume > 44 > Issue: 1
Alexandru Manafu An Experiential Education Approach to Teaching the Mind-Body Problem
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This article shows how the mind-body problem can be taught effectively via an experiential learning activity involving a couple of classroom props: a brick and a jar of ground coffee. By experiencing the physical properties of the brick (shape, weight, length, width) and contrasting them with the olfactory experience of coffee (seemingly dimensionless, weightless, etc.), students are introduced in a vivid way to the well-known difficulty of explaining the mental in physical terms. A brief overview of experiential learning theory and its connection to philosophy is also provided.
17. Teaching Philosophy: Volume > 44 > Issue: 1
Sarah E. Vitale, David W. Concepción Improving Student Learning with Aspects of Specifications Grading
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In her book Specifications Grading, Linda B. Nilson advocates for a grading regimen she claims will save faculty time, increase student motivation, and improve the quality and rigor of student work. If she is right, there is a strong case for many faculty to adopt some version of the system she recommends. In this paper, we argue that she is mostly right and recommend that faculty move away from traditional grading. We begin by rehearsing the central features of specifications grading and providing two examples of how to implement it in philosophy classes. In light of the examples, we argue that specifications grading fulfills two of Nilson’s central desiderata (increasing rigor and motivating students) but not the third (saving faculty time). Since specifications grading generates two benefits that when combined increase student learning, without adding or increasing burdens, we conclude that student learning increases when courses are revised to include aspects of specifications grading.
18. Teaching Philosophy: Volume > 44 > Issue: 1
Mark Walker The Skills-First vs. Content-First Philosophy Class
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This paper offers a contrast between “content-first” course design, and “skills-first” course design. The traditional lecture format is a paradigmatic example of the former, by the later I mean courses that emphasize the sustained practice of skills integral to the discipline. Two arguments are offered for adopting, other things being equal, the skills-first design. One is the “content-plus” argument that the skills-first course design does a better job of promoting content acquisition than a content-first class. The second argument, the “skills-plus” argument, claims that a skills-first course design has the added value of better promoting philosophical skills as compared with a content-first course.
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19. Teaching Philosophy: Volume > 44 > Issue: 1
Kelley Annesley Ethical Issues in Women’s Healthcare: Practice and Policy. Edited by Lori d’Agincourt-Canning and Carolyn Ells
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20. Teaching Philosophy: Volume > 44 > Issue: 1
Samuel Duncan Doing Philosophy: From Common Curiosity to Logical Reasoning. By Timothy Williamson
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