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

Displaying: 11-20 of 2974 documents


reviews
11. Teaching Philosophy: Volume > 42 > Issue: 4
Elizabeth Schiltz Bhagavad Gita. Translated by Stanley Lombardo
view |  rights & permissions | cited by
12. Teaching Philosophy: Volume > 42 > Issue: 4
Rebecca G. Scott Philosophy: Why It Matters. Helen Beebee and Michael Rush
view |  rights & permissions | cited by
13. Teaching Philosophy: Volume > 42 > Issue: 4
Mélanie Walton Hölderlin’s Hymn “Remembrance,” by Martin Heidegger; translated by William McNeill and Julia Ireland
view |  rights & permissions | cited by
14. Teaching Philosophy: Volume > 42 > Issue: 4
Dona Warren Introduction to Logic, 3rd ed., by Harry J. Gensler
view |  rights & permissions | cited by
15. Teaching Philosophy: Volume > 42 > Issue: 4
Indext to Volume 42
view |  rights & permissions | cited by
16. Teaching Philosophy: Volume > 42 > Issue: 3
Announcement from the Board of Directors of the Teaching Philosophy Association
view |  rights & permissions | cited by
articles
17. Teaching Philosophy: Volume > 42 > Issue: 3
Stuart Hanscomb Teaching Critical Thinking Virtues and Vices: The Case for Twelve Angry Men
abstract | view |  rights & permissions | cited by
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?
abstract | view |  rights & permissions | cited by
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
abstract | view |  rights & permissions | cited by
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
abstract | view |  rights & permissions | cited by
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.