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Displaying: 21-40 of 2974 documents


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21. Teaching Philosophy: Volume > 42 > Issue: 3
Tricia Van Dyk Teaching Moral Philosophy through Literature Circles
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How do you effectively teach moral philosophy to classes of twenty to thirty-five students who come from diverse national, ethnic, religious, linguistic, and educational backgrounds, and most of whom have little or no interest in philosophy? In seeking ways to create a course that is relevant, practical, and engaging, I hit upon the idea of adapting literature circles to the study of moral philosophies. In this paper, I contextualize the need for an approach that promotes individual student responsibility within a teamwork context, introduce the appropriateness and adaptability of the literature circles concept in a philosophy classroom, and uncover the theoretical structure underneath the strategy in order to make it more adaptable to other classrooms and courses.
22. Teaching Philosophy: Volume > 42 > Issue: 3
Nicola Zippel "The Dawn of Wonder”: An Italian Experience of Teaching Philosophy to Children
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“The Dawn of Wonder” is a philosophical laboratory that the author, a high school philosophy teacher, has for many years led in several elementary schools in Rome. The paper aims at presenting the main characteristics of such experience of teaching philosophy to children, which doesn’t adopt the methodology of Philosophy for Children, but develops an original approach based on a historical narration of ideas and thinkers coming from both Western and Eastern traditions. According to this perspective, teaching philosophy to children means dealing with theoretical issues by keeping them in their historical and geographical context. In this way, a child who meets philosophy can reason on the basic problems of human understanding without losing sight of their geo-historical origins.
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23. Teaching Philosophy: Volume > 42 > Issue: 3
Dimitra Amarantidou Confucius: The Analects
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24. Teaching Philosophy: Volume > 42 > Issue: 3
Margaret Betz Living Philosophy: A Historical Introduction to Philosophical Ideas
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25. Teaching Philosophy: Volume > 42 > Issue: 3
Deborah Boyle The Essential Leviathan: A Modernized Edition
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26. Teaching Philosophy: Volume > 42 > Issue: 3
Teresa Bruno-Niño Happiness Explained: What Human Flourishing Is and What We Can Do to Promote It
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27. Teaching Philosophy: Volume > 42 > Issue: 3
Todd M. Furman The New Critical Thinking: An Empirically Informed Introduction
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28. Teaching Philosophy: Volume > 42 > Issue: 3
Fr. Justin Charles Gable Thomas Aquinas:. Basic Philosophical Writing
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29. Teaching Philosophy: Volume > 42 > Issue: 3
Caroline R. Lundquist What Love Is and What It Could Be
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30. Teaching Philosophy: Volume > 42 > Issue: 3
Shannon B. Proctor Philosophical Problems: An Introductory Text in Philosophy
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31. Teaching Philosophy: Volume > 42 > Issue: 3
Nils Ch. Rauhut Ancient Philosophy: A Companion through the Core Readings
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32. Teaching Philosophy: Volume > 42 > Issue: 3
Clayton Shoppa Elemental Discourses
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articles
33. Teaching Philosophy: Volume > 42 > Issue: 2
Michael Flierl, Russ Hamer Designing Student Reflections to Enable Transformative Learning Experiences
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Many philosophy instructors want their students to change the way they think about and act in the world. Reflection can be one way to bring this about, yet it is common for student reflections to fail to enable this desired transformative learning experience. Our research investigated how instructors can design better reflective assignments to cultivate a more transformative learning experience for students. Using thematic analysis, a qualitative research method, we analyzed student reflection data to identify themes and patterns of student work. Findings include concrete guidelines for cultivating better student reflections, including: designing for reflection, explicitly limiting summary, and incentivizing students to make specific claims while bringing personal experience to bear.
34. Teaching Philosophy: Volume > 42 > Issue: 2
Melissa Jacquart, Rebecca Scott, Kevin Hermberg, Stephen Bloch-Schulman Diversity Is Not Enough: The Importance of Inclusive Pedagogy
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In philosophy, much attention has rightly been paid to the need to diversify teaching with regard to who teaches, who is taught, and which authors and questions are the focus of study. Less attention, however, has been paid to inclusive pedagogy—the teaching methods that are used, and how they can make or fail to make classes as accessible as possible to the diverse students who enter them. By drawing on experiences from our own teaching as well as research on student-centered, inclusive best practices, we advocate for five principles of inclusive pedagogy: fostering a growth mindset, examining inclusive conceptions of authority, promoting transparency, encouraging flexibility, and, finally, continually promoting self-reflection for both students and teachers.
35. Teaching Philosophy: Volume > 42 > Issue: 2
Daniel Lim Philosophy through Computer Science
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In this paper I hope to show that the idea of teaching philosophy through teaching computer science is a project worth pursuing. In the first section I will sketch a variety of ways in which philosophy and computer science might interact. Then I will give a brief rationale for teaching philosophy through teaching computer science. Then I will introduce three philosophical issues (among others) that have pedagogically useful analogues in computer science: (i) external world skepticism, (ii) numerical vs. qualitative identity, and (iii) the existence of God.
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36. Teaching Philosophy: Volume > 42 > Issue: 2
Marina Paola Banchetti-Robino Dialogue on Consciousness: Minds, Brains, and Zombies, by John Perry
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37. Teaching Philosophy: Volume > 42 > Issue: 2
Timothy Chambers A Cabinet of Philosophical Curiosities: A Collection of Oddities, Riddles and Dilemmas, by Roy Sorensen
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38. Teaching Philosophy: Volume > 42 > Issue: 2
Bryan Ellrod Moral Choices: An Introduction to Ethics, 4th edition, by Scott B. Rae: An Introduction to Ethics, 4th edition
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39. Teaching Philosophy: Volume > 42 > Issue: 2
Erinn Gilson Food Justice and Narrative Ethics: Reading Stories for Ethical Awareness and Activism, by Beth A. Dixon
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40. Teaching Philosophy: Volume > 42 > Issue: 2
Antonia LoLordo Lady Mary Shepherd: Selected Writings, edited by Deborah Boyle
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