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21. Teaching Philosophy: Volume > 44 > Issue: 1
Michael Gifford Thinking Through Questions: A Concise Invitation to Critical, Expansive, and Philosophical Inquiry. By Anthony Weston and Stephen Bloch-Schulman
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22. Teaching Philosophy: Volume > 44 > Issue: 1
Amanda Hardman Small Teaching Online: Applying Learning Science in Online Classes. By Flower Darby with James M. Lang
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23. Teaching Philosophy: Volume > 44 > Issue: 1
John Kinsey Buddhist Ethics: A Very Short Introduction (Very Short Introductions). By Damien Keown
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24. Teaching Philosophy: Volume > 44 > Issue: 1
Gina Lebkuecher Seeing Clearly: A Buddhist Guide to Life. By Nicolas Bommarito
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25. Teaching Philosophy: Volume > 44 > Issue: 1
Corey McGrath The Routledge Handbook of Philosophy of Colour. Edited By Derek H. Brown and Fiona Macpherson
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26. Teaching Philosophy: Volume > 44 > Issue: 1
Thomas Schulte Phronesis: An Open Introduction to Ethics. Edited by Henry Imler
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27. Teaching Philosophy: Volume > 44 > Issue: 1
Rebecca G. Scott Philosophy for Girls: An Invitation to the Life of Thought. Edited by Melissa M. Shew and Kimberly K. Garchar
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28. Teaching Philosophy: Volume > 44 > Issue: 1
Adam P. Taylor Salvation in Indian Philosophy: Perfection and Simplicity for Vaiśeṣika. By Ionut Moise
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29. Teaching Philosophy: Volume > 43 > Issue: 4
Alexander T. Englert Philosophical Think Tanks
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While small group discussion is invaluable to the philosophy classroom, I think it can be improved. In this paper I present a method that I have developed to better facilitate active learning in the spirit of a philosopher within a Socratic community. My method is to form what I call a “philosophical think tank,” which takes the form of a small group that persists for the duration of the semester (or a large portion of it) in order to overcome deficiencies that can arise if groups are determined anew with each class meeting. After presenting the technique, I offer an overview of results, possible issues, and ideas for future development.
30. Teaching Philosophy: Volume > 43 > Issue: 4
Eugene Heath Augustine’s Confessions: An Introduction to Philosophy
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Augustine’s Confessions would seem an unlikely work to feature in an introductory philosophy course: it appears to offer too much religion, too little philosophy. In fact, this work presents a series of reflections in which varied and interesting philosophical questions arise in the course of ordinary life. After defining the introductory course for which this work might be suitable, I explore its philosophical themes and extend a few suggestions for its use in the classroom. In closing I forward several reasons why an instructor should consider including the book in an introduction to philosophy.
31. Teaching Philosophy: Volume > 43 > Issue: 4
Taylor Elyse Mills Building a Pedagogical Relationship between Philosophy and Digital Humanities through a Creative Arts Paradigm
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Though numerous disciplines are cultivating pedagogical relationships with the emerging field of digital humanities, philosophy appears to be among the least interested in what digital humanities has to offer. This is a missed opportunity. Through a proper pedagogical framing of both fields, I argue that philosophy educators would benefit from building a pedagogical relationship with digital humanities. First, I outline digital humanities methods and teaching practices, then I identify several core educational aims and teaching methods in philosophy, which I conceptualize in terms of a creative art. Ultimately, I argue that digital humanities practices would enhance philosophy’s education aims by making philosophy more relevant and accessible to students’ needs, by fostering active learning, by establishing more equitable, collaborative participation, and by balancing skill-development with philosophical creation. The goal of this essay is not to replace traditional philosophy pedagogy, but rather to supplement it to better support modern students’ needs.
32. Teaching Philosophy: Volume > 43 > Issue: 4
Joel Owen Teaching Ancient Practical Ethics and Philosophy as a Way of Life
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In this article, I describe an approach to teaching ancient practical ethics that encourages learners to engage actively with the ideas under consideration. Students are encouraged to apply a range of practical exercises to their own lives and to reflect both independently and in collaboration with others on how the experience impacts their understanding of the theories upon which such exercises are built. I describe how such an approach is both in keeping with the methods advocated by the philosophers of ancient Greece and Rome, and also well supported by a wide range of contemporary educational research. I suggest that such active learning strategies encourage students towards a deeper and more nuanced understanding of the philosophical theories under consideration. Practical recommendations for incorporating such an approach into the teaching of applied philosophy are given. I finish by considering the impact such an approach may have on student motivation.
33. Teaching Philosophy: Volume > 43 > Issue: 4
Matthew P. Schunke Integrating the First-Year Experience into Philosophy Courses: A Tool for Improving Student Engagement and Recruiting Majors
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This article argues that integrating philosophy courses and the first-year experience can address the problem of attracting students to the philosophy major and make philosophical material more accessible and engaging. Through a reflection on teaching a first-year honors seminar on the topic of meaning in life, I show how we can use the philosophical tradition to help students with the transition into the university environment and, in the process, give them a sense of the value of philosophy as a tool to think through and evaluate their current experiences. The article demonstrates the value of philosophy to first-year students and shows how philosophy faculty and departments are well-suited to contribute to first-year programming at their institutions. Furthermore, it shows how addressing these issues can help departments recruit students into their major and minors while also sparking a genuine interest in philosophical inquiry.
34. Teaching Philosophy: Volume > 43 > Issue: 4
Amy Reed-Sandoval Latin American and Latinx Philosophy: A Collaborative Introduction. Edited by Robert Eli Sanchez, Jr.
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35. Teaching Philosophy: Volume > 43 > Issue: 4
Volume 43 Index
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36. Teaching Philosophy: Volume > 43 > Issue: 4
Maralee Harrell Call for Papers: Teaching in a Time of Crisis
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37. Teaching Philosophy: Volume > 43 > Issue: 3
Stanisław Gałkowski, Paweł Kaźmierczak The Challenges Posed by the Digital Revolution to Teaching Philosophy
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The rapid development of the internet and the growth of the cyberspace is the most significant phenomenon of our times. The cyberspace puts pressure on all of us to adapt to its constraints. Its influence is also palpable in philosophy, and on the teaching of philosophy in particular, and there is increasing pressure to adapt philosophical education to the internet format. This paper argues that such pressure is not necessarily conducive to better education in philosophy, which requires more discursive and abstract reasoning.
38. Teaching Philosophy: Volume > 43 > Issue: 3
Lu Leng, Zhenyu Gao The Development and Contextualization of Philosophy for Children in Mainland China: Based on Three Model Schools’ Practice
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The past three years have seen a steady growth of interest in researching and practicing Philosophy for Children (P4C) in educational settings in China because many educators and administrators consider it as a coherent curriculum for developing student critical, creative, caring and collaborative thinking. Excited and gratified with children’s philosophical sensitivity and enthusiasm, three representative Elementary Schools in mainland China, namely South Station Elementary School from Yunnan Province, Shanghai Liuyi Elementary School, and Washi Elementary school from Zhejiang Province, started to practice P4C in the late 1990s and the early twenty-first century. Without succumbing to the aggravated uniformity of the educational system, the three schools demonstrated innovative ways to reform their educational practice, which helped to develop a different form of Chinese educational praxis. This study provides a review on three schools’ P4C practice from the perspective of motivation, development of school-based curricula, the mode and effect of P4C. The three schools found Lipman’s P4C curriculum inspiring but, for the most part, culturally and contextually inappropriate, thus developed their own P4C textbooks, pedagogy and conceptual framework. The study further offers glimpses of P4C historical development in the past thirty years in the model schools, and discusses the challenges, opportunities, existing methodological approaches, theoretical and practical tensions that Chinese P4Cers experienced when P4C being practiced. Then it proposes methodological advancements and possibilities of future P4C practice and research in mainland China.
39. Teaching Philosophy: Volume > 43 > Issue: 3
Julie Loveland Swanstrom Why Take Notes?: Engaging Students in Critical Thinking through Active Learning
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For disciplines depending upon precise definitions and distinctions, students’ notes provide an avenue for student engagement with skill and content. Activities enliven the classroom, and those discussed here can also help students develop and exercise critical thinking skills through note-taking. Lecturing and experiential learning happen hand-in-hand when the instructor uses teaching about notes and note-taking as a method for critical engagement with class content. In this paper, I integrate research on the cognitive function of student note-taking with research on student engagement—particularly, motivating student learning, engaging students with texts, lecture, or discussion, and promoting metacognition about learning practices—by arguing that the instructor who teaches and emphasizes student note-taking elevates note-taking to a method of student engagement and daily critical thinking practice; I discuss particular methods for supporting teaching note-taking, methods that promote active learning, student engagement, and student understanding (and could be utilized in a variety of classes).
40. Teaching Philosophy: Volume > 43 > Issue: 3
Noel Martin, Matthew Draper, Andy Lamey Justice: A Role-Immersion Game for Teaching Political Philosophy
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We created Justice: The Game, an educational, role-immersion game designed to be used in philosophy courses. We seek to describe Justice in sufficent detail so that it is understandable to readers not already familiar with role-immersion pedagogy. We hope some instructors will be sufficiently interested in using the game. In addition to describing the game we also evaluate it, thereby highlighting the pedagogical potential of role-immersion games designed to teach political philosophy. We analyze the game by drawing on our observations as designers and playtesters of Justice, along with feedback from students obtained in focus-groups conducted shortly after playtesting ended. We present evidence that Justice, compared to conventional instructional methods alone, plausibly enhances student learning of philosophical skills and content by requiring them to practice those skills and put their content-area knowledge to use in a highly-motivating and engaging context.