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Displaying: 21-40 of 2974 documents


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21. Teaching Philosophy: Volume > 42 > Issue: 3
Nils Ch. Rauhut Ancient Philosophy: A Companion through the Core Readings
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22. Teaching Philosophy: Volume > 42 > Issue: 3
Clayton Shoppa Elemental Discourses
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articles
23. 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.
24. 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.
25. 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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26. Teaching Philosophy: Volume > 42 > Issue: 2
Marina Paola Banchetti-Robino Dialogue on Consciousness: Minds, Brains, and Zombies, by John Perry
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27. 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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28. 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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29. 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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30. Teaching Philosophy: Volume > 42 > Issue: 2
Antonia LoLordo Lady Mary Shepherd: Selected Writings, edited by Deborah Boyle
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31. Teaching Philosophy: Volume > 42 > Issue: 2
Karen Paul Markets without Limits, by Jason Brennan and Peter M. Jaworski
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32. Teaching Philosophy: Volume > 42 > Issue: 2
Kenneth E. Walden Aesthetics: A Reader in the Philosophy of the Arts, 4th edition, edited by David Goldblatt, Lee B. Brown, and Stephanie Patridge
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articles
33. Teaching Philosophy: Volume > 42 > Issue: 1
T. Ryan Byerly Teaching for Intellectual Virtue in Logic and Critical Thinking Classes: Why and How
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Introductory-level undergraduate classes in Logic or Critical Thinking are a staple in the portfolio of many Philosophy programs. A standard approach to these classes is to include teaching and learning activities focused on formal deductive and inductive logic, sometimes accompanied by teaching and learning activities focused on informal fallacies or argument construction. In this article, I discuss a proposal to include an additional element within these classes—namely, teaching and learning activities focused on intellectual virtues. After clarifying the proposal, I identify three reasons in favor of implementing it and I discuss how to implement it, focusing on questions about pedagogical strategies and pedagogical resources.
34. Teaching Philosophy: Volume > 42 > Issue: 1
Daniel Collette Virtual Reality as Experiential Learning: A Case Study in Anxiety and Walking the Plank
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While the pedagogical benefits of experiential learning are well known, classroom technology is a more contentious topic. In my experience, philosophy instructors are hesitant to embrace technology in their pedagogy. A great deal of this trepidation is justified: when technology serves only to replicate existing methods without contributing to course objectives, it unnecessarily adds extra work for the instructor and can even be a distraction from learning. However, I believe, if applied appropriately, technology can be used to positively enhance the philosophy classroom experience in ways that are not possible in traditional classroom settings – including new ways of experiential learning. To demonstrate this, I offer a case study of implementing virtual reality (VR) as a tool for experiential learning of philosophy. I show how having students “walk a plank” off a skyscraper in VR allowed me to exceed my course objectives for my Existentialism course in particularly effective ways that I could not have done without this technology.
35. Teaching Philosophy: Volume > 42 > Issue: 1
Jesse Fitts, David Beisecker Two-Sided Trees for Sentential Logic, Predicate Logic, and Sentential Modal Logic
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This paper will present two contributions to teaching introductory logic. The first contribution is an alternative tree proof method that differs from the traditional one-sided tree method. The second contribution combines this tree system with an index system to produce a user-friendly tree method for sentential modal logic.
reviews
36. Teaching Philosophy: Volume > 42 > Issue: 1
Frank Boardman The Norton Introduction to Philosophy, Second Edition, edited by Gideon Rosen, Alex Byrne, Joshua Cohen, Elizabeth Harman, and Seana Shiffrin
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37. Teaching Philosophy: Volume > 42 > Issue: 1
Susan T. Gardner In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy, and Education, edited by Maughn Rollins Gregory and Megan Jane Laverty
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38. Teaching Philosophy: Volume > 42 > Issue: 1
Liz Goodnick Observations upon Experimental Philosophy Abridged, with Related Texts, by Margaret Cavendish; edited by Eugene Marshall
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39. Teaching Philosophy: Volume > 42 > Issue: 1
Gregory Havrilak Espionage, Statecraft, and the Theory of Reporting: A Philosophical Essay on Intelligence Management, by Nicholas Rescher
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40. Teaching Philosophy: Volume > 42 > Issue: 1
William B. Irvine How to Be a Stoic: Using Ancient Philosophy to Live a Modern Life, by Massimo Pigliucci
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