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Displaying: 41-60 of 2974 documents


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41. Teaching Philosophy: Volume > 42 > Issue: 2
Karen Paul Markets without Limits, by Jason Brennan and Peter M. Jaworski
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42. 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
43. 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.
44. 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.
45. 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.
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46. 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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47. 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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48. 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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49. 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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50. 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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51. Teaching Philosophy: Volume > 42 > Issue: 1
Joy Laine The Nyaya-sutra: Selections with Early Commentaries, by Matthew Dasti and Stephen Phillips
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52. Teaching Philosophy: Volume > 42 > Issue: 1
Antonio Ramirez Giving Reasons: An Extremely Short Introduction to Critical Thinking, by David R. Morrow
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53. Teaching Philosophy: Volume > 42 > Issue: 1
Alex M. Richardson The Secular Saints: And Why Morals Are Not Just Subjective, by Hunter Lewis
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54. Teaching Philosophy: Volume > 42 > Issue: 1
Harald Thorsrud Aristotle, De Anima. Translated With Introduction and Notes, by C. D. C. Reeve
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articles
55. Teaching Philosophy: Volume > 41 > Issue: 4
Galen Barry Using Conway’s Game of Life to Teach Free Will
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The concept of determinism proves to be a persistent stumbling block to student comprehension of issues surrounding free will. Students tend to commit two main errors. First, they often confuse determinism with the related but importantly different idea of fatalism. Second, students often do not adequately understand that mental states, such as desires or beliefs, can function as deterministic causes. This paper outlines a straightforward in-class exercise modeled after John Horton Conway’s “Game of Life” computer simulation. The exercise aims to address the two main obstacles to understanding determinism and, as a result, improve student understanding of free will topics.
56. Teaching Philosophy: Volume > 41 > Issue: 4
Brian Bruya, Monika Ardelt Fostering Wisdom in the Classroom, Part 2: A Curriculum
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Advances in both the science and theory of wisdom have made it possible to create sound wisdom curricula and test them in the classroom. This article is a report of one such attempt. We developed a curriculum consistent with theories of wisdom that espouse the following five methods: challenge beliefs; prompt the articulation of values; encourage self-development; encourage self-reflection; and groom the moral emotions—facilitated by the reading of narrative or didactic texts and fostering a community of inquiry. The texts used in class were the Meditations of Marcus Aurelius, the Analects of Confucius, and the Dhammapada (along with some early Buddhist suttas). The requirements were reading the texts, writing reflection journals, active participation in class, and a personal philosophy of life summary. In this article, we explain each of these requirements, relate our particular methods to the more general methods, and speculate about how these methods may develop specific wisdom capacities.
57. Teaching Philosophy: Volume > 41 > Issue: 4
Laura Martena Thinking Inside the Box: Concerns about Trolley Problems in the Ethics Classroom
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This paper discusses the widespread use of "trolley problems" in the ethics classroom from a critical perspective. After tracing the enormous popularity of ‘trolleyology’ in recent moral philosophy, differentiating various functions these hypotheticals are supposed to fulfill in ethical discourse and carving out the underlying conception of normative ethics as a quasi-scientific enterprise, I examine how they are constructed and how they affect their recipient. Against this background, I argue that despite their popularity, the use of trolley problems in the ethics classroom turns out to be questionable for a number of reasons, most of which have already been advanced in the philosophical debate but hardly been reflected upon in the didactic context. Finally, I argue that the deconstruction of trolleyesque scenarios would be a good educational use of them. When it comes to using cases for didactic purposes, I suggest we give trolley problems a rest and develop more realistic scenarios.
58. Teaching Philosophy: Volume > 41 > Issue: 4
Jake Wright In Defense of the Progressive Stack: A Strategy for Prioritizing Marginalized Voices during In-Class Discussion
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Progressive stacking is a strategy for prioritizing in-class contributions that allows marginalized students to speak before non-marginalized students. I argue that this strategy is both pedagogically and ethically defensible. Pedagogically, it provides benefits to all students (e.g., expanded in-class discourse) while providing special benefits (e.g., increased self-efficacy) to marginalized students, helping to address historic educational inequalities. Ethically, I argue that neither marginalized nor non-marginalized students are wronged by such a policy. First, I present a strategy for self-disclosure that reduces the risk of inadvertent, unwanted disclosure while respecting marginalized student autonomy in a manner analogous to accommodations provided under the Americans with Disabilities Act. Second, I argue that non-marginalized students are not wronged because such students are not silenced during discussion and because non-marginalized students benefit from the prioritization of marginalized voices.
reviews
59. Teaching Philosophy: Volume > 41 > Issue: 4
Alexander Bearden Consuming Choices: Ethics in a Global Consumer Age, 2nd Edition, by David T. Schwartz
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60. Teaching Philosophy: Volume > 41 > Issue: 4
Dara Fogel Twelve Rules for Life: An Antidote to Chaos, by Jordan B. Peterson
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