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41. Teaching Philosophy: Volume > 42 > Issue: 3
Announcement from the Board of Directors of the Teaching Philosophy Association
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42. Teaching Philosophy: Volume > 42 > Issue: 3
Stuart Hanscomb Teaching Critical Thinking Virtues and Vices: The Case for Twelve Angry Men
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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.
43. 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?
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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.
44. Teaching Philosophy: Volume > 42 > Issue: 3
Jonas Pfister Classification of Strategies for Dealing with Student Relativism and the Epistemic Conceptual Change Strategy
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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.
45. Teaching Philosophy: Volume > 42 > Issue: 3
Duncan Pritchard Philosophy in Prisons: Intellectual Virtue and the Community of Inquiry
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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.
46. 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.
47. 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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48. Teaching Philosophy: Volume > 42 > Issue: 3
Dimitra Amarantidou Confucius: The Analects
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49. Teaching Philosophy: Volume > 42 > Issue: 3
Margaret Betz Living Philosophy: A Historical Introduction to Philosophical Ideas
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50. Teaching Philosophy: Volume > 42 > Issue: 3
Deborah Boyle The Essential Leviathan: A Modernized Edition
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51. 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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52. Teaching Philosophy: Volume > 42 > Issue: 3
Todd M. Furman The New Critical Thinking: An Empirically Informed Introduction
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53. Teaching Philosophy: Volume > 42 > Issue: 3
Fr. Justin Charles Gable Thomas Aquinas:. Basic Philosophical Writing
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54. Teaching Philosophy: Volume > 42 > Issue: 3
Caroline R. Lundquist What Love Is and What It Could Be
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55. Teaching Philosophy: Volume > 42 > Issue: 3
Shannon B. Proctor Philosophical Problems: An Introductory Text in Philosophy
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56. Teaching Philosophy: Volume > 42 > Issue: 3
Nils Ch. Rauhut Ancient Philosophy: A Companion through the Core Readings
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57. Teaching Philosophy: Volume > 42 > Issue: 3
Clayton Shoppa Elemental Discourses
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58. 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.
59. 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.
60. 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.