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Displaying: 61-80 of 2999 documents


reviews
61. Teaching Philosophy: Volume > 42 > Issue: 2
Marina Paola Banchetti-Robino Dialogue on Consciousness: Minds, Brains, and Zombies, by John Perry
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62. 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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63. 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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64. 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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65. Teaching Philosophy: Volume > 42 > Issue: 2
Antonia LoLordo Lady Mary Shepherd: Selected Writings, edited by Deborah Boyle
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66. Teaching Philosophy: Volume > 42 > Issue: 2
Karen Paul Markets without Limits, by Jason Brennan and Peter M. Jaworski
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67. 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
68. 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.
69. 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.
70. 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
71. 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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72. 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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73. 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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74. 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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75. 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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76. 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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77. 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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78. 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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79. 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
80. 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.