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1. Teaching Philosophy: Volume > 20 > Issue: 1
Laurence D. Houlgate Ethics in Thought and Action: Social and Professional Perspectives
2. Teaching Philosophy: Volume > 30 > Issue: 4
Richard Polt Recent Translations of the Republic
3. Teaching Philosophy: Volume > 31 > Issue: 3
John Immerwahr
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A review, with recommendations, of Jonathan Bennett’s “translations” of classical early modern texts into language more accessible to undergraduates.
4. Teaching Philosophy: Volume > 32 > Issue: 1
Jessica Logue Recent Texts and Readers in Philosophy of Art
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Below I will review a number of recent publications in philosophy of art and aesthetics. Since aestheticians and philosophers of art currently have a wide selection of texts available to them that would be appropriate for instructional use, it seems useful to evaluate some of these recent texts. The texts I have chosen to review vary in style, organization, and type. Because there are so many ways one could teach an aesthetics or philosophy of art course, it is useful to pursue a diversity of content in assessing some of the more recent offerings in the discipline.
5. Teaching Philosophy: Volume > 32 > Issue: 2
John Immerwahr In Socrates’ Wake,
6. Teaching Philosophy: Volume > 32 > Issue: 2
Ruth Poproski Teach Philosophy 101,
7. Teaching Philosophy: Volume > 32 > Issue: 3
Edmund F. Byrne Just War Theory and Peace Studies
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Scholarly critiques of the just war tradition have grown in number and sophistication in recent years to the point that available publications now provide the basis for a more philosophically challenging Peace Studies course. Focusing on just a few works published in the past several years, this review explores how professional philosophers are reclaiming the terrain long dominated by the approach of political scientist Michael Walzer. On center stage are British philosopher David Rodin’s critique of the self-defensejustification for war and American philosopher Andrew Fiala’s skeptical assessment of the just war tradition in its entirety. Also considered is a collection of more narrowly focused critiques by philosophers and some highly relevant extra-philosophical studies regarding the social interconnections between authority and violence.
8. Teaching Philosophy: Volume > 32 > Issue: 3
Matthew H. Slater Recent Texts in Metaphysics
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A teacher of analytic metaphysics faces a bewildering array of textbook and anthology options. Which should one choose? Thisdepends, of course, on one’s course and goals as instructor. This comparative book review will survey several options—both longstanding and recent to press—from a pedagogical perspective. The options are not exclusive. Many are natural complements and would work nicely with other collections or single-author texts. I shall focus my attention here on six texts (in this order): two textbooks, one by Peter van Inwagen and one by Michael Jubien, two anthologies of previously published papers (one edited by van Inwagen and Dean Zimmerman, another by Michael Loux), a collection of new paired “pro-and-con” essays assembled by Ted Sider, John Hawthorne, and Dean Zimmerman, and finally a hybrid text/anthology by Helen Beebee and Julian Dodd.
9. Teaching Philosophy: Volume > 33 > Issue: 1
W. Russ Payne Recent Texts in the Philosophy of Science
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Given the significance of developments in the philosophy of science over the course of the twentieth century and their centrality to philosophy in general, the appeal of teaching the philosophy of science at the introductory level is compelling. But given the abstract and sometimes technical nature of its problems and approaches, teaching this curriculum at the introductory level is bound to be challenging. This challenge has been admirably taken on by a number of authorsin recent years. In this article I will examine four recent introductory texts in the philosophy of science. While the philosophy of science has a fairly stable core curriculum, we will find that it admits of a variety of approaches.
10. Teaching Philosophy: Volume > 33 > Issue: 2
Craig Duncan Recent Texts in the Philosophy of Religion
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The philosophy of religion has enjoyed a resurgence in recent years. This is fortunate, for it is a rewarding area in which to research and teach. The complexity of the metaphysical and epistemological ideas relevant to the philosophy of religion, however, can pose a challenge for instructors. Fortunately, the resurgence of activity in the field has brought with it an increase in the number of texts that aim to render these complex ideas accessible to students. In order to assist instructors in the selection of course material, this article examines four recently published texts in the philosophy of religion—two stand-alone texts and two anthologies—and judges their strengths and weaknesses and the types of classes for which each is best suited.
11. Teaching Philosophy: Volume > 33 > Issue: 3
Gary Bartlett Recent Texts in Philosophy of Mind
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The field of textbooks in philosophy of mind is a crowded one. I shall consider six recent texts for their pedagogical usefulness. All have been published within the last five years, though two are new editions of previously published books. The first three are authored monographs: by K. T. Maslin, Barbara Montero, and André Kukla and Joel Walmsley. I then review three anthologies, each with two editors: William Lycan and Jesse Prinz, Brie Gertler and Lawrence Shapiro, and Brian McLaughlin and Jonathan Cohen. These six texts constitute a diverse bunch. Within each of the two groups (monographs and anthologies), each individual text differs significantly from the other two in its approach, scope, and thus suitability for various levels of teaching.
12. Teaching Philosophy: Volume > 33 > Issue: 4
Reshef Agam-Segal Four Introductory Books in Ethics
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What do we aim at when we teach general introductory courses in moral philosophy? What should we aim at? In particular, should we focus on practice or theory? Should we make the study of ethics easy for the students, or should we alternatively aim at making the hardness of ethics attractive to them? This review discusses four recently published textbooks in ethics designed for beginners’ level courses. The books are different in organization and emphases. In each case, I have given a short overview of the book’s contents, its aims and methods. I have also made some assessment about the usefulness of each: the philosophical territory it covers, the philosophical approach it puts forward, and the amount of preparation-work it leaves with the teacher. My overview thus gives the necessary information, and creates for the teacher the occasion for reflecting on—leaves the teacher with the task of deciding—what and how they want to teach.
13. Teaching Philosophy: Volume > 34 > Issue: 1
Jana Mohr Lone Recent Texts in Pre-College Philosophy
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This is an exciting time for people working in pre-college philosophy in the United States, as the last decade has seen slow but steady growth in the field. As the field develops, there is an expanding need for high-quality resources in a variety of areas: (1) for philosophers and other philosophy educators working with teachers, graduate and undergraduate students, and other adults to train skilled pre-college philosophy teachers; (2) for philosophy educators teaching philosophy in K–12 classrooms; and (3) for pre-college teachers attempting to introduce philosophy into their own classrooms. This article evaluates five books that have been published in the last few years, all aimed at pre-college practitioners. Ranging from the very practical to the more theoretical, each of these books seeks to enhance the ability of philosophy educators to teach philosophy in pre-college classrooms.
14. Teaching Philosophy: Volume > 34 > Issue: 2
Larry D. Harwood Recent Texts in Asian Philosophy
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This review article surveys five recent texts in the field of Asian philosophy. The reviewer looks at the practicability of each work for the classroom, as well as for scholars in the field. Strong points of each text are noted, as well as the intricacies of the introductions to each text supplied by the editor or translator of the respective books.The texts reviewed have as their subject China and Confucianism, with the exception of one work on Zen, though the link to China is present in consideration of the history of Zen.
15. Teaching Philosophy: Volume > 34 > Issue: 3
John Van Ingen Recent Texts on Kant
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Teaching the philosophy of Immanuel Kant, including teaching Kant’s contribution to selected philosophic topic areas, is both exciting and challenging. Choices of texts become very important both in the preparation and development of those who teach Kant, as well as in the selection of texts for classroom use, once courses have been developed and scheduled. This review article discusses four recent texts published between 2008 and 2010 with an emphasis on pedagogical value. I will offer the reader an initial clarifying overview of the content of each of the four books, including some clarification of organization, approach, and stated purposes. Major theses will be noted and selective discussions will be highlighted for their interest. The review will provide some assessment of the strengths and limitations of each text, including the suitability of each for various levels and purposes of teaching.
16. Teaching Philosophy: Volume > 34 > Issue: 3
John Van Ingen Recent Texts on Kant
17. Teaching Philosophy: Volume > 34 > Issue: 3
John Van Ingen Recent Texts on Kant
18. Teaching Philosophy: Volume > 34 > Issue: 3
John Van Ingen Recent Texts on Kant
19. Teaching Philosophy: Volume > 37 > Issue: 3
J. M. Fritzman Review Article on Recent Texts on Hegel
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This article reviews four recent texts on Hegel: Howard P. Kainz’s Hegel’s Phenomenology of Spirit: Not Missing the Trees for the Forest, Dean Moyar and Michael Quante’s anthology Hegel’s Phenomenology of Spirit: A Critical Guide, Robert B. Pippin’s Hegel’s Practical Philosophy: Rational Agency as Ethical Life, and Leonard F. Wheat’s Hegel’s Undiscovered Thesis-Antithesis-Synthesis Dialectics: What Only Marx and Tillich Understood.
20. Teaching Philosophy: Volume > 1 > Issue: 1
Antony Flew Issues in Teaching Contemporary Ethics