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21.
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Studi Internazionali di Filosofia:
Volume >
3
John K. Ryan
Tommaso Campanella:
Renaissance Pioneer of Modern Thought
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22.
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Studi Internazionali di Filosofia:
Volume >
3
Dieter Turck
Marx’ Thesen über Feuerbach
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23.
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Studi Internazionali di Filosofia:
Volume >
3
R. K. Gupta
Kant’s Groundwork of Morality
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24.
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Studi Internazionali di Filosofia:
Volume >
3
Charles A. Corr
Classical Statements on Faith and Reason
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25.
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Studi Internazionali di Filosofia:
Volume >
3
Charles A. Corr
The Many-Faced Argument
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26.
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Studi Internazionali di Filosofia:
Volume >
3
Giorgio Tonelli
Oeuvres
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27.
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Studi Internazionali di Filosofia:
Volume >
3
Richard P. Desharnais
Reason and Faith, Nature and Grace:
a Study of Luther’s Commentaries on the Sentences of Lombard
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28.
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Studi Internazionali di Filosofia:
Volume >
3
Désirée Park
The Moral Philosophy of George Berkeley
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29.
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Studi Internazionali di Filosofia:
Volume >
3
Jean Bancal
Proudhon:
Esquisse d’une explication sociologique du proudhonisme
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30.
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Studi Internazionali di Filosofia:
Volume >
3
David Bonner Richardson
Contemporary Concrete Reason and East Asian Influences and Parallels:
A Hermeneutical Essay
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31.
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Studi Internazionali di Filosofia:
Volume >
3
Paul Tibbetts
The Levels of Experience Doctrine in Modern Philosophy of Mind
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32.
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Studi Internazionali di Filosofia:
Volume >
3
Giorgio Tonelli
Beiträge zur Geschichte und Interpretation der Philosophie Kants
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33.
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Studi Internazionali di Filosofia:
Volume >
3
P. A. Michelis
Philosophie et art
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34.
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American Association of Philosophy Teachers Studies in Pedagogy:
Volume >
1
Emily Esch, Charles W. Wright
Introduction
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35.
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American Association of Philosophy Teachers Studies in Pedagogy:
Volume >
1
Notes on Contributors
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36.
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American Association of Philosophy Teachers Studies in Pedagogy:
Volume >
1
Kimberly Van Orman
Teaching Philosophy with Team-Based Learning
abstract |
view |
rights & permissions
Team-Based Learning is a comprehensive approach to using groups purposefully and effectively. Because of its focus on decision making, it is well suited to helping students learn to do philosophy and not simply talk about it. Much like the “flipped classroom” approach, it is structured so that students are held responsible for “covering content” through the reading outside of class so that class meeting times can be spent practicing philosophical decisions, allowing for frequent feedback from the professor. This chapter discusses how TBL works in Philosophy, the elements of a TBL course including activity design (which can be adapted to non-TBL courses), and how TBL avoids the known problems of group work. The appendix contains examples of TBL activities in philosophy courses.
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37.
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American Association of Philosophy Teachers Studies in Pedagogy:
Volume >
1
Leslie Miller
Philosophical Practice in the Classroom, or, How I Kill Zombies for a Living
abstract |
view |
rights & permissions
After a brief introduction to Philosophical Practice, I explain why I use it in my courses and elaborate on some of the material and techniques I present to students in the hope that it helps them to become better-adjusted and happier people. As an example of the sorts of assignments I create for these courses I present a semester-long assignment called “Everyday Philosophical Practice” that is based on the practice of mindfulness (with a bit of motivational interviewing thrown in) and requires intentional metacognition from the students. This approach has shown success not only at helping students to gain self-knowledge, but also at awakening and strengthening different positive cognitive dispositions such as desiring to think about difficult things, acceptance of the need for effort in clarifying thought, and the like.
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38.
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American Association of Philosophy Teachers Studies in Pedagogy:
Volume >
1
Jessey Wright
Course Participation:
Defining and Evaluating Student Participation
abstract |
view |
rights & permissions
In this article, I will show that a general and inclusive model for participation is one that includes: (1) explaining to students what participation is; (2) explaining why it is important to participate; (3) providing a list of modes of participation; and (4) methods for encouraging students to identify and pursue the modes that suit their individual needs and circumstances. The article concludes by outlining a self-assessment assignment for evaluating course participation that satisfies this model.
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39.
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American Association of Philosophy Teachers Studies in Pedagogy:
Volume >
1
Brett Gaul
Developing Hands-On Learning Activities for Philosophy Courses
abstract |
view |
rights & permissions
Although philosophy courses are not known for hands-on learning activities in which students use, manipulate, or touch objects with their hands, there are simple hands-on activities that teachers can use to liven up their classrooms and foster active learning. In this paper I describe four activities I developed to attempt to improve student learning: GoldiLocke and the Three Buckets, The Argument From Disagreement Box, The Trolley Problem Reenactment, and The Lego Man of Theseus. I argue that such activities are effective for two main reasons: (1) they are fun; and (2) they involve embodied learning. Finally, I offer some advice for developing hands-on learning activities for philosophy courses and share some of the ideas generated by session participants when I presented this material at the American Association of Philosophy Teachers (AAPT) Twentieth Biennial Workshop/Conference.
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40.
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American Association of Philosophy Teachers Studies in Pedagogy:
Volume >
1
J. Alden Stout, Chris Weigel
Psychological Influences on Philosophical Questions:
Implications for Pedagogy
abstract |
view |
rights & permissions
Discoveries in social psychology pose important questions for philosophical pedagogy. For example, social psychologists have identified several error-producing biases that are commonly impediments to critical thinking. Recent evidence suggests that the most effective way of improving students’ critical thinking is to address these biases explicitly and metacognitively. Biases that produce errors in thinking are not the only psychological features relevant to philosophical pedagogy. Additionally, experimental philosophers have applied the methods of social psychology to uncover various influences on philosophical intuitions. This research may naturally lead an instructor to wonder if research in experimental philosophy ought to change our teaching methods. We argue that the discoveries of experimental philosophy need not change pedagogies that use a Socratic methodology. We provide paradigmatic examples of pedagogical techniques that justify different approaches that include the insights of social psychology and meet generally accepted outcomes for introductory philosophy courses.
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