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1. Studi Internazionali di Filosofia: Volume > 1
Anthony Preus Aristotle's Natural Necessity
2. Studi Internazionali di Filosofia: Volume > 1
André Mercier Science and Responsibility. Part One: The Theoretical Problem of Responsibílity
3. Studi Internazionali di Filosofia: Volume > 1
Max Rieser The Meaning of Architecture
4. Studi Internazionali di Filosofia: Volume > 3
Ben Mijuskovic Descartes’s Bridge to the External World: the Piece of Wax
5. Studi Internazionali di Filosofia: Volume > 3
M. J. Hanak The Enlightenment as Secularization of Baroque Eschatology in France and in England
6. Studi Internazionali di Filosofia: Volume > 3
James K Feibleman Assumptions of Operational Logic
7. Studi Internazionali di Filosofia: Volume > 3
Martin A. Bertman Practical, Theoretical, and Moral Superiority in Averroes
8. Studi Internazionali di Filosofia: Volume > 3
R. K. Gupta Kant’s Groundwork of Morality
9. 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
10. Studi Internazionali di Filosofia: Volume > 3
David Bonner Richardson Contemporary Concrete Reason and East Asian Influences and Parallels: A Hermeneutical Essay
11. Studi Internazionali di Filosofia: Volume > 3
Paul Tibbetts The Levels of Experience Doctrine in Modern Philosophy of Mind
12. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 3
Kelly A. Burns Annotated Bibliography of Resources for Inclusive Pedagogy
13. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 3
Danielle Lake, Hannah Swanson, Paula Collier Dialogue, Integration, and Action: Empowering Students, Empowering Community
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Hoping to expand upon public philosophy endeavors within higher education, the following captures the story behind the course Dialogue, Integration, and Action. The course has yielded a number of innovative pedagogical tools and engagement strategies likely to be of value to philosophy instructors seeking to explore a more participatory, experiential educational approach. As a transdisciplinary, community-engaged philosophy class, it engages students in the theories and practices of deliberative democracy and activism, encouraging the development of dialogic skills for their personal, professional, and civic lives. By documenting the community-instructor-student collaborative design of the university course; the feminist pragmatist philosophic commitments underlying its design; the community-led and student-facilitated dialogue and the subsequent public report, as well as the impact of this work on the students, the community partner, and the instructor, the article highlights the benefits and the challenges of undergraduate philosophic engagement that emerges from and responds to place-based needs.
14. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 3
Cathleen Muller Journaling and Pre-Theoretical Discussion as Inclusive Pedagogy
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When one thinks about inclusive pedagogy, it is tempting to focus solely on adding more diverse voices to one’s syllabus. While this technique is valuable and important, one can also promote inclusivity by encouraging and supporting the diverse voices of one’s own students. In this paper, I argue that two practices—low-stakes journal assignments and the pre-theoretical discussion of student thoughts about a topic before any readings have been assigned—promote inclusivity by encouraging and supporting a wide range of perspectives in the classroom, because such methods foster the students’ individual voices, experiences, and beliefs and demonstrate that they are valued and respected.
15. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 3
Patrick Clipsham Using Small-Group Discussion Activities to Create a More Inclusive Classroom
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This paper is meant to engage with philosophy teachers who are interested in creating a more inclusive environment by using small group discussion exercises. I begin this paper by describing the connections between the inclusive classroom and the collaborative classroom. I then articulate two learning goals that group discussion exercises can help students accomplish and define these learning goals as philosophical discovery and philosophical creation. Finally, I discuss a number of activities that encourage students to accomplish these learning goals in small groups and describe how the incorporation of these exercises has affected the inclusivity of my own classes.
16. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 3
Carmen Adel, Joseph Ulatowski Breaking the Language Barrier: Using Translations for Teaching Introductory Philosophy
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Some students who possess the same cognitive skill set as their counterparts but who neither speak nor write English fluently have to contend with an unnecessary barrier to academic success. While an administrative top-down approach has been in progress for many years to address this issue, enhancement of student performance begins in the classroom. Thus, we argue that instructors ought to implement a more organic bottom-up approach. If it is possible for instructors to make class content available in other languages, such as Spanish, without thereby compromising something of comparable pedagogical value, then they ought to do so. In fact, we provide here Anselm’s Ontological Argument rendered in Spanish to show how, when translated, it provides native Spanish speakers with greater accessibility to difficult material. Then, we consider the possible beneficial implications of doing so for university students.
17. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 3
Ruthanne Crapo, Matthew Palombo Postcolonial Pedagogy and the Art of Oral Dialogues
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This paper explores postcolonial pedagogy and the use of oral dialogues as a way to assess college students and cultivate intellectual virtues in philosophy courses. The authors apply the theories of postcolonialism, particularly the emerging work of “poor theory,” to affirm the academic validity of oral dialogues and subaltern philosophy for a pedagogical framework of equity that goes beyond inclusion. Oral dialogues utilize an epistemology of the body in contexts of scarcity to increase student success and retention. The authors offer two case studies that exemplify the promise and complications of oral dialogues. The paper does not argue for the replacement of written philosophical work, but rather, draws attention to the symbiotic relationship between oral and written philosophy.
18. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 3
Caroline Christoff Beyond Providing Accommodations: How to be an Effective Instructor and Ally to Students with Learning Disabilities
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In this essay, I provide some insights on how to instruct students with learning disabilities. The first half of this essay deals with the theoretical issue of equal opportunity. I begin by examining the question of access and consider the various ways philosophy remains inaccessible to students with learning disabilities. Then, I use the legal definition of accommodation to argue that it is possible to make philosophy courses accessible to students with learning disabilities without fundamentally altering the nature of these courses. Finally, I point out several reasons for preferring the accessibility model of equal opportunity in education over the accommodation model. The second half of this essay proceeds to highlight several pedagogical practices an instructor can employ to create an inclusive college-level philosophy course under the accessibility model. Specifically, I provide recommendations for how to write effective accessibility statements, develop inclusive course design, ensure equal assessment opportunities, utilize technology in the classroom, and maintain strong academic relationships between instructors and students.
19. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 3
Kristin Schaupp Diotima and the Inclusive Classroom
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Despite a growing awareness that the philosophical canon consists almost exclusively of white male philosophers, it can be tempting to ignore the problem—especially for those who lack either the time or the expertise to fix it. Yet philosophical practice regularly requires us to raise questions and acknowledge issues even when we lack solutions. Engaging students in a discussion about dismissive or exclusionary comments that they notice (or ought to have noticed) in the reading is a good place to start; it provides insight into the origins of the problem and acknowledges its wide-reaching impact. For example, analyzing an editorial comment about Diotima during a class on Plato’s Symposium allows us to recognize and reconsider our assumptions about the impact of women on philosophy, a reflection that becomes even more salient when we realize that neither Plato nor the Socrates depicted in his dialogues seem to find anything ridiculous about the suggestion that the theory stems from a woman. This easy intervention provides us with a blueprint for envisioning similar responses in other courses.
20. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 3
Sarah K. Donovan Challenging Privilege in Community-Based Learning and in the Philosophy Classroom
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Community-based learning is one way to bring discussions about diversity and inclusion into the philosophy classroom, but it can have unintended, negative consequences if it is not carefully planned. This article is divided into four sections that utilize courses and projects in which I have participated, as both co-architect and instructor, to discuss potential negative outcomes and how to avoid them. The first section introduces the projects and courses. The second section discusses practices that nurture positive relationships between institutions of higher education and communities, and pedagogical strategies to prevent reinforcing negative student perceptions about vulnerable communities. The third section discusses how curricular and pedagogical choices can challenge privilege and power both in the classroom and community experience. The final section focuses on what to do when a student resists the learning experience. I conclude with a brief reflection about the community side of this partnership.