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Teaching Philosophy:
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Benjamin Hole, Monica Janzen, Ramona C. Ilea
Radically Hopeful Civic Engagement
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Tragedy feels disempowering and the confluence of tragedies since the beginning of 2020 can overwhelm one’s sense of agency. This paper describes how we use a civic engagement (CE) project to nurture radical hope for our students. Radical hope involves a desire for a positive outcome surpassing understanding, as well as an activity to strive to achieve that outcome despite its uncertainty. Our CE project asks students to identify ethical issues they care about and respond in a fitting way, questioning the assumption that their efforts do not matter, and imagining creative ways to make a difference that are in their power. We scaffold our CE project in order to nurture hopeful possibilities for students by offering real-world, feasible pathways for addressing systemic problems.
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Teaching Philosophy:
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W. John Koolage, Natalie C. Anderson
Addressing the Deep Roots of Epistemological Extremism
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In this article, we defend the view that problematic epistemological extremism, which presents puzzles for many learners new to philosophy, is a result of earlier learning at the K–12 level. Confirming this hunch serves as a way of locating the problem and suggesting that recent learning interventions proposed by Christopher Edelman (2021) and Galen Barry (2022) are on the right track. Further, we offer that this extremism is plausibly described as what Miranda Fricker (2007) calls an epistemic injustice. This suggests that disrupting the problem is a boon for learners, the discipline, and good citizenship. In our discussion we introduce work by Derek Muller suggesting that it is important to address the misconceptions involved in epistemological extremism (and its precursors) lest we simply reinforce these problematic misconceptions for the worse—inhibiting student learning, reproducing challenges to good citizenship, and leading to a discounting of many ways of knowing.
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Teaching Philosophy:
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Menno van Calcar
A Plea for Wild Philosophy:
How Thinking about Online Philosophy Teaching Shows that Doing Philosophy Well Is Like Being an Elephant in the Jungle
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Teaching philosophy online in secondary schools differs from offline teaching. The explanations usually offered for this difference show the cognitivist assumptions of mainstream pre-university philosophy education, meaning that philosophy education assumes that the aim of its practice is the enhancement of internal mental abilities. This paper argues that this view of the goal of education is unwarranted and unnecessarily restrictive, and that it implies an undesirable dichotomy between learning to be competent and being competent. An alternative, based on ecological and enactive views of cognition, is presented as a better conception of philosophical cognitive competence in general, and of the difference between offline and online teaching in particular. This alternative suggests that the difference resembles the difference between life in a zoo and life in the jungle, and that we should teach pupils to do wild philosophy.
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Teaching Philosophy:
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Hasko von Kriegstein
The Moral Vocabulary Approach
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At or near the beginning of many textbooks and syllabi in applied or professional ethics is a unit on philosophical moral theories (such as utilitarianism, deontology, and virtue ethics). However, teaching such theories is of questionable value in this context. This article introduces the moral vocabulary approach. Instead of burdening students with complex ethical theories, they are introduced to the logic of elementary moral concepts. This avoids many of the drawbacks of teaching ethical theories, while preserving the benefit of equipping students with the conceptual tools they need to critically analyse ethical issues.
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Teaching Philosophy:
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Hasko von Kriegstein
A Primer on Moral Concepts and Vocabulary
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This article is an introduction to moral concepts. Its purpose is to introduce and explain vocabulary that can be used both in examining ethical theories, and in talking about the ethically significant aspects of concrete situations. We begin by distinguishing descriptive and normative claims, and explaining how moral claims are a special type of normative claims. We then introduce terms for the moral evaluation of actions, states of affairs, and motives. Focusing on the question ‘what should be done?,’ we talk at some length about factors that influence the moral evaluation of actions, such as rights, duties, and consequences. We also cover related concepts such as justifications, excuses, praise, and blame. Finally, we discuss ethical reasoning and the roles played therein by principles, values, and theories.
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book reviews |
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Teaching Philosophy:
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Russell W. Askren
Computing and Technology Ethics: Engaging through Science Fiction, by Emanuelle Burton, Judy Goldsmith, Nicholas Mattei, Corey Siler and Sara-Jo Swiatek
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Teaching Philosophy:
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Martin Benjamin
Professors as Teachers, by Steven M. Cahn
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Teaching Philosophy:
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Angelo Bottone
On John Stuart Mill, by Philip Kitcher
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Teaching Philosophy:
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Mehmet Alı Dombaycı
Ethics in Action for Sustainable Development, edited by J. D. Sachs, M. S. Sorondo, O. Flanagan, W. Vendley, A. Annett, and J. Thorson
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Teaching Philosophy:
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Torgeir Fjeld
Philosophy of Sport: Core Readings, 2nd edition, edited by Jason Holt
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Teaching Philosophy:
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Jones Irwin
Buddhism as Philosophy, 2nd edition, by Mark Siderits
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Teaching Philosophy:
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Gaston G. LeNotre
Ethical Excellence: Philosophers, Psychologists, and Real-Life Exemplars Show Us How to Achieve It, by Heidi M. Giebel
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Teaching Philosophy:
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Sharon Mason, Benjamin Rider
Living for Pleasure: An Epicurean Guide to Life, by Emily A. Austin
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Teaching Philosophy:
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Michael-John Turp
Moral Theory: An Introduction, 3rd edition, by Mark Timmons
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Teaching Philosophy:
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Furkan Yazici
Imagination in Inquiry: A Philosophical Model and Its Applications, by A. Pablo Iannone
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Teaching Philosophy:
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Luca Zanetti
Corrupting Youth, Volume 1: History and Principles of Philosophical Enquiry; Volume 2: How to Facilitate Philosophical Enquiry, by Peter Worley
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