This paper explores various methods of developing a website that caters to the pedagogical needs of an introductory ethics course. Incorporating web sites into the course curriculum allows students to access a range of journal articles, a database for relevant secondary materials, and links to helpful websites. Online educational spaces are also an important pedagogical tool to facilitate student discussion. The site can be use for a discussion board for students within the course and from different institutions that are interested in similar topics. Students are able to upload their own research and discuss it with their peers without the direct presence of the instructor.

This paper outlines a formal application of the decision tree analysis technique to Pascal's Wager. The author utilizes Pascal's Wager to engage students in various methods for interpreting and utilizing decision tree analyses. The method targets students’ comprehension of the reward system as it is interpreted in Pascal's philosophy. In addition, students are able to engage with philosophical questions concerning the existence of God in view of the questions’ application.

This paper attends to the question of how to effectively teach ethics in universities. The author challenges the accepted skepticism amongst other disciplines that philosophers are no longer equipped to teach ethics courses to accommodate the moral demands of the contemporary world. Philosophers are believed to merely focus on abstract issues concerning moral attitudes and behavior. Currently, ethics courses in universities have replaced abstract moral issues of moral theory with concrete issues such as, homosexuality, the green house effect, pornography, and gender and race issues. This paper seeks to offer an alternative way to think about the abstractness of moral theories that focus on moral attitudes, which will alleviate concerns about their validity and application to concrete ethical concerns.

This paper presents a design for a social and political philosophy course for fourth- and fifth-year undergraduates. The theoretical foundation of the courses is based upon Rawls' theory of original position as a starting point to engage with the history of political thought. Students are able to approach problems in the history philosophy through a practical investigation of contemporary structural issues in public policy. The success of the course lies in students’ engagement with an in-class theoretical and hands-on research project that develops over the course of a semester.

The author outlines a five-step method for teaching ethical reasoning in undergraduate ethic courses. The purpose of the method is to incite student engagement with abstract issues and to allow students to see the usefulness of ethical theory in their everyday lives. To accomplish this, the method aids students in the development of theories on their own positions concerning ethical issues.

The author addresses the question of the necessity of logic courses in undergraduate education, particularly their use as a requirement in the humanities. This paper outlines why logic counts as a humanities subject and why certain virtues of logic are beneficial to a humanities education. The authors explores these two aspects of the question and invites the reader to decide whether the combination of these two aspects of a logic course jointly satisfy the educational needs of their particular institution’s curriculum.