Already a subscriber? - Login here
Not yet a subscriber? - Subscribe here

Browse by:



Displaying: 1-12 of 12 documents


articles
1. Teaching Philosophy: Volume > 32 > Issue: 2
Richard A. Jones Illuminating the Shadows: The DVD Project Assignment for Philosophy Courses
abstract | view |  rights & permissions | cited by
This paper discusses the uses of technology in teaching philosophy courses. Where technology is currently utilized, it can be intrinsicallyappropriate or instrumentally inappropriate as a methodology for producing greater student interest, engagement, and positive outcomes. The paper introduces an easily implemented assignment where students produce videos on DVDs in partial fulfillment of requirements for philosophy courses. I argue that, used in philosophy courses, this assignment allows students to be creative, fosters peer dialogue about philosophy, creates excitement in these courses, and decreases the intergenerational distance between paper-bound and lecture courses with the burgeoning world of media-driven technologies. After experimenting with this assignment strategy for several years, I have concluded that the DVD project assignment is an innovative, effective, and simple technological tool for teaching philosophy.
2. Teaching Philosophy: Volume > 32 > Issue: 2
Brian Ribeiro, Scott Aikin A Consistency Challenge for Moral and Religious Beliefs
abstract | view |  rights & permissions | cited by
What should individuals do when their firmly held moral beliefs are prima facie inconsistent with their religious beliefs? In this article weoutline several ways of posing such consistency challenges and offer a detailed taxonomy of the various responses available to someone facing a consistency challenge of this sort. Throughout the paper, our concerns are primarily pedagogical: how best to pose consistency challenges in the classroom, how to stimulate discussion of the various responses to them, and how to relate such consistency challenges to larger issues, such as whether scripture is, in general, a reliable guide to truth.
3. Teaching Philosophy: Volume > 32 > Issue: 2
Katherine E. Kirby Encountering and Understanding Suffering: The Need for Service Learning in Ethical Education
abstract | view |  rights & permissions | cited by
In this article I claim that service-learning experiences, wherein students work directly with individuals in need—individuals from whom studentscan learn what they cannot learn elsewhere—are invaluable, and perhaps necessary, for any curriculum with an aim toward the development of ethical understanding, personal moral character and commitment, and/or conscientious citizenship, both local and global. My argument rests on Emmanuel Levinas’s philosophical ethical theory that re-envisions the ethical relation as arising out of revelation from the unique and precious Other, rather than reason and the rational determinations and conceptions of the ethical agent.
4. Teaching Philosophy: Volume > 32 > Issue: 2
David W. Concepción, Juli Thorson Eflin Enabling Change: Transformative and Transgressive Learning in Feminist Ethics and Epistemology
abstract | view |  rights & permissions | cited by
Through examples of embodied and learning-centered pedagogy, we discuss transformative learning of transgressive topics. We begin with ataxonomy of types of learning our students undergo as they resolve inconsistencies among their pre-existing beliefs and the material they confront in our course on feminist ethics and epistemology. We then discuss ways to help students maximize their learning while confronting internal inconsistencies. While we focus on feminist topics, our approach is broad enough to be relevant to anyone teaching a transgressive or controversial topic.
digital media review
5. Teaching Philosophy: Volume > 32 > Issue: 2
John Immerwahr In Socrates’ Wake, http://insocrateswake.blogspot.com
view |  rights & permissions | cited by
6. Teaching Philosophy: Volume > 32 > Issue: 2
Ruth Poproski Teach Philosophy 101, http://teachphilosophy101.org
view |  rights & permissions | cited by
book reviews
7. Teaching Philosophy: Volume > 32 > Issue: 2
David DeMoss South Park and Philosophy: Bigger, Longer, and More Penetrating
view |  rights & permissions | cited by
8. Teaching Philosophy: Volume > 32 > Issue: 2
Ben Mulvey Remastering Morals with Aristotle and Confucius
view |  rights & permissions | cited by
9. Teaching Philosophy: Volume > 32 > Issue: 2
John Powell Wittgenstein and His Interpreters
view |  rights & permissions | cited by
10. Teaching Philosophy: Volume > 32 > Issue: 2
Benjamin Rider The Ethics of Confuscius and Aristotle: Mirrors of Virtue
view |  rights & permissions | cited by
11. Teaching Philosophy: Volume > 32 > Issue: 2
Russell Wahl What is Analytic Philosophy?
view |  rights & permissions | cited by
12. Teaching Philosophy: Volume > 32 > Issue: 2
David Weissman Carnap and Twentieth-Century Thought
view |  rights & permissions | cited by