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Teaching Philosophy:
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Carrie-Ann Biondi
Socratic Teaching:
Beyond The Paper Chase
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Socratic teaching is popularly understood as aggressively questioning randomly called-on students, but this is a model that many educators have moved away from. The focus has shifted to eliciting and facilitating critical dialogue among willing participants. I would argue that this helpful shift still misses an essential element of Socratic teaching that can be gleaned from some of Plato’s early dialogues. The most crucial dimension of Socrates’ pedagogy is the function of the educator as an exemplar. I develop an account of what being an exemplar amounts to, discuss how examples of this activity are present in early Platonic dialogues, and then explain how the insights gleaned from such an examination can animate Socratic pedagogy in the classroom.
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Sally J. Scholz, Eric Riviello
March Madness:
A Case in Applied Ethics
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What is at stake when students sell the highly sought-after basketball tickets they receive for free through a university’s lottery system? This article discusses a case in applied ethics taken from the experience of college students and extrapolates from that to the distribution of other scarce resources using lotteries. By examining an event relevant to the actual experience of students, we challenge them to see how normative moral theory may be used and what values are central to moral decision-making. The case includes four analyses from different perspectives and a teaching note.
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J. Harvey
Bridging the Gap:
The Intellectual and Perceptual Skills for Better Academic Writing
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Philosophical clarity is not simply a matter of style; it affects the quality of the thinking and writing and so the level of intellectual rigor. Achieving maximum clarity requires both intellectual and perceptual skills. The intellectual grasp of what philosophical clarity involves motivates writing with greater clarity. The perceptual skill of seeing exactly what we have written enables such improvement to occur. This paper explains a technique used in graduate-level courses to move both sets of skills, which in turn typically changes the students’ approach to writing and moves their written presentation skills quite dramatically.
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Sarah K. Donovan
Teaching Philosophy Outside of the Classroom:
One Alternative to Service Learning
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In this article I describe my experience teaching a moral problems course to first-year students within a Learning Community model. I begin with the learning goals and the mechanics of both my Learning Community and my moral problems course. I then focus on the experiential learning requirement of my Learning Community which is based on a field trip model instead of a service learning model. I describe how two field trips in particular—one to an Arab American community in Brooklyn, New York, and the other to a Black American community in West Harlem, New York—primed my students to more effectively engage in philosophical discussions about terrorism, war, and affirmative action. I conclude that experiential learning on a field trip model helped my students to have more sophisticated conversations about complex and emotionally charged moral issues.
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Teaching Philosophy:
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Todd M. Furman
Making Sense of the Truth Table for Conditional Statements
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This essay provides an intuitive technique that illustrates why a conditional must be true when the antecedent is false and the consequent is either true or false. Other techniques for explaining the conditional’s truth table are unsatisfactory.
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Teaching Philosophy:
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Gaile Pohlhaus
Family Bonds:
Genealogies of Race and Gender , by Ellen Feder
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Teaching Philosophy:
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Forrest Perry
Freedom in the Workplace? by Gertrude Ezorsky
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Teaching Philosophy:
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Edmund F. Byrne
Why Politics Needs Religion:
The Place of Religious Arguments in the Public Square, by Brendan Sweetman
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Teaching Philosophy:
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Books Received
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articles |
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Teaching Philosophy:
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Robert H. Ennis
Nationwide Testing of Critical Thinking for Higher Education:
Vigilance Required
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The Spellings Commission recommends widespread critical-thinking testing to help determine the “value added” by higher education institutions—with the data banked and made available (“transparent”) in order to enable parents, students, and policy makers to compare institutions and hold them accountable. Because of the likely and desirable promotion of critical thinking that would result from the Commission’s program, I recommend cooperation by critical-thinking faculty and administrators, but only if there is much less comparability and considerably deeper transparency of the tests and their justification than the Commission recommends, and only if vigilance in handling the many problems and dangers elaborated herein is successful.
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Brian Ribeiro
How Often Do We (Philosophy Professors) Commit the Straw Man Fallacy?
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In a recent paper (in Argumentation, 2006) Robert Talisse and Scott Aikin suggest that we ought to recognize two distinct forms of the straw man fallacy. In addition to misrepresenting the strength of an opponent’s specific argument (= the representation form), one can also misrepresent the strength of one’s opposition in general, or the overall state of a debate, by selecting a (relatively) weak opponent for critical consideration (= the selection form). Here I consider whether we as philosophy professors could be seen as sometimes committing the selection form of the straw man through the performance of our regular teaching duties.
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Thomas Nadelhoffer, Eddy Nahmias
Polling as Pedagogy:
Experimental Philosophy as a Valuable Tool for Teaching Philosophy
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First, we briefly familiarize the reader with the emerging field of “experimental philosophy,” in which philosophers use empirical methods, rather than armchair speculation, to ascertain laypersons’ intuitions about philosophical issues. Second, we discuss how the surveys used by experimental philosophers can serve as valuable pedagogical tools for teaching philosophy—independently of whether one believes surveying laypersons is an illuminating approach to doing philosophy. Giving students surveys that contain questions and thought experiments from philosophical debates gets them to actively engage with the material and paves the way for more fruitful and impassioned classroom discussion. We offer some suggestions for how to use surveys in the classroom and provide an appendix that contains some examples of scenarios teachers could use in their courses.
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Derek Malone-France
Composition Pedagogy and the Philosophy Curriculum
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This essay extends the recent trend toward greater emphasis on writing-related pedagogical practices in introductory philosophy courses to upper-division courses, providing a holistic model for course design that centers on certain techniques and practices that have been developed in the context of the new wave of multidisciplinary writing programs in the United States. I argue that instructors can more effectively teach philosophy and encourage philosophical thinking by incorporating the methods of writing instruction into their courses in systematic ways and offer practical guidance on how to do so.
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Teaching Philosophy:
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Carrie-Ann Biondi
The Power of Critical Thinking:
Effective Reasoning about Ordinary and Extraordinary Claims, 2nd edition
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Teaching Philosophy:
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Brian Domino
Varieties of Practical Reasoning
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Teaching Philosophy:
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Richard W. Momeyer
Ethics in the First Person:
A Guide to Teaching and Learning Practical Ethics
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Teaching Philosophy:
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Norman Mooradian
The Nature of Moral Reasoning:
The Framework and Activities of Ethical Deliberation, Argument and Decision-Making
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Teaching Philosophy:
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Todd R. Long
Riddles of Existence:
A Guided Tour of Metaphysics
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Teaching Philosophy:
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Dale Murray
The Nature of Art:
An Anthology
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Teaching Philosophy:
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John Mizzoni
Introduction to a Philosophy of Music
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