reviews |
41.
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Teaching Philosophy:
Volume >
25 >
Issue: 2
Carol Quinn
The Fiction of Bioethics
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42.
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Teaching Philosophy:
Volume >
25 >
Issue: 2
Michael Patzia
Moral Measures:
An Introduction to Ethics West and East
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43.
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Teaching Philosophy:
Volume >
25 >
Issue: 2
Jason A. Beyer
Philosophy of Religion:
An Introduction with Readings
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44.
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Teaching Philosophy:
Volume >
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Issue: 2
Sarah Clark Miller
Mother Time:
Women, Aging, and Ethics
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45.
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Teaching Philosophy:
Volume >
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Issue: 2
Lisa H. Schwartzman
Relational Autonomy:
Feminist Perspectives on Autonomy, Agency, and the Social Self
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46.
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Teaching Philosophy:
Volume >
25 >
Issue: 2
Karmen MacKendrick
God, the Gift, and Postmodernism
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47.
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Teaching Philosophy:
Volume >
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Issue: 2
Jennifer Hansen
Subjectivity Without Subjects:
From Abject Fathers to Desiring Mothers
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new publications |
48.
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Teaching Philosophy:
Volume >
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Issue: 2
Books Received
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articles |
49.
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Teaching Philosophy:
Volume >
25 >
Issue: 1
James B. Gould
Better Hearts:
Teaching Applied Virtue Ethics
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Too often, ethics courses are taught in a way that Aristotle would reject, viz., they aim at the acquisition of theoretical moral knowledge as an end in itself. Aristotle instead argued that the ultimate goal in studying ethics should be to become good. This paper proposes a way to teach introductory ethics that takes Aristotle’s goal seriously. Such a course emphasizes the study of applied virtue ethics by exploring the nature of many of the most dangerous vices (e.g., envy, greed, and lust) and detailing various concepts involved in, and ways individuals respond to, their own moral shortcomings, e.g., making excuses, repenting, the nature of temptation and forgiveness. Such a course, it is argued, can both convey many important points in ethical theory and moral reasoning as well as bridge the gap between abstract knowledge of an ethical theory and ethical choices that students face in their daily lives.
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50.
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Teaching Philosophy:
Volume >
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Issue: 1
Barbara Applebaum
Teaching Applied Ethics, Critical Theory, and “Having to Brush One’s Teeth”
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This paper argues that to study and teach ethics without due attention to feminism and other relevant aspects of critical theory (e.g. race or sexual orientation) is to be ethically handicapped. In arguing for this point, the author explains the key components of critical theory, how critical theory augments critical thinking insofar as the former points out certain limitations of exclusive abstract analysis, and how a consideration of critical theory can aid teachers to achieve their learning objectives. In illustrating these points, the paper points to various perspectives on the nature and scope of sexual harassment.
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51.
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Teaching Philosophy:
Volume >
25 >
Issue: 1
Emrys Westacott
Interactive Meditations:
Discussion Assignments in an Introductory Philosophy Class
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This essay provides a number of interactive group activities that promote discussion of Descartes’ “Meditations” and “Discourse on Method”. The activities are suitable for small discussion groups (four of five students in each group) and supply students with well defined tasks rather than general questions. The activities consider a numerous topics in Descartes work, including (for example) how to defend the idea that reason should be the supreme epistemic authority, how Descartes distinguishes between dreams and waking experience, Descartes arguments for God’s existence, and many more.
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52.
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Teaching Philosophy:
Volume >
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Issue: 1
James Campbell
The Ambivalence toward Teaching in the Early Years of the American Philosophical Association
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This paper investigates whether philosophers ever regarded the teaching of philosophy as a central concern by considering the first decades of professional associations that ultimately merged into the American Philosophical Association (APA). Before the APA, philosophical education was mostly devoted to the development of the Christian gentleman. Upon its founding, the APA’s first president (James Edwin Creighton) took the central functions of the APA to promote original investigation, publication, and collaboration, rather than teaching. Despite Creighton’s position that teaching should not play a role in the APA, an investigation of the early years of the APA show that philosophers had some, albeit infrequent, interest in pedagogical issues related to philosophy. Thus, it is argued that the early years of the APA reflect a deep ambivalence toward teaching.
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reviews |
53.
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Teaching Philosophy:
Volume >
25 >
Issue: 1
Jeffrey P. Whitman
Recreating Medicine:
Ethical Issues at the Frontiers of Medicine
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54.
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Teaching Philosophy:
Volume >
25 >
Issue: 1
Edmund F. Byrne
Praying for a Cure:
When Medical and Religious Practices Conflict
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55.
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Teaching Philosophy:
Volume >
25 >
Issue: 1
Jeffrey A. Gauthier
Equality
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56.
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Teaching Philosophy:
Volume >
25 >
Issue: 1
Emily Caroline Martin Hondros
Ethics and Sex
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57.
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Teaching Philosophy:
Volume >
25 >
Issue: 1
Irfan Khawaja
On Ayn Rand
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58.
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Teaching Philosophy:
Volume >
25 >
Issue: 1
Norman Mooradian
Critical Reasoning In Ethics:
A Practical Introduction
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59.
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Teaching Philosophy:
Volume >
25 >
Issue: 1
Andrew C. Sergienko
Free Speech on Campus
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60.
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Teaching Philosophy:
Volume >
25 >
Issue: 1
Amy Kind
Knowledge and Mind:
A Philosophical Introduction
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