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1. Teaching Philosophy: Volume > 21 > Issue: 3
Louise Collins A Course on Philosophy and Personal Relationships
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The author recounts and reflects on the experience of building and teaching a course designed to show students the relevance of philosophy to their daily lives. For a course consisting mostly of students who were women, many of whom were non-traditional students, the author attempted to avoid an excessively arid or abstract presentation of philosophical material. To this end, the selected course themes were friendship, romantic love, and obligations of grown children to their parents. The author discusses, defends, and critiques several trade-offs that resulted from this course’s unique structure: an explicitly non-adversarial approach to pedagogy was helpful and perhaps necessary, but also very demanding of both students and teacher; students selected and developed their own important philosophical questions to research and write a term paper on, but the course did not cover as much material as was desired; students reflected a deep personal attachment to the material and the experience of studying it, but this made evaluation of their work difficult. The author urges professional philosophers to think seriously on the role of philosophy in an undergraduate education and ends this paper with a pedagogical dilemma that philosophers face arising from their position on the emotion/intellect dichotomy. Included is a course outline.
2. Teaching Philosophy: Volume > 21 > Issue: 3
Don S. Levi Teaching Logic: How to Overcome the Limitations of the Classroom
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This paper presents three lessons designed to alert students to the setting in which they are learning (the classroom) and the ways in which this setting provides the context for a discourse which is different than everyday discourse. In the first lesson, students examine empirical studies that illustrate how being in a classroom significantly changes how one reasons about even the most basic logical relationships. In the second lesson, Levi critiques an imaginative way of teaching logic that, while appearing to call on students to use critical reasoning skills they already possess, still fails to take into account its setting. In the final lesson, students translate an editorial into the form of declarative sentences, ordered as premises and a conclusion. Students are prompted to consider what is lost in this rendering and how it distorts the original argument, after which a more successful strategy for paraphrasing and evaluating arguments is attempted. These lessons aim to teach students to think for themselves by encouraging them not to learn logic by wrote, but to see its lessons as tools whose very applicability to real life is something they must critically evaluate.
3. Teaching Philosophy: Volume > 21 > Issue: 3
Dôna Warren "How Many Angels can Dance on the Head of a Pin?": The Many Kinds of Questions in Philosophy
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There are at least two notable and distinct literatures on the subject of questions: the educational literature, analyzing questions with a pedagogical upshot in mind, and the philosophical literature, analyzing questions with the concerns of philosophy of language and logic. This paper goes some way towards bridging these literatures by taking a philosophical stance on questions and by examining how a basic treatment of questions as a philosophical theme can greatly aid the introduction of students to the study of philosophy. The foreignness of philosophy to many students means that they enter philosophy courses with many assumptions about it. Discussing their assumptions about questions (e.g. “There are certain questions that should not be asked;” “There are certain questions that cannot be answered”) is a useful way to ease students into philosophical inquiry. This approach also allows for the enrichment of students’ taxonomies of questions. Unlike many other answer-oriented disciplines, philosophy places a high value on the role of questions in inquiry and pays close attention to how different types of questions call for different types of answers. The author defines a number of types of questions (normatively answerable, unanswerable, and defective) and addresses both their philosophical import as well as their value for students.
reviews
4. Teaching Philosophy: Volume > 21 > Issue: 3
Gregory Bassham Archetypes of Wisdom: An Introduction to Philosophy, 3rd ed.
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5. Teaching Philosophy: Volume > 21 > Issue: 3
William Gustason The Logic Course
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6. Teaching Philosophy: Volume > 21 > Issue: 3
Robert Hollinger Social Reality: The Problems of Philosophy Series
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7. Teaching Philosophy: Volume > 21 > Issue: 3
Lee F. Kerckhove Democracy and Technology
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8. Teaching Philosophy: Volume > 21 > Issue: 3
Michael Kremer Contemporary Analytic Philosophy
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9. Teaching Philosophy: Volume > 21 > Issue: 3
Jacqueline Marina Religion in the Public Square: The Place of Religious Convictions in Political Debate
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10. Teaching Philosophy: Volume > 21 > Issue: 3
Robert McKim Atheism and Theism
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11. Teaching Philosophy: Volume > 21 > Issue: 3
Rupert Read The Nature of Science: Problems and Perspectives
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12. Teaching Philosophy: Volume > 21 > Issue: 3
Kenneth Sacks Kierkegaard and Nietzsche: Faith and Eternal Acceptance
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13. Teaching Philosophy: Volume > 21 > Issue: 3
Gregory F. Weis Law & Truth
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new publications
14. Teaching Philosophy: Volume > 21 > Issue: 3
Books Received: 1 February 1998-14 April 1998
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