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1. Teaching Philosophy: Volume > 19 > Issue: 4
Lawrence M. Hinman The Virtual Seminar Room: Using a World Wide Web Site in Teaching Ethics
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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.
2. Teaching Philosophy: Volume > 19 > Issue: 4
Richard Shoaf Pascal’s Wager Updated
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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.
3. Teaching Philosophy: Volume > 19 > Issue: 4
Leo Groarke, Sally J. Scholz Seven Principles for Better Practical Ethics
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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.
4. Teaching Philosophy: Volume > 19 > Issue: 4
Thomas J. Regan, S.J. Animating Rawls’s Original Position
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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.
5. Teaching Philosophy: Volume > 19 > Issue: 4
Eric Gampel A Method for Teaching Ethics
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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.
6. Teaching Philosophy: Volume > 19 > Issue: 4
John N. Martin Whether Logic Should Satisfy the Humanities Requirement
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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.
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7. Teaching Philosophy: Volume > 19 > Issue: 4
Kelli Henri Desire: Its Role in Practical Reason and the Explanation of Action
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8. Teaching Philosophy: Volume > 19 > Issue: 4
Brad Art World Philosophy: A Text with Readings
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9. Teaching Philosophy: Volume > 19 > Issue: 4
Clevis Headley Bad Faith and Antiblack Racism
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10. Teaching Philosophy: Volume > 19 > Issue: 4
Michael J. White Nature, Justice, and Rights in Aristotle’s Politics
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11. Teaching Philosophy: Volume > 19 > Issue: 4
Martin G. Leever Moral Theory: A Contemporary Overview
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12. Teaching Philosophy: Volume > 19 > Issue: 4
Daryl Koehn The Ethics of Policing
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13. Teaching Philosophy: Volume > 19 > Issue: 4
Jane Uebelhoer Practical Business Ethics
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14. Teaching Philosophy: Volume > 19 > Issue: 4
Laurie Shrage Free Spirits: Feminist Philosophers on Culture
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15. Teaching Philosophy: Volume > 19 > Issue: 4
Lee Horvitz Aesthetic Value
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16. Teaching Philosophy: Volume > 19 > Issue: 4
Anne Bezuidenhout Contemporary Materialism: A Reader
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17. Teaching Philosophy: Volume > 19 > Issue: 4
New Publications: Books Received 5 March 1996 - 26 June 1996
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18. Teaching Philosophy: Volume > 19 > Issue: 4
Index to Volume 19
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articles
19. Teaching Philosophy: Volume > 19 > Issue: 3
Paul Hughes Taking Ethics Seriously: Virtue, Validity, and the Art of Moral Reasoning
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The author explores the connection between morality and principles of critical thinking as a way to encourage students to take ethic and moral concepts seriously in introductory courses. The skeptical attitude of students in introductory courses often hampers students critically engaging with questions of morality. Moral values and judgments are only valid for students if contextualized in historical epochs or cultures, and often are conceived as opinions. The author examines Bishop Butler's moral theory and argues for its incorporation into the introductory philosophy curriculum. Butler’s moral theory introduces students to philosophical method and moral reasoning, which the author argues counteracts students’ initial skeptical responses to ethical and moral theory. Butler’s theory demonstrates the importance of the clarification of terms, connections between thought and truth, and the overall importance of philosophical argumentation in moral theory.
20. Teaching Philosophy: Volume > 19 > Issue: 3
Anthony Ellis Morality and Scripture
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This paper offers insights into various methods and approaches to teaching an entry level ethics courses to students who adhere to a biblical morality. Such students tend to take on the view that morality is not to be reasoned because all morality is derived from an authoritative source, scripture. Biblical morality holds a false perception of morality in general. Moral reasoning is essential to the creation of a foundation for the interpretation, extraction, and derivation of moral laws and morality from the Bible. The author suggests the use of the Euthyphro dilemma to introduce students to various ways to reason through religious moral issues and to realize its metaphysical value. The author encourages educators to familiarize themselves with scripture so they are able to engage with students of a biblical morality. The goal is not to change students’ views concerning morality, but only to show them that it is not opposed to rationality.