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Displaying: 21-40 of 50 documents


reviews
21. Teaching Philosophy: Volume > 32 > Issue: 3
Leslie Burkholder Clear Thinking in a Blurry World
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22. Teaching Philosophy: Volume > 32 > Issue: 3
Timothy Chambers The Little Philosophy Book
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23. Teaching Philosophy: Volume > 32 > Issue: 3
Jacob M. Held Patriotic Correctness: Academic Freedom and Its Enemies
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24. Teaching Philosophy: Volume > 32 > Issue: 3
Heather Keith Feminist Philosophy in Latin America and Spain
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25. Teaching Philosophy: Volume > 32 > Issue: 3
Ivan Welty Wittgenstein’s Apprenticeship with Russell
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articles
26. Teaching Philosophy: Volume > 32 > Issue: 2
Richard A. Jones Illuminating the Shadows: The DVD Project Assignment for Philosophy Courses
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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.
27. Teaching Philosophy: Volume > 32 > Issue: 2
Brian Ribeiro, Scott Aikin A Consistency Challenge for Moral and Religious Beliefs
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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.
28. Teaching Philosophy: Volume > 32 > Issue: 2
Katherine E. Kirby Encountering and Understanding Suffering: The Need for Service Learning in Ethical Education
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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.
29. Teaching Philosophy: Volume > 32 > Issue: 2
David W. Concepción, Juli Thorson Eflin Enabling Change: Transformative and Transgressive Learning in Feminist Ethics and Epistemology
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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
30. Teaching Philosophy: Volume > 32 > Issue: 2
John Immerwahr In Socrates’ Wake, http://insocrateswake.blogspot.com
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31. Teaching Philosophy: Volume > 32 > Issue: 2
Ruth Poproski Teach Philosophy 101, http://teachphilosophy101.org
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book reviews
32. Teaching Philosophy: Volume > 32 > Issue: 2
David DeMoss South Park and Philosophy: Bigger, Longer, and More Penetrating
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33. Teaching Philosophy: Volume > 32 > Issue: 2
Ben Mulvey Remastering Morals with Aristotle and Confucius
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34. Teaching Philosophy: Volume > 32 > Issue: 2
John Powell Wittgenstein and His Interpreters
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35. Teaching Philosophy: Volume > 32 > Issue: 2
Benjamin Rider The Ethics of Confuscius and Aristotle: Mirrors of Virtue
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36. Teaching Philosophy: Volume > 32 > Issue: 2
Russell Wahl What is Analytic Philosophy?
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37. Teaching Philosophy: Volume > 32 > Issue: 2
David Weissman Carnap and Twentieth-Century Thought
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38. Teaching Philosophy: Volume > 32 > Issue: 1
Patrick Boleyn-Fitzgerald From the Editor
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articles
39. Teaching Philosophy: Volume > 32 > Issue: 1
Sam Butchart, Toby Handfield, Greg Restall Using Peer Instruction to Teach Philosophy, Logic, and Critical Thinking
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Peer Instruction is a simple and effective technique you can use to make lectures more interactive, more engaging, and more effective learning experiences. Although well known in science and mathematics, the technique appears to be little known in the humanities. In this paper, we explain how Peer Instruction can be applied in philosophy lectures. We report the results from our own experience of using Peer Instruction in undergraduate courses in philosophy, formal logic, and critical thinking. We have consistently found it to be a highly effective method of improving the lecture experience for both students and the lecturer.
40. Teaching Philosophy: Volume > 32 > Issue: 1
Harold Weiss Teaching and Learning about Suicide
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What are some of the most useful tools and techniques for teaching about suicide? How can this topic be used to deepen students’ understanding of Socrates and existentialism? Which concepts, skills, and exercises can facilitate student interest and insight? This essay will explore Socrates’ Apology as a means to teach analytical issues on suicide, Camus’s The Myth of Sisyphus to teach existentialist issues, and finally the cases of Kurt Cobain and Ludwig van Beethoven to teach the application of existentialist issues.