This paper recounts the pedagogical benefits of the Hobbes Game to introduce students to Hobbes' social contract theory. The author introduces a modified version of John Immerwahr's Hobbes Game and organizes the activities according David Kolb's typology of learning styles. The game provides students with a concrete experience of thought experiments from the text and encourages reflective observation of the theory itself. Since the game mimics the experience of the Hobbesian state of nature students are able to see Hobbes' arguments from different points of view along with abstract conceptualization in an active experimentation.

This paper is a play script composed by the author. The play is a compilation of biographical depictions of Socrates, Descartes, Kant, Hegel, Nietzsche, and Heidegger.

This paper outlines an introductory lecture of a philosophy of science course that is composed of excerpts from John Summerville's article, "Umbrellaology." The lecture serves as an opening discussion and facilitates students’ engagement with the concept of Umbrellaology as an informal foundational introduction for students to engage in relevant issues and classical readings of philosophy of science. The author argues that is also a proven vehicle for confronting student assumptions and presuppositions about the nature of science.

This paper outlines a strategy for teaching an Introduction to Philosophy anthology. The author argues that students in introductory philosophy courses are unable to comprehend primary sources in philosophy anthologies because of the distance and foreignness of the text. A course relying on lectures as the primary mode of engagement with texts results in mere exposition and does not facilitate a critical engagement with primary texts for students. The author suggests that teachers in introductory courses should integrate weekly and monthly writing assignments into the curriculum to help facilitate a critical engagement with primary texts. The writing assignments provide students with constant feedback on their own thoughts and allow educators to assess how well students read and comprehend primary sources before the course lectures. The writing assignments also encourage more classroom discussion because students are able to think through their objections and critiques and to feel more comfortable talking in class.

This paper outlines various classroom exercises to be given at the beginning of an introductory logic course. The purpose of the exercises is to gain students’ attention while introducing them to basic terms and principles of logic, both inductive and deductive. The suggested exercises are flexible enough to introduce a range of material and to do so in a variety of sequences, according to the instructor’s preference.

This paper recounts two university professors' experiences teaching a high school philosophy course for gifted students. The authors trace the differences between gifted high school students’ and standard undergraduates’ comprehension of philosophical concepts, general philosophical curiosity, and classroom participation in problem solving. The authors then offer recommendations on planning philosophy courses for gifted students and speculate on the value of philosophy in gifted programs.