reviews |
41.
|
Teaching Philosophy:
Volume >
39 >
Issue: 2
Ayesha Bhavsar
Human Kindness and the Smell of Warm Croissants: An Introduction to Ethics, by Ruwen Ogien
view |
rights & permissions
| cited by
|
|
|
42.
|
Teaching Philosophy:
Volume >
39 >
Issue: 2
Lisa Cassidy
Beyond the Abortion Wars: A Way Forward for a New Generation, by Charles C. Camosy
view |
rights & permissions
| cited by
|
|
|
43.
|
Teaching Philosophy:
Volume >
39 >
Issue: 2
C. Tabor Fisher
'Philosophy'—After the End of Philosophy: In a Globalizing and Glocalizing World, by Nader N. Chokr
view |
rights & permissions
| cited by
|
|
|
44.
|
Teaching Philosophy:
Volume >
39 >
Issue: 2
Dara Fogel
Violence and Civility: On the Limits of Political Philosophy, by Etienne Balibar
view |
rights & permissions
| cited by
|
|
|
45.
|
Teaching Philosophy:
Volume >
39 >
Issue: 2
Elizabeth Foreman
Ethical Theory: An Anthology, 2nd edition, edited by Russ Shafer-Landau
view |
rights & permissions
| cited by
|
|
|
46.
|
Teaching Philosophy:
Volume >
39 >
Issue: 2
Abigail Gosselin
The Most Good You Can Do: How Effective Altruism is Changing Ideas about Living Ethically, by Peter Singer
view |
rights & permissions
| cited by
|
|
|
47.
|
Teaching Philosophy:
Volume >
39 >
Issue: 2
William S. Lewis
Philosophy of Social Science: A New Introduction, edited by Nancy Cartwright and Eleonora Montuschi
view |
rights & permissions
| cited by
|
|
|
48.
|
Teaching Philosophy:
Volume >
39 >
Issue: 2
Nancy J. Matchett
Debating Procreation: Is it Wrong to Reproduce?, by David Benatar and David Wasserman
view |
rights & permissions
| cited by
|
|
|
49.
|
Teaching Philosophy:
Volume >
39 >
Issue: 2
Jennifer McCrickerd
Educating a Diverse Nation: Lessons from Minority-Serving Institutions, by Clifton Conrad and Marybeth Gasman
view |
rights & permissions
| cited by
|
|
|
50.
|
Teaching Philosophy:
Volume >
39 >
Issue: 2
Robert C. Robinson
Contemporary Debates in Bioethics, edited by Arthur L. Caplan and Robert Arp
view |
rights & permissions
| cited by
|
|
|
51.
|
Teaching Philosophy:
Volume >
39 >
Issue: 2
W. Mark Smillie
Environmental Ethics: An Overview for the Twenty-First Century, 2nd edition, fully revised and expanded, by Robin Attfield
view |
rights & permissions
| cited by
|
|
|
52.
|
Teaching Philosophy:
Volume >
39 >
Issue: 2
Jere Surber
Phenomenology: An Introduction, by Stephan Käufer and Anthony Chemero
view |
rights & permissions
| cited by
|
|
|
53.
|
Teaching Philosophy:
Volume >
39 >
Issue: 2
Dwayne A. Tunstall
American Philosophy: From Wounded Knee to the Present, by Erin McKenna and Scott L. Pratt
view |
rights & permissions
| cited by
|
|
|
articles |
54.
|
Teaching Philosophy:
Volume >
39 >
Issue: 1
David W. Concepción, Melinda Messineo, Sarah Wieten, Catherine Homan
The State of Teacher Training in Philosophy
abstract |
view |
rights & permissions
| cited by
This paper explores the state of teacher training in philosophy graduate programs in the English-speaking world. Do philosophy graduate programs offer training regarding teaching? If so, what is the nature of the training that is offered? Who offers it? How valuable is it? We conclude that philosophers want more and better teacher training, and that collectively we know how to deliver and support it.
|
|
|
55.
|
Teaching Philosophy:
Volume >
39 >
Issue: 1
Stephen Bloch-Schulman, Meagan Carr
Beyond “Add Teaching and Learning and Stir”:
Epistemologies of Ignorance, Teaching and Learning in Philosophy, and the Need for Resistance
abstract |
view |
rights & permissions
| cited by
This article is a critical response to Concepción, Messineo, Wieten, and Homan’s “The State of Teacher Training in Philosophy.” In it, I utilize an epistemologies-of-ignorance framework to highlight the incentives we, as philosophers, have to ignore teaching and learning about teaching and learning. I argue that the problems are not merely about our individual desires, but rather, that there is a regime of ignorance that encourages us not to know. I argue therefore that real change requires more than a shift in personal commitments; it requires a change to the system, including how and what we make public and how we evaluate and are evaluated by our peers.
|
|
|
56.
|
Teaching Philosophy:
Volume >
39 >
Issue: 1
John Immerwahr
From Self-Centered to Learner-Centered
abstract |
view |
rights & permissions
| cited by
Successful learning is based on a reciprocal relationship between instructor and student that, in turn, requires the instructor to have a deep understanding of the student’s background, interests, fears and resistances. In fact, many beginning philosophy instructors have a rather limited understanding of what their students bring to the educational interaction. The conclusion is that training in pedagogy must be more than teaching techniques but should also include more exposure to an understanding of the experience of contemporary college students. An experimental graduate student teacher preparation at Villanova University is presented as a model to stimulate further thought.
|
|
|
57.
|
Teaching Philosophy:
Volume >
39 >
Issue: 1
Karen L. Hornsby
The Pedagogical Imperative:
Achieving Areté in Philosophy Graduate Programs
abstract |
view |
rights & permissions
| cited by
This article is a commentary response to the study results outlined in “The State of Teacher Training in Philosophy.” In recognition of the study’s determination that 70 percent of the jobs new philosophers will apply for are non-tenure track, our graduate programs must provide training in teaching excellence and the fostering of student learning, or what I call pedagogical areté. I will argue that achieving this teaching excellence requires 1) Familiarity with cognitive neuroscience advancements on how people learn, 2) Knowledge of today’s college students, and 3) Practiced methods for scaffolding and assessment of student learning. My claim is that pedagogic excellence is both a role-related moral obligation and a duty we owe to society—what Lee Shulman characterizes as the pedagogical imperative. This increased focus on pedagogical proficiency creates an opportunity for philosophy to establish and solidify its disciplinary value.
|
|
|
reviews |
58.
|
Teaching Philosophy:
Volume >
39 >
Issue: 1
David J. Buller
Truth, by Chase Wrenn
view |
rights & permissions
| cited by
|
|
|
59.
|
Teaching Philosophy:
Volume >
39 >
Issue: 1
Dana Delibovi
Persons and Personal Identity, by Amy Kind
view |
rights & permissions
| cited by
|
|
|
60.
|
Teaching Philosophy:
Volume >
39 >
Issue: 1
Sheryle Dixon
Plato at the Googleplex: Why Philosophy Won't Go Away, by Rebecca Newberger Goldstein
view |
rights & permissions
| cited by
|
|
|