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Teaching Philosophy
Volume 32
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41.
Teaching Philosophy:
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J. Carl Ficarrotta
How to Teach a Bad Ethics Course
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Moral experience may be parsed at different levels of abstraction. We might work variously at the level of meta-ethical reflection; normative ethics; the principles, doctrines, and character traits of everyday morality; or the sometimes simple, sometimes messy, business of actual moral judgment. We should strive to be clear with our students (and ourselves) about the differences between these levels and the hazards of crudely conflating them.
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42.
Teaching Philosophy:
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Jessica Logue
Recent Texts and Readers in Philosophy of Art
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Below I will review a number of recent publications in philosophy of art and aesthetics. Since aestheticians and philosophers of art currently have a wide selection of texts available to them that would be appropriate for instructional use, it seems useful to evaluate some of these recent texts. The texts I have chosen to review vary in style, organization, and type. Because there are so many ways one could teach an aesthetics or philosophy of art course, it is useful to pursue a diversity of content in assessing some of the more recent offerings in the discipline.
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43.
Teaching Philosophy:
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Ramona Cristina Ilea
The Animal Ethics Reader (2nd edition)
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44.
Teaching Philosophy:
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Dale Murray
Baseball and Philosophy: Thinking Outside the Batter’s Box
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45.
Teaching Philosophy:
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Shane Ralston
Inquiry and Education: John Dewey and the Quest for Democracy
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46.
Teaching Philosophy:
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Robert C. Robinson
A Rulebook for Arguments (4th edition)
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47.
Teaching Philosophy:
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William A. Rottschaefer
Wilfrid Sellars: Naturalism with a Normative Turn
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48.
Teaching Philosophy:
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Biagio G. Tassone
On the Philosophy of Mind
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49.
Teaching Philosophy:
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Wendy C. Turgeon
Philosophy of Early Childhood Education: Transforming Narratives
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Volume 31 Index
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