81.
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American Association of Philosophy Teachers Studies in Pedagogy:
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Collin Rice
The Epistemic Benefits of Diversity in Introductory Philosophy Classes
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82.
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American Association of Philosophy Teachers Studies in Pedagogy:
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Gavin Engles
Empowering Students Empowers Philosophy
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83.
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American Association of Philosophy Teachers Studies in Pedagogy:
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Karl Aho
What Can’t You Do After Studying Philosophy?:
Inviting Introductory Students to Love Wisdom in the Workplace
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84.
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American Association of Philosophy Teachers Studies in Pedagogy:
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8
Haley Dutmer
You (Yes, You!) Are a Philosopher:
Challenging Students’ Preconceptions about Philosophy
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85.
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American Association of Philosophy Teachers Studies in Pedagogy:
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8
Rich Eva
What Is One Philosophical Question You Have?
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86.
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American Association of Philosophy Teachers Studies in Pedagogy:
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8
James William Lincoln
On the Practice of Welcoming
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rights & permissions
The act of welcoming is often the first step in shaping the participatory contours of a collective’s social landscape. How and if individuals are invited into a space is often a product of the formal and informal social mechanisms used to facilitate newcomer or returner inclusion or exclusion. Notably, philosopher Iris Marion Young points out that greetings, as everyday communicative gestures, amount to acts of public acknowledgment. Moreover, during a successful greeting, Young argues that greeters announce themselves as “ready to listen” and “takes responsibility for her relationship to her interlocutors,” in addition to meeting the greeted’s basic need for recognition. In light of these observations, this paper argues that we have good reasons to think that welcomings, as a subcategory of greetings, require us to adapt our classroom communication norms, policies, assignments, and curricula in important ways. Specifically, they should change to publicly acknowledge our students’ dignity as potential knowers; to see them as contributors to the classroom space. Additionally, this paper offers a non-exhaustive list of three guidelines that can be useful when navigating these efforts and the challenges associated with the practice of welcoming.
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87.
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American Association of Philosophy Teachers Studies in Pedagogy:
Volume >
8
Mark H. Herman
“From Outside or Inside?”:
Priming Introductory-Level Students’ Philosophical Disposition
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88.
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American Association of Philosophy Teachers Studies in Pedagogy:
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8
Mary Beth Willard
How to Teach the Trial of an Ancient Athenian Mystic
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89.
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American Association of Philosophy Teachers Studies in Pedagogy:
Volume >
8
Rich Eva
Philosophical Spelunking:
A Course Framing
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90.
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American Association of Philosophy Teachers Studies in Pedagogy:
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8
Brett Gaul
Philosophy Is Everywhere!
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91.
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American Association of Philosophy Teachers Studies in Pedagogy:
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8
Derek McAllister
Exit Questions:
Crowdsourcing Exam Questions
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92.
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American Association of Philosophy Teachers Studies in Pedagogy:
Volume >
8
Jerry Green
Online Discussion Boards that Students Don’t Hate
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93.
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American Association of Philosophy Teachers Studies in Pedagogy:
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8
Melissa Jacquart
Better Online Discussion Boards through Questions, Metacognition, and Motivation
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94.
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American Association of Philosophy Teachers Studies in Pedagogy:
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8
Renée J. Smith
Distance Learning with a Safety Net
abstract |
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rights & permissions
Distance Learning (DL) courses have become ubiquitous, especially since the pandemic. Having had some experience with DL in high school, first-year students might be inclined to enroll in DL courses. Other students take DL because of completing demands on their time, such as work, family, or athletics participation, and some students just like the flexibility afforded by DL courses. However, many college students are unprepared for the self-regulative practices, including time management and assistance-seeking behaviors, required for success in a DL course.
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95.
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American Association of Philosophy Teachers Studies in Pedagogy:
Volume >
8
Cara Furman
Everyone Can Read Philosophy through Descriptive Review
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96.
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American Association of Philosophy Teachers Studies in Pedagogy:
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8
Paul J. Kelly
Helping Novice Students Understand How Logic Relates to Philosophy
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97.
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American Association of Philosophy Teachers Studies in Pedagogy:
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8
Meredith Gilman
Disaster Dialogues:
Visualizing the Best Conversations by Performing the Worst
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98.
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American Association of Philosophy Teachers Studies in Pedagogy:
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8
Merritt Rehn-DeBraal
Teaching Critical Engagement with Rapoport’s Rules
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99.
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American Association of Philosophy Teachers Studies in Pedagogy:
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8
Kristin Rodier
Rock, Paper, Scissors, Social Contract
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100.
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American Association of Philosophy Teachers Studies in Pedagogy:
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8
Ryan Miller
Best Practices for Oral Exams
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