Teaching Philosophy, Misc

The prestige of an academic institution may be determined as a function of affiliations with other academic institutions. Using digital tools to data-scrape, data-mine, and perform network analysis on university websites, an approximation of numbers of academic affiliations may be measured. Especially observing the alma mater institutions of the faculty of employed institutions, these numbers show the relative employment of alumni and a proxy metric for the relative prestige of their degree-granting institutions. These affiliations can be charted and graphed to (...) determine the distributions of affiliations throughout an academic ecosystem from which we might draw conclusions about that system’s hierarchies and inequalities. Here we use anglophone PhD-granting philosophy departments as a case study for this methodology with tentative conclusions. (shrink)

Sometimes philosophers have been misunderstood. It could be because the philosopher's communication was vague. It could also be because the philosopher didn't use Ockham's razor and multiplied terms unnecessarily forcing reviewers to impose the razor, with the result that what needs to be cut is not cut and what was essential is taken out of the equation. This article cites two cases, one of the Indian thinker M.M. Thomas and other of Peter Van Inwagen, who claimed that their thoughts were (...) misrepresented by some other well known thinker. (shrink)

In _Human Nature and Conduct_ (MW14) John Dewey seems to suggest that we can and should change human nature (MW14: 76; LW13: 150). In light of the acquisitiveness, the imperialism, and social hierarchies of the 19th and early 20th centuries, Dewey claims that a new psychology of human nature is required, and that education is the most effective and organized way to bring about this change. In this chapter McBride suggests that Dewey proffers insights into the ways in which impulses, (...) habitual conduct, and social institutions condition and circumscribe the dominant mode of being human (and the ordering principles that enjoin the relations therein). McBride maintains that these Deweyan insights may be helpful in changing the way we conceive human nature. While Dewey himself was not concerned with the reach and effect of Euroamerican techno-industrial coloniality, McBride believes that these particular Deweyan insights could potentially help us to conceive an education-based path to a decolonial conception of anthropos (human being). (shrink)

(This is for the Cambridge Handbook of Analytic Philosophy, edited by Marcus Rossberg) In this handbook entry, I survey the different ways in which formal mathematical methods have been applied to philosophical questions throughout the history of analytic philosophy. I consider: formalization in symbolic logic, with examples such as Aquinas’ third way and Anselm’s ontological argument; Bayesian confirmation theory, with examples such as the fine-tuning argument for God and the paradox of the ravens; foundations of mathematics, with examples such as (...) Hilbert’s programme and Gödel’s incompleteness theorems; social choice theory, with examples such as Condorcet’s paradox and Arrow’s theorem; ‘how possibly’ results, with examples such as Condorcet’s jury theorem and recent work on intersectionality theory; and the application of advanced mathematics in philosophy, with examples such as accuracy-first epistemology. (shrink)

This is a guide to writing philosophy papers aimed at introductory students prepared by the philosophy faculty at Rochester Community and Technical College. It includes sections on reading philosophy and writing philosophy, as well as an explanation of common grading criteria for essays in philosophy.

Zahra Thani & Derek Anderson ABSTRACT: Third-order exclusion is a form of epistemic oppression in which the epistemic lifeway of a dominant group disrupts the epistemic agency of members of marginalized groups. In this paper we apply situated perspectives in order to argue that philosophy as a discipline imposes third-order exclusions on members of marginalized ….

There are many commonalities between the framework of roleplaying games such as Dungeons & Dragons and the way in which we design classes and assignments. The professor (the dungeon master) selects a number of readings with some end goal in mind (the campaign). Along the way the students are expected to be active participants (roleplay) and the professor designs progressively harder assignments (quests) in order to test the students’ abilities and to promote learning and growth (leveling up). This structural analogy (...) prompted me to investigate how such a framework could be implemented more explicitly in a class, and in this chapter I describe how I did so. (shrink)

Shoot From The Hip - Professional Intuition In Decision-Making -/- Why do eighty percent of decision-makers say that they use intuition often or very often in their decision-making? What is intuition? How does it function? How can we achieve becoming more intuitive? How can we apply it in understanding the world and making more ethical decisions?

Abstract: -/- We present a teaching activity, whose aim is to enhance students’ understanding of color perception by introducing them to intersubjective color variations among normal perceivers. The approach can be used in different disciplines, including biology, philosophy, psychology, physics, or statistics, for different purposes and with college students having various levels of sophistication and scientific training.

How do we prepare engineering students to make ethical and responsible decisions in their professional work? This paper presents an approach that enhances engineering students’ engagement with ethical reasoning by simulating decision-making in a complex scenario. The approach has two principal inspirations. The first is Anthony Weston’s scenario-based teaching. Weston’s concept of a scenario is a situation that changes in response to choices made by participants, according to an inner logic. Scenarios can dynamically explore open-ended complex problems without imposing predetermined (...) results, allowing students to apply their ethical reasoning in a more realistic fashion. The second inspiration is Thi Nguyen’s theory of games. According to Nguyen, games are the “art of agency,” meaning that they provide a structure under which some result is agreed to be valuable, along with prescribed ways of achieving that result, in a relatively low-stakes and temporary social arrangement. By playing many games, Nguyen argues, we can develop a “library of agency,” that is to say, a set of values and means to achieving them that can inform how we make high-stakes decisions in real life. Engaging with carefully designed game scenarios, then, can enable students to practice making ethical decisions within a structured framework, which unfolds in response to their choices, while their decisions are driven by some defined goal. This roleplaying game–based approach thus allows students to build their own ethical libraries of agency, in preparation for professional decision-making. The approach is illustrated using a specific example recently deployed in a seminar on engineered living materials (building materials that incorporate living tissues). The scenario uses techniques from tabletop roleplaying games (e.g. Dungeons & Dragons) for outcome resolution, adventure design, and character creation. Through the game, students practice making difficult decisions in a humanitarian context. (shrink)

Hume describes skeptical philosophy as having a variety of desirable effects. It can counteract dogmatism, produce just reasoning, and promote social cohesion. When discussing how skepticism may achieve these effects, Hume typically appeals to its effects on pride. I explain how, for Hume, skeptical philosophy acts on pride and how acting on pride produces the desirable effects. Understanding these mechanisms, I argue, sheds light on how, why, when, and for whom skeptical philosophy can be useful. It also illuminates the value (...) of skeptical philosophy for a humanistic education, giving us a reason to include Hume in curricula. (shrink)

Many philosophers have argued that large language models (LLMs) subvert the traditional undergraduate philosophy paper. For the enthusiastic, LLMs merely subvert the traditional idea that students ought to write philosophy papers “entirely on their own.” For the more pessimistic, LLMs merely facilitate plagiarism. We believe that these controversies neglect a more basic crisis. We argue that, because one can, with minimal philosophical effort, use LLMs to produce outputs that at least “look like” good papers, many students will complete paper assignments (...) in a way that fails to develop their philosophical abilities. We argue that this problem exists even if students can produce better papers with AI and even if instructors can detect AI-generated content with decent reliability. But LLMs also create a pedagogical opportunity. We propose that instructors shift the emphasis of their assignments from philosophy papers to “LLM dialogues”: philosophical conversations between the student and an LLM. We describe our experience with using these types of assignments over the past several semesters. We argue that, far from undermining quality philosophical instruction, LLMs allow us to teach philosophy more effectively than was possible before. (shrink)

FREE to download my New Book . https://www.academia.edu/31495642/_Meta-Philosophy_Meta-Cognition_and_Critique_of_Doing_Philosophizi ng am in the top 0.5% of Academic Publications on Academia.Edu and belong to a group of Academic giving our work for FREE as Commercial Publishers change too much for books. My new book is HERE for download: https://www.academia.edu/31495642/_Meta-Philosophy_Meta-Cognition_and_Critique_of_Doing_Philosophizi ng Abstract So far in my books and articles I have dealt with the following‭ (‬I hope I do not commit self-plagiarism by referring to my previous work and ideas expressed therein‭! ‬Lol‭)‬: -/- My own (...) discussions or‭ ‘‬philosophizing‭’ ‬follow right at the end after the numerous and very lengthy quotes from philosophers.‭ ‬The nature of the subject-matter of philosophy,‭ ‬the methodology,‭ ‬methods,‭ ‬techniques and tools of doing philosophy or philosophizing,‭ ‬the nature of the different steps or stages of the process/es of theorizing,‭ ‬the fact that doing philosophy are some of the stages of theorizing,‭ ‬the fact that philosophers lack meta-cognition and/or meta-reflection of these things.‭ ‬If they had awareness of what and how they are doing philosophy they might not become involved in quibbling over concepts and the differentiations of these concepts.‭ ‬It is as if philosophers are blind to what they are doing and have been doing for thousands of years,‭ ‬with the result that they continue repeating the same thing‭ – ‬arguing with words over the use of words and in the process creating more and more‭ –‬isms.‭ ‬They are seemingly unable to escape from such‭ –‬isms and their implications.‭ ‬Instead of getting or going anywhere they way they conceive‭ (‬of‭) ‬problems and express their questions they end up with conceiving of notions that cannot be solved or dissolved.‭ ‬They enclose themselves in an insular world or bubble of their own making,‭ ‬compared to sciences investigating humans and the different features and systems of the human body who find irrelevant the problems that philosophers have with things such as the brain,‭ ‬cognition,‭ ‬mind,‭ ‬consciousness,‭ ‬perception,‭ ‬thinking,‭ ‬etc.‭ ‬Sciences deal with these things on many levels and multi-dimensional while philosophers try to restrict them to a single level in one dimension by their words and the way they use those words.‭ ‬Consequently they lose sight of their objects and are unable to question them or express questions about them in a meaningful manner. -/- In my articles and books on the subject-matter I dealt with the traditional branches of philosophy and that with the differentiation of other disciplines and discourses the discourse of philosophy lost subject-matter.‭ ‬I mentioned newer areas of‭ ‘‬philosophy‭’‬,‭ ‬such as X-Phi,‭ ‬Philosophy’s interdisciplinary involvement in for example cognitive sciences,‭ ‬that there exists a philosophy of every discipline possible‭ (‬eg philosophy of science,‭ ‬art,‭ ‬music,‭ ‬sport,‭ ‬social sciences,‭ ‬etc‭)‬,‭ ‬that discourses such as Logic,‭ ‬Critical Thinking,‭ ‬Argumentation and argument maps,‭ ‬Reasoning,‭ ‬etc are relevant to and employed by many if not all disciplines and many discourses and are not uniquely subject-matter of the discourse of philosophy and does not have to form part of or be taught as subject-matter of philosophy. -/- I identified and discussed the methodology,‭ ‬methods,‭ ‬techniques and tools of doing philosophy and some underlying or implicit transcendentals such as pre-suppositions,‭ ‬suppositions and assumptions.‭ ‬I explore the nature of the different features,‭ ‬aspects,‭ ‬characteristics,‭ ‬steps and stages of the processes of theorizing.‭ ‬I showed that doing philosophy or philosophizing employ and/or consist of some of these features,‭ ‬steps and stages of theorizing. -/- As I involuntary have‭ (‬am‭)‬,‭ ‬seemingly endless‭ (‬a stream of consciousness like‭) ‬philosophically-‭ (‬question or problem and insight‭) ‬related‭ ‘‬intuitions‭’‬,‭ ‬it is difficult,‭ ‬painful and frustrating to me for that to be interrupted by social interaction,‭ ‬talking to people,‭ ‬phones,‭ ‬executing all sorts of‭ ‬mundane activities,‭ ‬etc.‭ ‬To understand or cope with this‭ ‘‬mental state‭’ ‬is one of the reasons why I need to explore meta-cognition or thinking about thinking,‭ ‬especially one’s own thinking and related‭ ‘‬activities‭’‬. (shrink)

Teacher quality, its effect on students’ outcomes, and the association of these with economic growth, is the core of recent discussions in Latin America given the region’s weak results in international learning assessments. This paper investigates whether there is an effect of philosophy on the outcomes of critical reading for students in B.Ed. programs in Colombia. Relying on exact matching combined with propensity score matching with regression adjustment, we use national data from Colombia to show that students in B.Ed. in (...) philosophy outperformed students in other B.Ed. in critical reading test (0.401–0.124 SD), and, importantly, with higher effects observed for students with lower prior academic achievement (0.44 SD). This suggests that philosophy can help to narrow educational outcomes of students whose socioeconomic conditions are disadvantageous, contributing to social justice in education. (shrink)

تعالج هذه الورقة البحثية مدى مساهمة تدريس القيم المجالية في مادة الجغرافيا بالسلك الثانوي التأهيلي في تنمية التربية المجالية لدى المتعلمين بالسنة الأولى باكالوريا آداب وعلوم إنسانية، حيث يتميز البرنامج الدراسي المقرر لهذا المستوى بحضور مؤشرات عن التربية المجالية، وأجرأته عبر مضمون الوحدات الدراسية نموذج درس "الموارد الطبيعية: التشخيص وأساليب التدبير"، بهدف تكوين مواطن مسؤول عن سلوكه تجاه المجال، وقادر على تحمل مسؤولية حمايته والحفاظ على مختلف موارده, من خلال حسن تدبير وترشيد استغلال هذه الموارد بهدف تحقيق التنمية المستدامة. ........ (...) This research paper discusses the contribution of teaching spatial values in geography in secondary schools to instill spatial learning among arts and humanities learners in the first year baccalaureate .Indicators on spatial learning and its implementation are represented through the study units’ content, “Natural Resources: Diagnosis and Management Techniques”, as an example. This is to create a citizen responsible for his behavior towards his living environment, capable of shouldering responsibility for self-protection and for preserving his various resources, and aware of good governance to manage and rationalize the exploitation of these resources, as sustainable development states. (shrink)

This paper reports on collaborative research undertaken with the African Australian Christian Impact Centre (CIC) in Perth, Western Australia. It is part of a larger university philosophy outreach program in which the researchers seek to create opportunities for those on the educational and social margins, and young people, to engage in ‘doing philosophy’, and to learn from them about their experiences. We were interested to evaluate whether the collaborative philosophical inquiry methods we use in our university teaching could be beneficial (...) outside of a formal educational setting, for members of the culturally diverse, faith-based community of CIC. In this multi-method evaluative study, we examined the extent to which participation in a series of Community of Inquiry (CoI) sessions improved or did not improve participants’ self-assessment of: (1) their competence and confidence in communicating with others in different contexts; (2) their competence and confidence as a ‘thinker’; and (3) their social competence and confidence. Our findings on ‘communication’ are discussed in this paper. The facilitated philosophical discussions led to insights about ‘speaking out’ and ‘listening’, particularly with respect to participants’ experiences of cultural and generational differences. We suggest that participation in CoI in a faith-based community setting has the potential to significantly increase confidence in communication skills, and lead to greater intergenerational, intercultural, and intercommunity sensitivity. (shrink)

Truth is a key notion in Ockham’s philosophical reductionist program, a notion that has been the object of contrasting interpretations in scholarship. My interpretation is that, for Ockham, ‘being true’ expresses an epistemological relation, namely the one through which our mind reflects on a proposition of language, compares it with an extra-mental state of affairs, and thus ascertains their correspondence. Placing truth at a point of intersection of language with mind and reality, Ockham’s interpretation of Aristotle’s characterization of philosophy as (...) the science of truth comes to be innovative. For Ockham, philosophy is a meticulous training of interpretation of language in order to account correctly for the truth-value of propositions. (shrink)

Current approaches used in educational research and practice to evaluate the quality of written arguments often rely on structural analysis. In such assessments, credit is awarded for the presence of structural elements of an argument, such as claims, evidence, and rebuttals. In this article, we discuss limitations of such approaches, including the absence of criteria for evaluating the quality of the argument elements. We then present an alternative framework, based on the Rational Force Model (RFM), which originated from the work (...) of a Nordic philosopher Næss. Using an example of an argumentative essay, we demonstrate the potential of the RFM to improve argument analysis by focusing on the acceptability and relevance of argument elements, two criteria widely considered to be fundamental markers of argument strength. We outline possibilities and challenges with using the RFM in educational contexts and conclude by proposing directions for future research. (shrink)

This is an accessible summary - online, The Well - 1st September 2023 - of concerns raised in my book 'The Myths We Live By' and my latest, 'How To Think Like a Philosopher: Scholars, Dreamers and Sages Who Can Teach Us How to Live'. -/- Herewith as PDF.

In placing education at the centre, as The Main Enterprise of the World, Philip Kitcher has undertaken a monumental task. He has come to the field of philosophy of education captivated by the importance of its substantive preoccupations for the advancement of democratic aims. Accordingly, his book argues that the most salient obstruction to preparing citizens who will contribute to society is the seeming irreconcilability of the demands of industry, on the one hand, and of students’ personal growth, on the (...) other. In spite of his desire to accommodate diverse accounts of the human good, and his recognition of the formative role of culture, broadly conceived, there are strains in his account of human fulfilment deriving from the disjunction of the self and others. It is not evident, on his Deweyan onto-epistemology, that there is adequate attention to the imprint on an individual, and on the beliefs they come to form, of proximal social groups. The nature of the balance between ‘in-group’ and ‘out-group’ influences, between those that are near and those that are far, can profoundly affect the plausibility of Kitcher's account of a socially based sense of fulfilment. (shrink)

This book presents a case for teaching philosophy in schools. It develops two original arguments for teaching philosophy to all students at some point over the course of their education. Gatley argues that teaching philosophy is the best way to help students to think clearly using ordinary, or non-specialist concepts such as 'good', 'truth', or 'happiness'. She goes on to argue that teaching philosophy is the best way to help students to make sense of the different conceptual schemes used by (...) different school subjects. Combining these two arguments, Gatley suggests that these two roles for philosophy are central to the task of educating people, and so philosophy ought to be included on school curricula. Building on the work of philosophers of education including Richard Stanley Peters, Harry Brighouse, Matthew Lipman, Mary Midgley and Martha Nussbaum, the book covers a range of topics including Philosophy for Children (P4C), the aims education, religious education, curriculum design and education policy. (shrink)

While calls to integrate ethics into computer science education go back decades, recent high-profile ethical failures related to computing technology by large technology companies, governments, and academic institutions have accelerated the adoption of computer ethics education at all levels of instruction. Discussions of how to integrate ethics into existing computer science programmes often focus on the structure of the intervention—embedded modules or dedicated courses, humanists or computer scientists as ethics instructors—or on the specific content to be included—lists of case studies (...) and essential topics to cover. While proponents of computer ethics education often emphasize the importance of closely connecting ethical and technical content in these initiatives, most do not reflect in depth on the variety of ways in which the disciplines can be combined. In this paper, I deploy a framework from cross- disciplinary studies that categorizes academic projects that work across disciplines as multidisciplinary, interdisciplinary, or transdisciplinary, depending on the degree of integration. When applied to computer ethics education, this framework is orthogonal to the structure and content of the initiative, as I illustrate using examples of dedicated ethics courses and embedded modules. It therefore highlights additional features of cross-disciplinary teaching that need to be considered when planning a computer ethics programme. I argue that computer ethics education should aim to be at least interdisciplinary—multidisciplinary initiatives are less aligned with the pedagogical aims of computer ethics—and that computer ethics educators should experiment with fully transdisciplinary education that could transform computer science as a whole for the better. (shrink)

Understanding academic gender gaps is difficult because gender-imbalanced fields differ across many features, limiting researchers’ ability to systematically study candidate causes. In the present preregistered research, we isolate two potential explanations—brilliance beliefs and fixed versus growth intelligence mindsets—by comparing two fields that have inverse gender gaps and historic and topical overlap: philosophy and psychology. Many more men than women study philosophy and vice versa in psychology, with disparities emerging during undergraduate studies. No prior work has examined the contributions of both (...) self-perceptions of brilliance and fixed versus growth mindsets on choice of major among undergraduate students. We assessed field-specific brilliance beliefs, brilliance beliefs about self, and mindsets, cross-sectionally in 467 undergraduates enrolled in philosophy and psychology classes at universities in the United States and Canada via both in-person and online questionnaires. We found support for the brilliance beliefs about the self, but not mindset, explanation. Brilliance beliefs about oneself predicted women’s but not men’s choice of major. Women who believed they were less brilliant were more likely to study psychology (perceived to require low brilliance) over philosophy (perceived to require high brilliance). Findings further indicated that fixed versus growth mindsets did not differ by gender and were not associated with major. Together, these results suggest that internalized essentialist beliefs about the gendered nature of brilliance are uniquely important to understanding why men and women pursue training in different academic fields. (shrink)

What makes a good leader? This paper takes Socrates in Plato’s early dialogues as the starting point for developing three leadership skills that are still relevant today: being on a mission, thinking in questions, and thinking like a beginner. I arrive at these Socratic leadership skills through an interdisciplinary approach to Plato’s early dialogues that puts Socrates in conversation with a diversity of thinkers: modern-day business leaders and leadership coaches, educators, Zen Buddhists, and art historians. I show that Socratic leadership (...) skills are valued in today’s business world, and I propose concrete exercises that can help anyone acquire these skills. In contrast to Platonic leadership—the leadership skills of the philosopher king—Socratic leadership skills have not been the focus of much investigation. This paper aims to advance a scholarly conversation about Socrates as a leadership model. (shrink)

Student evaluations of teaching (SETs) have been used, researched, and debated for many decades. It is a common practice in higher education institutions, with the supposed purpose of improving course quality and effectiveness, but with unintended consequences of encouraging and motivating poor teaching and causing grade inflation. There is strong evidence that SET “effectiveness” does not measure teaching effectiveness. This paper reviews empirical research examining common concerns about the usefulness (positive and negative) and accuracy of SETs. The findings reveal that (...) student satisfaction relates to their anticipated/expected grades in their courses; hence, they want to get good grades and their instructors want to get a good rating of SET, and this results in grade inflation. The key points are that SETs (1) allow students to speak their “mind”, (2) have no compelling correlation between quality of teaching and learning effectiveness, (3) reward easy, less demanding, and lazy teachers with a positive rating, (4) are biased against gender, attractiveness, ethnicity, race, etc., (5) are weaponized against “some” faculty members, and (6) are like asking convicts awaiting sentencing to evaluate the judge or jurors who convicted them. (shrink)

This paper reflects on the role of philosophy in the school environment, paying special attention to the promise of intergenerational dialogue carried forward by philosophy programmes associated with Lipman’s Philosophy for Children (P4C) curriculum and its current transformation into Philosophy with Children (PwC). There are two basic ideas that constitute the guiding thread of my reflections. Firstly, that philosophical interventions of that kind challenge adult-centric views of education and philosophy. Secondly, that such initiatives carry with them the promise of acknowledging (...) children as equal participants in the process of philosophical questioning and meaning creation. In the first part of the paper, I argue for the importance of understanding the act of philosophizing with children as a disruption of adult-centrism. First, I reflect on a narrow future-directedness that seems to characterize the temporality of school. I suggest that P4wC interventions interrupt such a future-directedness inviting the students to immerse themselves into a dilated ‘now’ of multiple possibilities. Then, I reflect on the ways in which P4wC interventions challenge the assumption that philosophy is an adult preoccupation. Special attention is paid to the work of scholars who challenge our restrictive assumptions about what qualifies as philosophical thinking. In the second part of my paper, I turn to the work of Merleau-Ponty with the aim of sketching out some requirements for the possibility of a dialogue between childhood and adulthood. I suggest that Merleau-Ponty’s reflections on childhood and expressive speech are invaluable in the context of P4wC because they invite us 1) to appreciate the alterity of children without reducing them to inferior ‘others’ and 2) to remain alert to the expressivity of children’s speech. (shrink)

Despite the emphasis on dialogue and argumentation in educational settings, still not much is known about how best we can support learners in their interthinking, reasoning, and metadialogic understanding. The goal of this classroom intervention study is to explore the degree of students’ dialogicity and its possible increase during a learning programme implementing dialogic and argument-based teaching goals and principles. In particular, we focus on how students from 5 to 15 years old engage with each other's ideas, and whether/how this (...) engagement is influenced by lesson and classroom setting factors. The participants were 4208 students distributed in preprimary, primary, and secondary classrooms of five countries (UK, Portugal, Germany, Spain, and Cyprus). Findings suggest that there is a consistent increase with age for some high-dialogicity moves, and students behave more dialogically in whole-class discussions rather than small-group activities. (shrink)

How should we conceive of policymakers for the purposes of political analysis? In particular, if we wish to explain and predict political decisions and their consequences, if we wish to ensure that political action is as effective as it can be, how should we think of policymakers? Should we think of them as they are commonly conceived in traditional political analysis, i.e., as uniquely knowledgeable and as either altruistic (i.e., as motivated to realize goals associated with their constituents’ interests) or (...) knavish (i.e., as motivated to realize goals associated with their own personal interests), or should we treat them as possibly ignorant with respect to their political tasks? -/- It is always an open question whether policymakers possess the knowledge required to realize some policy objective. It should never be assumed a priori that policymaker knowledge is adequate to the policy tasks with which policymakers are charged. Politicians need knowledge concerning the causes of social phenomena adequate to control events sufficiently well to ensure the success of their policies. No argument has ever been offered for the standard, if only implicit, assumption that policymakers, somehow automatically, possess this knowledge. In many contexts, there is no reason to believe that policymakers possess or can acquire this knowledge. Indeed, a bit of reflection reveals how unlikely it is that and how rare the circumstances must be in which policymakers meet this condition, which political philosophers, theorists, economists, and other political thinkers have traditionally assumed as a matter of course. -/- The main purpose of the book is to encourage a conversation among scholars and students of political inquiry (in philosophy and political theory, political science, economics and political economy) concerning the best way to conceive of policymakers for the purposes of such inquiry. -/- The book defends an alternative, more realistic, method of political analysis. The book argues against the false assumption that policymakers are epistemically privileged. The book presents and defends the alternative assumption that, with respect to the knowledge required to discharge their political tasks effectively, policymakers are at least as ignorant as constituents. -/- The book further argues that whether policymakers are altruistic or knavish is, in the first instance, a function of the nature and extent of their ignorance with regard to constituent-minded policy goals. Policymakers who possess the knowledge required to be effectively altruistic are more likely to be altruistic, other things the same, than policymakers who are ignorant of the knowledge that successful altruism requires. -/- This being said, my goal is more to leave readers thinking about and inclined to debate these profound issues than to prescribe a particular methodological conclusion (even less to advocate a particular political conclusion). The book is a heuristic for spurring further conversation. It makes of readers fellow interlocutors partnered with the characters (and the author!) of the dialogue. -/- The vehicle for this analysis is a conversation between four friends, philosophy graduate students, with different interests, different levels and kinds of experience, and different political preferences. The four friends consider how politicians should be conceived for the purposes of analyzing political decision-making and its consequences. -/- In his famous Dialogues concerning Natural Religion, David Hume concluded that the assumption of an all-knowing and all-powerful God was neither necessary nor sufficient to explain natural phenomena. Dialogues concerning Natural Politics does for social science what Hume did for natural science. Both books undermine the assumption that some epistemically privileged being – God in the case of natural phenomena and God-like politicians in the case of social phenomena – must be invoked to explain relevant phenomena. (shrink)

An article about the place philosophy has in our lives. Lectured on youtube.

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. (shrink)

This essay fills in some historical, conceptual, and pedagogical gaps that appear in the most visible and recent professional efforts to “revive” Philosophy as a Way of Life (PWOL). I present “American Philosophy and Self-Culture” as an advanced undergraduate seminar that broadens who counts in and what counts as philosophy by immersing us in the lives, writings, and practices of seven representative U.S.-American philosophers of self-culture, community-building, and world-changing: Benjamin Franklin (1706–1790), Frederick Douglass (1818–1895), William Ellery Channing (1780–1842), Henry David (...) Thoreau (1817–1862), Margaret Fuller (1810-1850), Henry Bugbee (1915–1999), and Gloria Anzaldúa (1942–2004). Students enter the class with preconceptions about who philosophers are, what they do, how they write, and the languages in which they write. Students walk out with new senses of self, place, and language that emerge through new ways of seeing, doing, and writing philosophy. (shrink)

An accessible introduction to critical thinking and argument mapping with over 30 exercises per chapter, authentic examples, and examples drawn from diverse philosophical sources. Integration with the Argumentation argument mapping app allows readers to fully engage with argument maps with screen readers and key commands. Argumentation's inference boxes make possible novel explanations of inference objections, arguments for and against analogical arguments, inference rules, and the distinction between co-premises and independent arguments.

This text, titled The Responsibility of Educators, is the editorial of the second issue of the second volume of the journal Theology and Philosophy of Education.

Embodied self-reflection goes beyond strictly rational thinking – we are thinking beings after all, for it includes our tacit concrete knowledge, as Michael Polanyi and David Bohm would describe the thinking that is implicit in our abilities to know how to do things such as knowing how to ride a bicycle. Polanyi describes this knowledge as: “[knowing] more than we can tell.” To become aware of the thinking below the surface of rational thinking is very challenging. Yet that is exactly (...) what is required for any kind of self-awareness and self-transformation to take place. To become aware of our own thinking essentially means becoming aware of oneself as a witness to our own thinking in the process of thinking. Bohm understands thinking as a movement and similarly to becoming aware of our physical movements through proprioception, so too can we become aware of our thinking as a movement. Proprioception of thinking implies proprioception of embodied thinking. -/- (Self-)reflection is (self-)examination or (self-)scrutiny is a process that requires the courage to question one’s self and with it the touchstones underlying our identity. This process is a form of parrhesia, for parrhesia is essentially also a form of infinite questioning, and which can also be applied to questioning the self. (shrink)

This chapter considers the problem of divine hiddenness as an issue potentially if not explicitly addressed by the prominent 20th century proponent of Gauḍīya Vaiṣṇavism, A. C. Bhaktivedanta Swami Prabhupāda (1896-1977). In a four-part argument, Prabhupāda’s identifying Kṛṣṇa as the perfect teacher, particularly in his role as Arjuna’s teacher in the Bhagavad-Gītā, enables consideration of how the divine hiddenness issue is resolvable, particularly by framing awareness of God’s existence and understanding of divine attributes as an educational process encapsulated by the (...) word “yoga”. This approach further enables appreciation of the bhakti-yoga perspective—in its celebration of divine absence—as an inversion of divine hiddenness as a philosophical problem into a theological solution to the adept’s acute sense of divine absence, even while perceiving evidence of God’s existence at every turn. (shrink)

It is crucial for engineers to anticipate the socio-ethical impacts of emerging technologies. Such acts of anticipation are thoroughly normative and should be cultivated in engineering ethics education. In this paper we ask: ‘ how do we anticipate the socio-ethical implications of emerging technologies responsibly? ’ And ‘ how can such responsible anticipation be taught? ’ We o ff er a conceptual answer, building upon the framework of Responsible Innovation and its four core practices: anticipation, reflexivity, inclusion, and responsiveness. We (...) forge a more explicit link between the practices of anticipation, reflexivity, and inclusion, while also enriching them with insights from disability studies, STS, design theory, and philosophy. On this basis we present responsible anticipation as an activity of reflective problem framing grounded in epistemic humility. Via the RI-practice of responsiveness we present responsible anticipation as a creative approach to engineering ethics, offering engineering students a critical yet productive perspective on how ethics may inform innovation. (shrink)

This paper discusses the rationale for, and efforts to quantify the success of, philosophy outreach efforts at the University of North Carolina at Chapel Hill, with a focus on the National High School Ethics Bowl (NHSEB). We explore the program's democratic foundations and its potential to promote civic and intellectual virtues. After describing pioneering efforts to empirically access the impact of NHSEB, we offer recommendations to empower publicly and empirically-engaged philosophers to conduct further studies in the future.

The narrative’s conception came from a real-world story intended for Meandering Sobriety. Then, it was rewritten in Vietnamese in mid-September 2023, with its original title being “Love’s Dream of Kingfisher and the Joy of Awakening”. This English version will be included in the next edition (3th) of The Kingfisher Story Collection.

In this paper, we describe technological advances for supporting persons with aphasia in philosophical dialogues about personally relevant and contestable questions. A computer game-based application for iPads is developed and researched through Living Lab inspired workshops in order to promote the target group’s communicative participation during group argumentation. We outline some central parts of the background theory of the application and some of its main features, which are related to needs of the target group. Methodological issues connected to the design (...) and use of Living Labs with persons with aphasia are discussed. We describe a few problems with researching development of communicative participation during group argumentation using an app assisted intervention for the target group and suggest some possible solutions. (shrink)

Mike Coxhead and James Chamberlain on the transformative potential of philosophical conversations in prison.

These pages present the method used by Socrates to teach his disciples to think critically, Leonard Nelson's attempt to apply it in the early 20th century to the teaching of philosophy in schools, and the potential of its use in the contemporary context.

While trying to preserve the autonomy of their playful activity consisting in a game of ‘questioning and answering’, the Gymnosophists defy Alexander the Great and, more importantly, go against their own chances of survival (since giving a wrong answer to the king’s question amounts to losing their life). Thankfully, we do not need to face such dilemmas when philosophising with children. Nevertheless, the Gymnosophists’ example helps construct a notion of philosophy for/with children as an autonomous playful activity that albeit (implicitly) (...) purposive it is, however, without (explicit) purpose (something akin to Kant’s aesthetic judgement). Alluding to an Aristotelian sense of ‘telos’ in its connection with Platonic ‘paideia’ I understand philosophy for/with children as an activity that we carry out for its own sake. This does not mean that we are to abolish elements such as antagonism, competition, excellence, etc.―there is no question: the competitive element is there. But what does it mean? We could fix its meaning according to a purpose (we compete to excel or persuade and win) or we might entertain the idea of keeping its meaning rather vague or undetermined, implicit. (shrink)

Special issue of the BERA Blog: 'Educators learning through communities of philosophical enquiry', edited by Joanna Haynes. In this blog post, we focus on the need for converting classrooms into place-responsive communities of inquiry that are essential to developing eco-citizen identities – identities that break with socially and environmentally harmful knowledge and habits.

This article derives from data collected over a six-month period between February and August 2022. Its sampling pertains to members of two general Twitter Lists of philosophy professionals: “Philosophers on Twitter”, limited to a maximum of 4500 active accounts, and “Philosophers”, restricted to accounts surpassing 1000 followers and currently including over 1,100 individuals. The totality of members of these two Lists is referenced in this article as “Philosophy Twitter”. -/- Data was collected in five principal ways from members of these (...) two Lists: 1) Monitoring the List streams, 2) addressing members, including following, retweeting, liking, endorsing, asking, commenting, and replying, 3) probing members’ Twitter activities in their Profiles (“Tweets & replies”), 4) reviewing members’ Twitter Bios, CVs, professional profiles, and websites, and 5) network analysis of members’ quantitative and qualitative association and interaction profiles. -/- The study of this material aimed at revealing interpersonal social structures and processes of philosophy professionals by their Twitter conduct. Its personal purview focused on creators, teachers, researchers, and students and thus excepted schools, colleges, universities, formal associations, and publishers. Particular attention was given to gaining insights on substantive orientation, cooperation, and constructive dialogue versus hierarchic and tribal characteristics. (shrink)