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  1. On Philosophers Misunderstood.Domenic Marbaniang - manuscript
    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 (...)
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  2. Formal Methods.Richard Pettigrew - manuscript
    (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 (...)
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  3. How to Write a Philosophy Paper.Brendan Shea -
    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.
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  4. Third-Order Epistemic Exclusion in Professional Philosophy.Zahra Thani & & Derek Anderson - forthcoming - Symposion. Theoretical and Applied Inquiries in Philosophy and Social Sciences.
    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 ….
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  5. Shoot From The Hip - Professional Intuition In Decision-Making.Szilard Fodor - forthcoming - Minneapolis, MN, USA: Mill City Press.
    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?
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  6. Enhancing student understanding of color perception: a teaching activity on intersubjective color variations.Dimitria Electra Gatzia, Richard Einsporn & Rex Ramsier - forthcoming - American Biology Teacher.
    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.
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  7. Reloading the Canon.Ian James Kidd - forthcoming - The Philosopher’s Magazine.
    I describe two prejudices that can obstruct efforts to diversify philosophical curricula that I call neophilia and xenophilia. Individually and collectively they feed a sort of metaphilosophical myopia: a narrow vision that fails or refuses to see the richness and value of the philosophical enterprise in its many forms as manifested in different times and cultures. The discussion focuses on neophilia and xenophilia among undergraduate students.
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  8. (Meta-Philosophy) Meta-Cognition and Critique of Doing Philosophizing.de Balbian Ulrich - forthcoming - Oxford: Academic Publishers.
    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 (...)
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  9. The Virtues of Ethics Bowl: Do Pre-College Philosophy Programs Prepare Students for Democratic Citizenship?Michael Vazquez & Michael Prinzing - forthcoming - Journal of Philosophy in Schools.
    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. We focus on the National High School Ethics Bowl (NHSEB) since the uniformity and structure of this program supports rigorous assessment. We begin by articulating the democratic foundations of Ethics Bowl and reflect on the civic and intellectual virtues that this activity might promote. We then describe our efforts to empirically assess the impact of NHSEB (...)
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  10. Guglielmo di Ockham e la filosofia come insegnamento del vero.Fabrizio Amerini - 2023 - Noctua 10 (1):1-45.
    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 (...)
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  11. Problems and Solutions in Researching Computer Game Assisted Dialogues for Persons with Aphasia.Ylva Backman, Viktor Gardelli & Peter Parnes - 2022 - Designs for Learning 1 (14):46–51.
    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 (...)
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  12. Philosophical Conversations in Prisons.Michael Coxhead & James Chamberlain - 2022 - The Philosophers' Magazine 97:88-92.
    Mike Coxhead and James Chamberlain on the transformative potential of philosophical conversations in prison.
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  13. Ciências Naturais e Pedagogia: Esforços para uma formação epistemológica.Claudionor Renato Da Silva - 2022 - Reflexões E Inovações Nacionais No Século XXI Em Pedagogia E Educação.
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  14. What about place? Education, identity and ecological justice.Mary Graham, Simone Thornton & Gilbert Burgh - 2022 - Educators Learning Through Communities of Philosophical Enquiry [Special Issue]. BERA Blog (21 September).
    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.
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  15. Social Philosophy: A Phenomenology and Critique of Philosophy Twitter.Martin Janello - 2022 - Https://Www.Philosophyofhappiness.Com/Materials.Html.
    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 (...)
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  16. Filosofia da Educação.Carmen Silva da Fonseca Kummer Liblik - 2022 - Curitiba, Brazil: Telesapiens.
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  17. O ensino de Filosofia na Escola Estadual de Educação Profissional: uma Relação entre Educação e Sociedade.Iseuda Ferreira Lima - 2022 - Dissertation, Universidade Federal Do Ceará
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  18. Philosophical Method: A Very Short Introduction, by Timothy Williamson. [REVIEW] Neminemus & I. Neminemus - 2022 - Teaching Philosophy 45 (1):124-127.
  19. Philosophizing in Tongues: Cultivating Bilingualism, Biculturalism, and Biliteracy in an Introduction to Latin American Philosophy Course.Alexander V. Stehn - 2022 - APA Studies on Hispanic/Latino Issues in Philosophy 1 (22):7-16.
    This article describes why I used to teach Introduction to Latin American Philosophy monolingually in English, why I stopped, and how I am now teaching it using a flexible bilingual pedagogy, also sometimes called a translanguaging pedagogy, that has been transformative for my students and for me. By drawing upon the ventajas/assets y conocimientos/knowledge of our richly varied bilingualisms and biliteracies, the revised course contributes to the B3 (bilingual, bicultural, and biliterate) vision of the University of Texas Rio Grande Valley (...)
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  20. Freedom as an Aim of Education.Zuzana Svobodová - 2022 - Theology and Philosophy of Education 1 (2):1-2.
    Editorial of the second issue of the journal Theology and Philosophy of Education.
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  21. Metodologias para o Ensino de Lógica em Libras: Notas sobre o desenvolvimento de uma aula de Lógica para o projeto IFSP FILOLIBRAS.Rafael Testa, Lucimar Bizio & João Antonio de Moraes - 2022 - CLE E-Prints 20 (3).
    Resumo -/- A partir da experiência de produção de uma videoaula de Lógica em Libras (Testa, Moraes, Bizio e Caló, 2021) para o IFSP FILOLIBRAS, inserida no contexto do projeto ‘O Ensino de Filosofia para Surdos: elaboração de material didático em uma perspectiva de inclusão escolar’ (Moraes e Bizio, 2021), levantamos algumas questões relativas ao arcabouço teórico do projeto. Após introduzirmos as motivações do projeto, explicamos como sua metodologia foi tratada no contexto da aula de Lógica, expondo as principais dificuldades (...)
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  22. Review article Why We Are in Need of Tales, Part III. [REVIEW]Maria daVenza Tillmanns - 2022 - Социум И Власть 94:92-98.
    Russian transition of Why We Are in Need of Tales, Part III by Dr. Sergey Borisov -/- философии Readers are awaiting a new encounter with stories united under the common title Why We Are in Need of Tales. Let me remind you that these deep philosophical books were written by Maria daVenza Tillmanns, a professional philosopher dedicated to the study of philosophizing with children, who has gained valuable experience in this field. Maria’s books are inspired by her work with her (...)
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  23. An Argument for Asynchronous Course Delivery in the Early Stages of the COVID-19 Pandemic.Jake Wright - 2022 - Teaching Philosophy 45 (3):335-359.
    I argue that campus closures and shifts to online instruction in the early stages of the COVID-19 pandemic created an obligation to offer courses asynchronously. This is because some students could not have reasonably foreseen circumstances making continued synchronous participation impossible. Offering synchronous participation options to students who could continue to participate thusly would have been unfair to students who could not participate synchronously. I also discuss why ex post facto consideration of this decision is warranted, noting that similar actions (...)
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  24. The Possibility of Analytic Philosophy in United Kingdom Madrasas.Abbas Ahsan - 2021 - Journal of Islamic and Muslim Studies 6 (1):56-83.
    In the course of this article, I address the following question: why does analytic philosophy, which predominates throughout higher education in the United Kingdom, not feature prominently in UK madrasas (Islamic schools)? I provide two responses to this question. The first focuses on a possible intellectual conflict between the types of philosophy that are practiced in madrasas and in mainstream institutions of higher education. The second response focuses on the kind of philosophy that various organizations promote and practice in communities (...)
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  25. Re-envisioning the Philosophy Classroom through Metaphors.Alejandro Arango & Maria Howard - 2021 - Teaching Philosophy 44 (2):121-144.
    What is a philosophy class like? What roles do teachers and students play? Questions like these have been answered time and again by philosophers using images and metaphors. As philosophers continue to develop pedagogical approaches in a more conscious way, it is worth evaluating traditional metaphors used to understand and structure philosophy classes. In this article, we examine two common metaphors—the sage on the stage, and philosophy as combat—and show why they fail pedagogically. Then we propose five metaphors—teaching philosophy as (...)
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  26. Game Technologies to Assist Learning of Communication Skills in Dialogic Settings for Persons with Aphasia.Ylva Backman, Viktor Gardelli & Peter Parnes - 2021 - International Journal of Emerging Technologies in Learning 16 (3):190-205.
    Persons with aphasia suffer from a loss of communication ability as a consequence of a brain injury. A small strand of research indicates effec- tiveness of dialogic interventions for communication development for persons with aphasia, but a vast amount of research studies shows its effectiveness for other target groups. In this paper, we describe the main parts of the hitherto technological development of an application named Dialogica that is (i) aimed at facilitating increased communicative participation in dialogic settings for persons (...)
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  27. Referee Report of (Hypothetical) Philosophy 101 Textbook by Professor Unspecified.Ben Baker - 2021 - Teaching Philosophy 44 (2):145-157.
    This piece offers a critique of what is commonly the structure of introductory philosophy textbooks, syllabi, and courses. The basic criticism is that this structure perpetuates the systematic devaluing of the views of historically marginalized and exploited people. The form my critique takes is that of a referee report on a hypothetical manuscript for an introductory philosophy textbook, authored by “Dr. Unspecified.” I examine what the manuscript chooses to focus on and what it chooses to omit from discussion. I thereby (...)
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  28. The Analysis of Knowledge.Brian C. Barnett - 2021 - In Introduction to Philosophy: Epistemology. Rebus Community. pp. Chapter 1.
    According to the traditional analysis of propositional knowledge (which derives from Plato's account in the Meno and Theaetetus), knowledge is justified true belief. This chapter develops the traditional analysis, introduces the famous Gettier and lottery problems, and provides an overview of prospective solutions. In closing, I briefly comment on the value of conceptual analysis, note how it has shaped the field, and assess the state of post-Gettier epistemology.
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  29. The Requiem of Apathy and Sorrow.Zachary Behlok - 2021 - New York, NY, USA: Barnes and Noble Press.
    The Requiem of Apathy and Sorrow is a philosophical journey to a happier, more meaningful life. The author, Zachary A. Behlok, has put forth what he believes to be a simple way to improve day-to-day life for both the reader, as well as those affected by their attitude's and actions. -/- Happiness is an aspect on life that we cannot truly put a definition on, as it differs by each individual's own personality, experiences, and expectations. With just a little change (...)
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  30. Grain of Salt.John Beverley - 2021 - In K. Vaidya (ed.), Teach Philosophy with a Sense of Humor. pp. 202-210.
    Imagine my surprise at discovering - tucked inside the cover of a first edition Alice in Wonderland – an unknown dialogue written by Lewis Carroll himself! It was scribbled on the back of a napkin, punctuated by Carroll’s tell-tale signature, and seems to have been written hastily. Carroll is known among laypersons as an absurdist, but he’s esteemed among formal thinkers as impressively logical. You can probably then imagine my further surprise at discovering various fallacies and confusions in the dialogue! (...)
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  31. Teaching democracy in an age of uncertainty: Place-responsive learning.Gilbert Burgh & Simone Thornton - 2021 - Abingdon, UK: Routledge.
    The strength of democracy lies in its ability to self-correct, to solve problems and adapt to new challenges. However, increased volatility, resulting from multiple crises on multiple fronts – humanitarian, financial, and environmental – is testing this ability. By offering a new framework for democratic education, Teaching Democracy in an Age of Uncertainty begins a dialogue with education professionals towards the reconstruction of education and by extension our social, cultural and political institutions. -/- This book is the first monograph on (...)
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  32. Knowing, Being, Doing.Herman Cappelen, Ingvild Torsen & Sebastian Watzl - 2021 - Oslo: Gyldendal.
    What does it mean to possess knowledge about something? What kinds of things exist and can be known? How should we live? What matters and what has value? In this book, we seek to answer these questions by examining contributions from the history of philosophy, science and ethics. The book has 20 chapters divided into three parts. Part 1, Knowing, asks questions about knowledge. Part 2, Being, starts by asking about what is real. Part 3, Doing, is devoted to ethics. (...)
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  33. Vite, Være, Gjøre.Herman Cappelen, Ingvild Torsen & Sebastian Watzl - 2021 - Oslo: Gyldendal.
    Hva vil det si å ha kunnskap om noe? Hva slags ting finnes i verden, og hva går det an å vite noe om? Hvordan bør vi leve? Hva er verdifullt? I denne boka søkes svar på disse spørsmålene gjennom eksempler fra filosofi- og vitenskapshistorien og fra etikk. Boka har 20 kapitler fordelt på tre deler. Del 1 – vite – stiller spørsmål om kunnskap. Del 2 – være – tar utgangspunkt i hva som er virkelig. Del 3 – gjøre (...)
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  34. Sebastian Luft: Philosophie lehren - ein Buch zur philosophischen Hoschuldidaktik. [REVIEW]Moritz Cordes & Victoria Oertel - 2021 - Zeitschrift für Philosophische Forschung 75:171-175.
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  35. Effectiveness of Problem-Based Learning on Secondary Students’ Achievement in Science: A Meta-Analysis.Aaron Funa & Maricar Prudente - 2021 - International Journal of Instruction 14 (4):69-84.
    Preparing students for the real challenges in life is one of the most important goals in education. Constructivism is an approach that uses real-life experiences to construct knowledge. Problem-Based Learning (PBL), for almost five decades now, has been the most innovative constructivist pedagogy used worldwide. However, with the rising popularity, there is a need to revisit empirical studies regarding PBL to serve as a guide and basis for designing new studies, making institutional policies, and evaluating educational curricula. This need has (...)
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  36. How to Philosophize With A Hammer (A Squeaky Plastic One).Chris A. Kramer - 2021 - In Kishor Vaidya (ed.), Teach with a Sense of Humor: Why (and How to) Be a Funnier and More Effective Teacher and Laugh All the Way to Your Classroom. Curious Academic Publishing. pp. 176-187.
    "The Mind is not a Vessel to be Filled but a Fire to be Kindled", and "Education is Not the Filling of Pail But the Lighting of a Fire", and ... Something About a Horse ... You can lead a horse to water, but you can’t make it smile? Because of the long face and all? (No, that can’t be it). Anyway, borrowing a bit from Plutarch and Yeats (maybe, there is no agreement on whether he said that about pails (...)
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  37. Empowerment for Teaching Excellence Through Virtuous Agency.Hennie Lötter - 2021 - Cham, Switzerland: Springer Nature Switzerland AG.
    This books offers new ways to think about teaching excellence in higher education. After surveying key debates on this topic, the author presents a definition of the concept of teaching excellence. He then offers a fresh interpretation of Boyer’s famous account of scholarship as the foundation of university teaching. To fully understand the nature of teaching excellence in higher education, the book then gives an account of the various dimensions of the domain of university teaching and the core drivers required (...)
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  38. What is an Appropriate Educational Response to Controversial Historical Monuments?Michael S. Merry & Anders Schinkel - 2021 - Journal of Philosophy of Education 55 (3):484-497.
    There are many things that can be done to educate young people about controversial topics - including historical monuments - in schools. At the same time, however, we argue that there is little warrant for optimism concerning the educational potential of classroom instruction given the interpretative frame of the state-approved history curriculum; the onerous institutional constraints under which school teachers must labour; the unusual constellation of talents history teachers must possess; the frequent absence of marginalized voices in these conversations; and (...)
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  39. PESQUISA INTERVENTIVA NOS MESTRADOS PROFISSIONAIS EM EDUCAÇÃO: FUNDAMENTOS E POSSIBILIDADE PRÁXICA.Antonio Pereira - 2021 - Revista Estudos Aplicados Em Educação 6 (2):37-52.
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  40. Boring Philosophy Professors, Streetwalkers, and the Joy of Sex.Karl Pfeifer - 2021 - In Kishor Vaidya (ed.), Teach Philosophy with a Sense of Humor: Why (and How to) Be a Funnier and More Effective Philosophy Teacher and Laugh All the Way to Your Classroom. The Curious Academic Publishing. pp. Chap. 3.
    Karl Pfeifer distinguishes between humor used extraneously in the delivery of philosophical content and humor intrinsic to the content itself: “Enlivening the delivery isn’t the same as enlivening the content of the delivery.” Using examples from topics in philosophy of mind and moral philosophy he illustrates how humor can be used to make certain ideas more engaging and memorable for students. He also gives an example of what to avoid.
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  41. Philosophy Labs.Kit Rempala, Katrina Sifferd & Joseph Vukov - 2021 - Teaching Philosophy 44 (2):187-206.
    Conversation is a foundational aspect of philosophical pedagogy. Too often, however, philosophical research becomes disconnected from this dialogue, and is instead conducted as a solitary endeavor. We aim to bridge the disconnect between philosophical pedagogy and research by proposing a novel framework. Philosophy labs, we propose, can function as both a pedagogical tool and a model for conducting group research. Our review of collaborative learning literature suggests that philosophy labs, like traditional STEM labs, can harness group learning models such as (...)
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  42. Transaction or Transformation: Why do Philosophy in Prisons?Mog Stapleton & Dave Ward - 2021 - Journal of Prison Education and Reentry 7 (2):214-226.
    Why do public philosophy in prisons? When we think about the value and aims of public philosophy there is a well-entrenched tendency to think in transactional terms. The academy has something of value that it aims to pass on or transmit to its clients. Usually, this transaction takes place within the confines of the university, in the form of transmission of valuable skills or knowledge passed from faculty to students. Public philosophy, construed within this transactional mindset, then consists in passing (...)
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  43. What should be taught in courses on social ethics?Alan Tapper - 2021 - Research in Ethical Issues in Organisations 24:77-97.
    The purpose of this article is to discuss the concept and the content of courses on “social ethics”. I will present a dilemma that arises in the design of such courses. On the one hand, they may present versions of “applied ethics”; that is, courses in which moral theories are applied to moral and social problems. On the other hand, they may present generalised forms of “occupational ethics”, usually professional ethics, with some business ethics added to expand the range of (...)
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  44. Does Developing Moral Thinking Skills lead to Moral Action? Developing Moral Proprioception.Maria daVenza Tillmanns - 2021 - International Journal of Philosophical Practice.
    This paper explores the relationship between thinking and acting morally. Can we transfer critical thinking skills to real life situations? Philosophical practice with clients as well as with school children creates a context for not only being a critical and reflective thinker but also a self -critical thinker and self -reflective thinker. In his book On Dialogue, David Bohm explores the notion of proprioception of thinking; focusing on thinking as a movement. The tacit, concrete process of thinking informs our actions (...)
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  45. Improving Student Learning with Aspects of Specifications Grading.Sarah E. Vitale & David W. Concepción - 2021 - Teaching Philosophy 44 (1):29-57.
    In her book Specifications Grading, Linda B. Nilson advocates for a grading regimen she claims will save faculty time, increase student motivation, and improve the quality and rigor of student work. If she is right, there is a strong case for many faculty to adopt some version of the system she recommends. In this paper, we argue that she is mostly right and recommend that faculty move away from traditional grading. We begin by rehearsing the central features of specifications grading (...)
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  46. Group Argumentation Development through Philosophical Dialogues for Persons with Acquired Brain Injuries.Ylva Backman, Teodor Gardelli, Viktor Gardelli & Caroline Strömberg - 2020 - International Journal of Disability, Development and Education 67 (1):107-123.
    The high prevalence of brain injury incidents in adolescence and adulthood demands effective models for re-learning lost cognitive abilities. Impairment in brain injury survivors’ higher-level cognitive functions is common and a negative predictor for long-term outcome. We conducted two small-scale interventions (N = 12; 33.33% female) with persons with acquired brain injuries in two municipalities in Sweden. Age ranged from 17 to 65 years (M = 51.17, SD = 14.53). The interventions were dialogic, inquiry-based, and inspired by the Philosophy for (...)
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  47. Mit Philosophie die Welt verändern. In Bildung und Öffentlichkeit.Georg Brun & Claus Beisbart (eds.) - 2020 - Basle: Schwabe.
    Philosophie kann dazu beitragen, dass wir vernünftiger mit den Problemen umgehen, die unsere Gesellschaft und ihr Selbstverständnis herausfordern. Dazu muss die Philosophie sich aber öffentlich einmischen und verstärkt in die Bildung Einzug halten – diese Position vertritt vorliegender Band. Die Beiträge von Anne Burkard, Rainer Hegselmann, Romy Jaster und Markus Wild zeigen einerseits auf, welche Rolle die Philosophie in öffentlichen Debatten spielen kann und soll. Andererseits analysieren sie, welchen Beitrag Philosophie zur schulischen und universitären Bildung liefert.
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  48. Gamified Approach to Blended Philosophy Course: Social Search and Multilingual Communication Experience.Mikhail Bukhtoyarov & Anna Bukhtoyarova - 2020 - In Claudia Urrea (ed.), EPiC Series in Education Science. EasyChair. pp. 20-26.
    The challenge of updating the existing curriculum to meet the requirements of blended, interactive and gamified approaches is complex. This article presents the design and results of the application of a gamified activity that was used to enrich a blended Philosophy course taught for two years and taken by more than 450 sophomore students in a large public university in Russia. The combination of social search with multilingual communication became an important educational experience for the participating students.
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  49. PROPOSITIONAL KNOWLEDGE IN HIGH SCHOOL PHILOSOPHY CLASSES: BETWEEN DIDACTIC AND TEACHING.Jean Caldas - 2020 - Thaumàzein 13 (25):47 - 56.
    In this paper, I argue that knowledge of philosophical propositions can and should perform a role as regulative ideal in high school philosophy classes. Roughly speaking, I think that there are two kinds of knowledge assumed in high school philosophy classes: the first, which, for convenience, I shall call philosophical dispositional knowledge, and the philosophical propositional knowledge. The first one consists in the knowledge that takes into account only certain philosophical skills such as thesis identification, argument identification etc. The second (...)
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  50. Fostering Inclusivity through Social Justice Education: An Interdisciplinary Approach.Paul E. Carron & Charles McDaniel - 2020 - In Stephanie Burrell Storms, Sarah K. Donovan & Theodora P. Williams (eds.), Breaking Down Silos for Equity, Diversity, and Inclusion (EDI): Teaching and Collaboration across Disciplines. Rowman & Littlefield. pp. 51-60.
    Teaching at a private, conservative religious institution poses unique challenges for equality, diversity, and inclusivity education (EDI). Given the realities of the student population in the Honors College of a private, religious institution, it is necessary to first introduce students to the contemporary realities of inequality and oppression and thus the need for EDI. This chapter proposes a conceptual framework and pedagogical suggestions for teaching basic concepts of social justice in a team-taught, interdisciplinary social science course. The course integrates four (...)
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