While discussion is a hallmark of philosophy teaching methods, some instructors express doubt as to the possibilities for its meaningful implementation in online classes. Here, I report on a routine that utilized synchronous and asynchronous discussion strategies to promote community-building and critical engagement in an educational philosophy class forced online due to the COVID-19 pandemic. Before class, students used social annotation software to collaboratively read a text. During class, we pursued whole-group discussion using student-centered strategies before breaking into partners for (...) small-group work on a written discussion prompt. After class, students individually replied to the prompts written by these small groups. Results show that students found that this routinized structure promoted engagement with the course content and each other, ultimately building a community that supported critical thinking in the virtual classroom. Implications are raised regarding instructor workload and control over course outcomes. (shrink)

While discussion is a hallmark of philosophy teaching methods, some instructors express doubt as to the possibilities for its meaningful implementation in online classes. Here, I report on a routine that utilized synchronous and asynchronous discussion strategies to promote community-building and critical engagement in an educational philosophy class forced online due to the COVID-19 pandemic. Before class, students used social annotation software to collaboratively read a text. During class, we pursued whole-group discussion using student-centered strategies before breaking into partners for (...) small-group work on a written discussion prompt. After class, students individually replied to the prompts written by these small groups. Results show that students found that this routinized structure promoted engagement with the course content and each other, ultimately building a community that supported critical thinking in the virtual classroom. Implications are raised regarding instructor workload and control over course outcomes. (shrink)

Female genital mutilation is the removal or restructuring of healthy genital tissue. Under natural law, mutilation is an intrinsic evil and a grave violation of human dignity. If mutilation alleviates a threat to a person’s well-being, it may sometimes be permissible, but healthy genitals pose no such threat. The purported social benefits of FGM, such as decreased promiscuity, do not justify the practice, because there is no causal relationship between mutilation and virtue. In terms of autonomy, victims are usually children (...) and unable to consent. Parental rights and the rights of religion do not override children’s inherent rights to physical integrity and safety. Current support for minimal forms of FGM in an attempt to reduce the incidence of severe forms will instead prolong the practice and increase the number of victims. Finally, FGM differs from male circumcision in that it destroys the function and integrity of the organs themselves and promotes profound gender inequality. (shrink)

Medical literature on the protective effects of salpingectomy against ovarian cancer has challenged Catholic health care institutions to reexamine policies that prohibit tubal sterilization at the time of cesarean section. Salpingectomy performed for a woman whose fallopian tubes are known or suspected to have a serious and present pathology—risk-reducing salpingectomy—is morally justifiable as a therapeutic intervention. However, salpingectomy performed at the time of another medically indicated procedure, such as cesarean section, on an otherwise fertile woman whose fallopian tubes are presumed (...) to be healthy—opportunistic salpingectomy—constitutes direct sterilization and fails to meet the conditions of double effect. Moreover, until magisterial guidance clarifies the right application of Catholic teaching to the specific question of opportunistic salpingectomy, Catholic health care institutions should, out of prudential judgment and to avoid scandal, avoid establishing institution policies that permit the practice. (shrink)