There are many teaching techniques designed to elicit student participation in a philosophy classroom. In this paper I present a student-centered discussion model that makes the students directly responsible for most aspects of discussion. I used this model in a first year seminar devoted to the nature of art, and I explain how this collaborative model has certain advantages over other collaborative learning models, how I implemented it in the course, and the results I observed. The model I discuss here (...) is similar in some ways to other collaborative learning techniques, but I highlight some of its unique features and discuss how it might be implemented in other philosophy courses. (shrink)

This chapter discusses LEGO set #21103, the DeLorean Time Machine. It also explains whether the original Cuusoo DeLorean is the same model as, or numerically identical to, set #21103, even if they are not qualitatively identical. If they are the same model, that would explain why Team BTTF deserves creative credit. The chapter considers the question of why a creator deserves credit, including public recognition and royalties. John Locke maintained that property rights are natural rights. Some have extended Locke's view (...) to include intellectual property, including industrial design. The creator of a new design mixes her labor with materials, therefore acquiring a right to what she is produced. By mixing their labor with 403 LEGO bricks, the original Cuusoo designers, Sakuretsu and Masashi Togami, would acquire property rights to what they produce. (shrink)

According to a survey conducted by the Pew Research Institute, regular Daily Show viewers seem to learn about current events from the self‐billed “fake news” program. The question of how fake news can inform people about real news touches on a question posed by philosophers: How do we learn truth from a work of fiction, something typically full of falsehoods? After all, a typical work of fiction is about pretend characters in pretend situations doing pretend things. Where's the truth in (...) such a story, where's the reality? If fake news is classified as fiction, and if we can understand how fiction conveys truth, then we can understand how The Daily Show conveys real news to its viewers. Along the way, this chapter looks at many examples to see just how The Daily Show pulls this off. (shrink)