Results for 'Teaching Philosophy'

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  1.  1
    Teaching Philosophy: Theoretical Reflections and Practical Suggestions.Tziporah Kasachkoff (ed.) - 2004 - Rowman & Littlefield Publishers.
    Here, two dozen distinguished philosophers share their insights and practical suggestions on a diverse range of pedagogic issues with essays on how to motivate students, constructing syllabi for particular courses, teaching particularly complex concepts, and constructing creative examinations.
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  2. Teaching Philosophy on the Eve of the Twenty-First Century.J. D. G. Evans - 1998
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  3. Teaching Philosophy Today. Edited by Terrell Ward Bynum and Sidney Reisberg. --.Terrell Ward Bynum, Sidney Reisberg & National Information and Resource Center for the Teaching of Philosophy - 1977 - The National Information and Resource Center for the Teaching of Philosophy, by the Philosophy Documentation Center.
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  4. Teaching Philosophy Through a Role-Immersion Game.Kathryn E. Joyce, Andy Lamey & Noel Martin - 2018 - Teaching Philosophy 41 (2):175-98.
    A growing body of research suggests that students achieve learning outcomes at higher rates when instructors use active-learning methods rather than standard modes of instruction. To investigate how one such method might be used to teach philosophy, we observed two classes that employed Reacting to the Past, an educational role-immersion game. We chose to investigate Reacting because role-immersion games are considered a particularly effective active-learning strategy. Professors who have used Reacting to teach history, interdisciplinary humanities, and political theory agree (...)
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  5.  79
    Teaching Philosophy of Science to Scientists: Why, What and How.Till Grüne-Yanoff - 2014 - European Journal for Philosophy of Science 4 (1):115-134.
    This paper provides arguments to philosophers, scientists, administrators and students for why science students should be instructed in a mandatory, custom-designed, interdisciplinary course in the philosophy of science. The argument begins by diagnosing that most science students are taught only conventional methodology: a fixed set of methods whose justification is rarely addressed. It proceeds by identifying seven benefits that scientists incur from going beyond these conventions and from acquiring abilities to analyse and evaluate justifications of scientific methods. It concludes (...)
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  6. Teaching Philosophy Through Lincoln-Douglas Debate.Jacob Nebel, Ryan W. Davis, Peter van Elswyk & Ben Holguin - 2013 - Teaching Philosophy 36 (3):271-289.
    This paper is about teaching philosophy to high school students through Lincoln-Douglas (LD) debate. LD, also known as “values debate,” includes topics from ethics and political philosophy. Thousands of high school students across the U.S. debate these topics in class, after school, and at weekend tournaments. We argue that LD is a particularly effective tool for teaching philosophy, but also that LD today falls short of its potential. We argue that the problems with LD are (...)
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  7. Teaching Philosophy.Gillian Howie, Michael Mcghee, Phil Hutchinson, Michael Loughlin, Richard Shusterman & William Edelglass - 2009 - Continuum.
    In the current academic climate, teaching is often seen as secondary to research. Teaching Philosophy seeks to bring teaching philosophy higher on the academic agenda.An international team of contributors, all of whom share the view that philosophy is a subject that can transform students, offers practical guidance and advice for teachers of philosophy. The book suggests ways in which the teaching of philosophy at undergraduate level might be facilitated. Some of the (...)
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  8.  60
    Teaching Philosophy as a Life Skill.Robert W. Bailor - 1998 - Teaching Philosophy 21 (2):119-130.
    This paper addresses the problem of the perceived irrelevance of philosophy to undergraduate students and advances a pedagogical strategy for making philosophy relevant. Teaching philosophy as the pursuit of life as meaningful, that is, as a life skill, frames philosophy as a relevant study of significant benefit to them. The overall goal of a course which approaches philosophy this way is to develop a “creative aptitude” in students. Thus, students do not learn philosophical lessons (...)
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  9.  75
    Teaching Philosophy with Team-Based Learning.Kimberly Van Orman - 2015 - American Association of Philosophy Teachers Studies in Pedagogy 1:61-81.
    Team-Based Learning is a comprehensive approach to using groups purposefully and effectively. Because of its focus on decision making, it is well suited to helping students learn to do philosophy and not simply talk about it. Much like the “flipped classroom” approach, it is structured so that students are held responsible for “covering content” through the reading outside of class so that class meeting times can be spent practicing philosophical decisions, allowing for frequent feedback from the professor. This chapter (...)
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  10.  1
    Teaching Philosophy: A Guide.Steven M. Cahn - 2018 - Routledge.
    Some students find philosophy engrossing; others are merely bewildered. How can professors meet the challenge of teaching introductory-level philosophy so that their students, regardless of initial incentive or skill, come to understand and even enjoy the subject? For nearly a decade, renowned philosopher and teacher Steven M. Cahn offered doctoral students a fourteen-week, credit-bearing course to prepare them to teach undergraduates. At schools where these instructors were appointed, department chairs reported a dramatic increase in student interest. In (...)
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  11.  37
    Teaching, Philosophy, and Eros: Love as a Relation to Truth.Kal Alston - 1991 - Educational Theory 41 (4):385-395.
  12.  35
    Teaching Philosophy to Chinese Students in Mainland China as a Foreign Professor.Paul J. D'Ambrosio - 2017 - Teaching Philosophy 40 (4):407-435.
    In recent years, universities throughout the People’s Republic of China have begun actively seeking foreign professors to work full-time in their philosophy departments. This, coupled with the decrease in the number of job openings in philosophy across western Europe and North America, might very well lead to a sharp rise in the number of foreign faculty members in philosophy departments across mainland China. In this article I will outline three of the major difficulties facing philosophy teachers (...)
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  13.  15
    Teaching Philosophy by Teaching Philosophy Teaching.Thomas E. Wartenberg - 2003 - Teaching Philosophy 26 (3):283-297.
    Standard approaches to teaching philosophy tend to focus on teaching aspects of philosophy that are important to doing professional philosophy. This paper suggests an alternative to this approach by preparing college students to teach philosophy to elementary school children. After arguing that classics in children’s literature ought to be the primary vehicle for initiating philosophical discussion in elementary school children, an upper-level seminar for undergraduates at Mount Holyoke College that takes this alternative approach is (...)
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  14.  3
    Teaching Philosophy in the Twenty-First Century.P. George Victor (ed.) - 1998 - D.K. Printworld.
    The Papers Study Various Aspects Of Teaching Philosophy: Its Methods, Models, Techniques And Associated Problems And Prospects. They Scrutinize Philosophy Curriculum In Universities And Use Of Computers For Teaching It. They Discuss Ways To Popularise Philosophy And Introduce It At The Elementary Level In Schools.
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  15.  73
    Teaching Philosophy in Britain’s Open University.Godfrey Vesey - 1975 - Teaching Philosophy 1 (2):125-133.
  16.  63
    Teaching Philosophy in Britain's Open University.Godfrey Vesey - 1975 - Teaching Philosophy 1 (1):21-28.
  17.  48
    Teaching Philosophy by Teaching Philosophy Teaching.Thomas E. Wartenberg - 2003 - Teaching Philosophy 26 (3):283-297.
    Standard approaches to teaching philosophy tend to focus on teaching aspects of philosophy that are important to doing professional philosophy. This paper suggests an alternative to this approach by preparing college students to teach philosophy to elementary school children. After arguing that classics in children’s literature ought to be the primary vehicle for initiating philosophical discussion in elementary school children, an upper-level seminar for undergraduates at Mount Holyoke College that takes this alternative approach is (...)
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  18. Teaching Philosophy Through Paintings: A Museum Workshop.Savvas Ioannou, Kypros Georgiou & Ourania Maria Ventista - 2017 - Analytic Teaching and Philosophical Praxis 38 (1):62-83.
    There is wide research about the Philosophy for/with Children program. However, there is not any known attempt to investigate how a philosophical discussion can be implemented through a museum workshop. The present research aims to discuss aesthetic and epistemological issues with primary school children through a temporary art exhibition in a museum in Cyprus. Certainly, paintings have been used successfully to connect philosophical topics with the experiences of the children. We suggest, though, that this is not as innovative as (...)
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  19. Teaching Philosophy in Central Asia: Effects on Moral and Political Education.Elena Popa - 2019 - Interchange 50 (2):187-203.
    This paper investigates how an introductory philosophy course influences the moral and political development of undergraduate students in a Liberal Arts university in Central Asia. Within a context of rapid changes characteristic of transitional societies—reflected in the organization of higher education—philosophy provides students with the means to reason about moral and political values in a way that overcomes the old ideological tenets as well as contemporary reluctance to theoretical inquiry. Studying philosophy provides a remedy for deficiencies in (...)
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  20.  45
    On Teaching Philosophy.Laura Arcila Villa - 2009 - Cultura 6 (1):93-101.
    Wittgenstein's conception of philosophy raises two questions about the teaching of philosophy and its place in a liberal arts curriculum. First, Wittgenstein denies that philosophy is a body of doctrine, affirms that it is an activity, and assumes that the two alternatives are incompatible. This implies that teaching a body of content is not teaching philosophy and leaves open the question whether there is any relevant sense of "teaching" appropriate to the activity. (...)
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  21.  27
    Teaching Philosophy in the Appalachians: Some Reflections.Frans Van Der Bogert - 1977 - Teaching Philosophy 2 (3/4):281-289.
  22.  70
    Teaching Philosophy in Second Life: Where the Virtual World and Philosophy Instruction Meet.Chris Calvert-Minor - 2011 - Teaching Philosophy 34 (1):1-16.
    Second Life is a free, three-dimensional, multi-user, online virtual world program created in 2003 by Linden Research Inc. In this paper, I recount the Introduction to Philosophy course I taught in Second Life for the University of Wisconsin-Whitewater and address five areas of interest: traditional vs. non-traditional learning environments, communication, illustrative props, student feedback, and and potential concerns. My conclusion is that philosophy courses can be taught online in Second Life effectively and that philosophy instructors need to (...)
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  23.  26
    Teaching Philosophy of the City.Gerald J. Erion - 2018 - Teaching Philosophy 41 (2):137-150.
    This paper reviews goals, content materials, and other essential elements of a new, experimental philosophy course on the built environment of cities now being developed in Buffalo, New York. Applying traditional philosophical methods, the course adds experiential components and expands philosophy’s scope in ways that promote deep learning about the city. A model unit on the work of Frederick Law Olmsted receives special attention here, as Olmsted’s work in Buffalo and elsewhere invites philosophical treatment—analysis, critical examination, and so (...)
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  24.  32
    VI. Teaching Philosophy of Science in an Interdisciplinary Context.Robert J. Baum - 1977 - Teaching Philosophy 2 (2):126-130.
  25.  43
    Teaching Philosophy of Biology.Lindley Darden - 1977 - Teaching Philosophy 2 (2):153-161.
  26.  94
    Teaching Philosophy in the Elementary School: A Curriculum Approach.Edward D'angelo - 1977 - Journal of Pre-College Philosophy 2 (4):41-45.
  27.  57
    Teaching Philosophy Outside of the Classroom: One Alternative to Service Learning.Sarah K. Donovan - 2008 - Teaching Philosophy 31 (2):161-177.
    In this article I describe my experience teaching a moral problems course to first-year students within a Learning Community model. I begin with the learning goals and the mechanics of both my Learning Community and my moral problems course. I then focus on the experiential learning requirement of my Learning Community which is based on a field trip model instead of a service learning model. I describe how two field trips in particular—one to an Arab American community in Brooklyn, (...)
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  28. How to Teach Philosophy of Mind.Renée Smith - 2016 - Teaching Philosophy 39 (2):177-207.
    The most notable contributions to contemporary philosophy of mind have been written by philosophers of mind for philosophers of mind. Without a good understanding of the historical framework, the technical terminology, the philosophical methodology, and the nature of the philosophical problems themselves, not only do undergraduate students face a difficult challenge when taking a first course in philosophy of mind, but instructors lacking specialized knowledge in this field might be put off from teaching the course. This paper (...)
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  29.  32
    Teaching Philosophy: A Guide, by Steven M. Cahn.Frank Fair - 2018 - Teaching Philosophy 41 (3):323-326.
  30.  53
    Teaching Philosophy and Teaching Values.David T. Ozar - 1977 - Teaching Philosophy 2 (3/4):237-245.
  31.  41
    Teaching Philosophy in Africa.M. Akin Makinde - 1987 - Teaching Philosophy 10 (3):227-238.
  32.  36
    Teaching Philosophy in Africa.Chukwudum B. Okolo - 1987 - Teaching Philosophy 10 (3):239-247.
  33.  43
    Teaching Philosophy to High School Students: Indiana University's Summer Philosophy Institute.Stephen Hicks & Monica Holland - 1989 - Teaching Philosophy 12 (2):115-130.
    A week-long, intensive introduction to philosophy during the summer. The program's content, methods, and results.
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  34.  45
    Teaching Philosophy Online.Isabelle Sabau - 2006 - The Proceedings of the Twenty-First World Congress of Philosophy 4:123-128.
    Philosophical inquiry and thinking skills are of paramount necessity in our troubled and rapidly changing world. Technological advances provide new methods for teaching philosophy, especially through the computer interface of online education. Online courses can open new opportunities and achieve the same quality of education as more traditional practices. In order to ensure success and quality, online pedagogies require great attention to discussion and collaboration. This paper explores some important elements in developing successful online philosophy courses.
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  35.  25
    Teaching Philosophy World-Wide: The FISP Committee.David Evans - 1992 - Teaching Philosophy 15 (3):301-304.
  36.  33
    Teaching Philosophy.Ron Rembert - 1984 - Teaching Philosophy 7 (1):43-47.
  37.  57
    Teaching Philosophy, Being a Philosopher.Joel Marks - 1993 - Teaching Philosophy 16 (2):99-104.
  38.  12
    Teaching Philosophy to Adolescents.Jacob Needleman - 1982 - Thinking: The Journal of Philosophy for Children 3 (3-4):26-30.
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  39.  27
    IV. Teaching Philosophy of Science at a State University.David L. Hull - 1977 - Teaching Philosophy 2 (2):119-121.
  40.  36
    Teaching Teaching Philosophy.Michael Martin - 1975 - Teaching Philosophy 1 (2):141-146.
  41.  17
    TeachingPhilosophy of Feminism’ From a Global Perspective.Gail Presbey - 2012 - Apa Newsletter on Feminism and Philosophy 12 (1):4-9.
    The paper points out ways in which philosophy can be taught from a global feminist perspective without falling into typical Eurocentric pitfalls. For example, African women's practices of cliterodectomy can be studied thoughtfully and in context, with attention to both sides of the issue, instead of covering the topic for its shock value as a strategy to convince students that relativism is wrong. The paper covers a reading list and topics that both cover feminist critiques of the prevalent male (...)
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  42.  52
    Teaching Philosophy on Television.Joan B. Fiscella - 1983 - Teaching Philosophy 6 (2):223-228.
  43. Teaching Philosophy Historically.David Evans - 2007 - Discourse: Learning and Teaching in Philosophical and Religious Studies 7 (1):81-94.
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  44.  40
    Teaching Philosophy.Michael Goldman - 2005 - Teaching Philosophy 28 (3):277-279.
  45.  12
    Teaching Philosophy: Theoretical Reflections and Practical Suggestions. [REVIEW]Michael Goldman - 2005 - Teaching Philosophy 28 (3):277-279.
  46.  13
    Teaching Philosophy in Cyberspace.Susan Stuart - 1999 - Inquiry: Critical Thinking Across the Disciplines 18 (4):55-63.
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  47.  54
    Preparing Teachers to 'Teach' Philosophy for Children.Laurance J. Splitter - 2014 - Journal of Philosophy in Schools 1 (1).
    Like many others, I have resisted the idea that education, in general, is a form of training. We always talk about training for something, while an educated person is not educated for any one thing. But for this very reason, I do not wish to abandon the term ‘teacher training’ in favor of ‘teacher education’, although ideally I would prefer to speak of ‘teacher preparation’ because the term ‘training’ always reminds me of monkeys. I shall use the terms ‘training’ and (...)
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  48.  43
    Hobbes: Teaching Philosophy to Speak English.William Sacksteder - 1978 - Journal of the History of Philosophy 16 (1):33-45.
  49.  39
    Teaching Philosophy Vs Teaching to Philosophise.Pablo Estarellas - 2007 - Philosophy Now 63:12-15.
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  50. Teaching Philosophy and HPS to Science Students.Geoffrey Cantor - 2001 - Discourse: Learning and Teaching in Philosophical and Religious Studies 1 (1):14-24.
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