Results for 'Teaching Philosophy'

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  1.  17
    Reflections on Teaching Philosophy of Censorship.Tuomas Manninen - 2020 - Teaching Ethics 20 (1-2):127-138.
    This paper describes a newly-developed course titled Philosophy of Censorship. Developed out of materials covered in an applied ethics course, this course seeks to improve the students’ understanding about the rights to free expression, and the ways in which these rights are—sometimes necessarily—curtailed in the contemporary society. In studying J. S. Mill’s prominent argument for freedom of thought and expression, the course analyzes the argument for its strength and applicability, when it comes to frequently challenged forms of expression, such (...)
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  2. 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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  3. 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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  4.  9
    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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  5.  50
    Why Teach Philosophy in Schools? The Case for Philosophy on the Curriculum.Jane Gatley - 2023 - London: Bloomsbury.
    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 (...)
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  6.  23
    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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  7.  82
    Teaching Philosophy in Second Life.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: (1) traditional vs. non-traditional learning environments, (2) communication, (3) illustrative props, (4) student feedback, and (5) and potential concerns. My conclusion is that philosophy courses can be taught online in Second Life effectively and that (...)
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  8.  10
    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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  9.  9
    Teaching philosophy.María Cristina González & Nora Stigol - 2009 - In Susana Nuccetelli, Ofelia Schutte & Otávio Bueno (eds.), A Companion to Latin American Philosophy. Malden, MA: Wiley-Blackwell. pp. 412–424.
    This chapter contains sections titled: Teaching Philosophy as an Academic Field Conceptions of philosophy Teaching Philosophy as Teaching a “Know How” The Status of the Profession in Latin America Some Models for Teaching Philosophy Consequences of the Defense of the Critical Model References Further Reading.
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  10.  4
    Teaching philosophy in the twenty-first century.P. George Victor (ed.) - 1998 - New Delhi: D.K. Printworld.
    Contributed articles presented at a National Seminar on "Teaching Philosophy in India: a Vision for the Twenty-First Century Education", held at Andhra University, during 9-11 March 1998 and sponsered by Indian Council of Philosophical Research, New Delhi.
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  11.  11
    Teaching Philosophy: A Guide.Steven M. Cahn - 2018 - London: 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 (...)
  12.  7
    Teaching Philosophy from Scratch: Designing Dynamic Pedagogy for Adult ‘Firsts’.Naomi Zack - 2023 - SATS 24 (1):71-92.
    I describe dynamic teaching to adult, mainly immigrant students, who are new to philosophy and often are college “firsts.” Adult students have family, financial, and work obligations, whereas standard students are leisured outside of class and approach philosophy as consumers. I teach from assigned texts, dismissing as a conceit of philosophers that philosophical questions arise from real life experience. My students are intensely focused on their grades, frugal with their expenditure of academic effort, and prone to submit (...)
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  13.  59
    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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  14.  53
    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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  15. 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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  16.  22
    Teaching Philosophy Outside of the Classroom.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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  17.  40
    Teaching Philosophy: A Guide, by Steven M. Cahn.Frank Fair - 2018 - Teaching Philosophy 41 (3):323-326.
  18.  3
    Teaching Philosophy by Pictorial Representations: The ‘Divergent’ Example.Sunday Af - 2024 - Philosophy International Journal 7 (1):1-8.
    Teaching philosophy at pre-tertiary levels faces some fundamental challenges, including the misconception that philosophy is an abstract and esoteric field of study. This mind-set hinders teaching philosophy at all levels, particularly in the pre-tertiary stage. Nonetheless, philosophy holds significant cognitive values when taught to children. Therefore, it is crucial to find ways to simplify the process of learning philosophy, especially when children are in their formative years and have a greater capacity for learning. (...)
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  19.  78
    Teaching Philosophy in Britain's Open University (I).Godfrey Vesey - 1975 - Teaching Philosophy 1 (1):21-28.
  20.  69
    Teaching Philosophy in Britain's Open University (I).Godfrey Vesey - 1975 - Teaching Philosophy 1 (1):21-28.
  21.  8
    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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  22.  11
    Teaching Philosophy Outside of the Classroom.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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  23.  12
    Teaching Philosophy.John Wilson, Barbara Cowell & Ron Rembert - 1984 - Teaching Philosophy 7 (1):43-47.
  24.  10
    Teaching Philosophy: Finding a Balance between the Factors that Motivate Philosophy, Students’ Imagination, and their Interests.Abel Pablo Iannone - 2023 - SATS 24 (1):93-110.
    This paper asks: What is philosophy and what are some current challenges and future prospects for pursuing and teaching it? What role can and should students’ imagination, interests, and circumstances play in addressing these challenges and prospects? It argues, first, that there are at least six senses of the term “philosophy”: the personal, social, branch of inquiry, theory, school of thought, and wise sayings senses; second, that a variety of stimuli contribute to motivate philosophy in all (...)
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  25.  41
    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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  26.  27
    IV. Teaching Philosophy of Science at a State University.David L. Hull - 1977 - Teaching Philosophy 2 (2):119-121.
  27.  55
    Teaching Philosophy to High School Students.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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  28.  6
    Teaching Philosophy in the Comprehensive School.W. Scott - 1982 - Thinking: The Journal of Philosophy for Children 3 (3-4):31-34.
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  29.  11
    Teaching philosophy in compulsory education: A dive into teachers’ experiences and effects.Jóhann Björnsson - 2023 - Journal of Philosophy in Schools 10 (2).
    This paper presents findings from qualitative research on teachers’ experiences of practising philosophy in Icelandic schools and its effects on their work and students. The research question is: What are the teachers’ experiences of teaching philosophy in compulsory education, and how do these experiences shape their practices and affect their students? Nine philosophy teachers from South-West Iceland were interviewed from January to June 2021. Findings show both opportunities and challenges of practising philosophy with students. Opportunities (...)
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  30.  9
    Teaching Philosophy of Biology.Lindley Darden - 1977 - Teaching Philosophy 2 (2):153-161.
  31.  10
    Teaching philosophy to children: tough questions and their obvious consequences.Svetlana Doronina - 2023 - Sotsium I Vlast 2 (96):75-85.
    The article analyzes the main world problems and prospects for the development of teaching philosophy to children, substantiates the relevance of introducing philosophical practices, its teaching methods into the education system. The author carries out a theoretical reconstruction of the main provisions, problems and prospects for develop- ing the “Philosophy for Children” (p4c) movement, which is of particular interest due to its greatest informativeness in covering the current state of teaching philosophy to children. Introduction. (...)
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  32.  31
    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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  33.  15
    Teaching Philosophy as a Way of Life.Jane Drexler & Ryan J. Johnson - 2021 - American Association of Philosophy Teachers Studies in Pedagogy 6:1-8.
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  34.  5
    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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  35.  10
    Teaching Philosophy during a Pandemic "in the Most Unequal Society in the World".Yolandi M. Coetser & Jacqueline Batchelor - 2024 - Teaching Philosophy 47 (1):1-21.
    According to the World Bank, South Africa is the most unequal society in the world. It follows that teaching philosophy takes on a unique character in this country. During the initial COVID-19 outbreak, all universities were compelled to move online, entailing that the teaching of philosophy also moved online. However, because of their socio-economic realities, students faced many barriers, and this served to further marginalise already marginalised students. The university campus provides structural support to many of (...)
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  36.  3
    Teaching Philosophy.Andrea Kenkmann (ed.) - 2009 - Continuum.
    Addresses the complex issues involved in teaching philosophy at undergraduate level.
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  37.  19
    Teaching Philosophy to Adolescents.Jacob Needleman - 1982 - Thinking: The Journal of Philosophy for Children 3 (3-4):26-30.
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  38.  33
    Teaching Philosophy in the Appalachians.Frans Van Der Bogert - 1977 - Teaching Philosophy 2 (3-4):281-289.
  39.  14
    On Teaching Philosophy at the Gymnasium.Georg Wilhelm Friedrich Hegel & SIgrit Schutz - 1980 - Thinking: The Journal of Philosophy for Children 2 (2):30-33.
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  40.  20
    Teaching Philosophy in the Elementary School: A Curriculum Approach.Edward D'angelo - 1977 - Journal of Pre-College Philosophy 2 (4):41-45.
  41.  88
    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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  42.  6
    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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  43.  29
    Teaching Philosophy World-Wide.David Evans - 1992 - Teaching Philosophy 15 (3):301-304.
  44.  10
    Teaching Philosophy on Television.Joan B. Fiscella - 1983 - Teaching Philosophy 6 (2):147-152.
  45.  28
    A Comicsophy Approach to Teaching Philosophy.Haris Cerić & Elmana Cerić - 2022 - Childhood and Philosophy 18:01-22.
    The paper presents an innovative approach to teaching philosophy, which the authors name as a comicsophy approach to teaching philosophy. Such creative application of comics in the teaching of philosophy fully corresponds to the skandalonic and dialogical character of philosophy itself. The methodical value of using comics in philosophy teaching is manifested exactly in comics’ distinctly skandalonic character. The skandalon is a methodical process that seeks to provoke students' curiosity by questioning (...)
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  46.  4
    Teaching Philosophy: An Optimization-Liquidation or a New Start?V. M. Rozin - 2019 - Russian Journal of Philosophical Sciences 62 (2):42-57.
    In the article, I analyze the current situation in the field of teaching philosophy and also other social sciences and humanities. The point is that in higher school, under various pretexts, many departments and philosophy councils are closed, hours for teaching philosophical courses and seminars are reduced. Teachers of philosophy and other disciplines in higher education, in addition to being overwhelmed, have to spend a lot of time on unnecessary reporting, which for the most part (...)
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  47. 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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  48.  12
    Teaching Philosophy in High School.Harry Reinert - 1969 - Journal of Critical Analysis 1 (3):125-131.
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  49.  18
    Teaching Philosophy in Cyberspace.Susan Stuart - 1999 - Inquiry: Critical Thinking Across the Disciplines 18 (4):55-63.
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  50.  9
    Teaching Philosophy in the Third World.Luis A. Camacho - 1988 - Philosophie Et Culture: Actes du XVIIe Congrès Mondial de Philosophie 5:504-505.
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