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.

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 (...) sense of the different conceptual schemes used by different school subjects. Combining these two arguments, Gatley suggests that these two roles for philosophy are central to the task of educating people, and so philosophy ought to be included on school curricula. Building on the work of philosophers of education including Richard Stanley Peters, Harry Brighouse, Matthew Lipman, Mary Midgley and Martha Nussbaum, the book covers a range of topics including Philosophy for Children (P4C), the aims education, religious education, curriculum design and education policy. (shrink)

Many technological advancements do not readily lend themselves to incorporation into a philosophy curriculum, but Wikipedia is an exception. Courses can be designed around implementing or improving Wikipedia pages, which will help students both learn technological skills and engage with the world beyond the classroom. In the fall of 2012 I led such a class, in which we created the Wikipedia page for (appropriately) Collective Intentionality. This essay recounts my experience leading this class, examines its pedagogical and philosophical import, (...) and provides a template for future classes. (shrink)

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 (...) not inevitable, and we offer strategic recommendations for improving LD as a tool for teaching philosophy. Ultimately, our aim is to create a dialogue between LD and academic philosophy, with the hope that such dialogue will improve LD’s capacity to teach students how to do philosophy. (shrink)

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 (...) this book, Cahn captures the essence of that course. Yet many of the topics he discusses concern all faculty, regardless of subject: a teacher's responsibilities, the keys to effective instruction, the proper approach to term papers, examinations, and grades; and suggestions for how administrators should demonstrate that they take teaching seriously. Such matters are covered in the first seven chapters and in the final, fourteenth chapter. The intermediate six chapters focus on teaching introductory philosophy and, in particular, on critical thinking, free will, philosophy of religion, ethics, and political philosophy. Cahn's writing is lucid and lively, using vivid examples and avoiding educational jargon. In sum, this book is not only a guide on how to inspire students but also an inspiration for teachers themselves. (shrink)

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 (...) that it engages students and teaches general skills like collaboration and communication. We investigated whether it can be effective for teaching philosophical content and skills like analyzing, evaluating, crafting, and communicating arguments in addition to bringing the more general benefits of active learning to philosophy classrooms. Overall, we find Reacting to be a useful tool for achieving these ends. While we do not argue that Reacting is uniquely useful for teaching philosophy, we conclude that it is worthy of consideration by philosophers interested in creative active-learning strategies, especially given that it offers a prepackaged set of flexible, user-friendly tools for motivating and engaging students. (shrink)

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 (...) described. Finally, the paper evaluates this alternative approach, contending that this method is more effective than the traditional approach due to the fact that it provides a multi-dimensional learning experience for college-level students. (shrink)

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 (...) that teaching science students these skills makes them better scientists. Based on this argument, the paper then analyses the standard philosophy of science curriculum, and in particular its adequacy for teaching science students. It is argued that the standard curriculum on the one hand lacks important analytic tools relevant for going beyond conventional methodology—especially with respect to non-epistemic normative aspects of scientific practice—while on the other hand contains many topics and tools that are not relevant for the instruction of science students. Consequently, the optimal way of training science students in the analysis and evaluation of scientific methods requires a revision of the standard curriculum. Finally, the paper addresses five common characteristics of students taking such a course, which often clash with typical teaching approaches in philosophy. Strategies how best to deal with these constraints are offered for each of these characteristics. (shrink)

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 (...) described. Finally, the paper evaluates this alternative approach, contending that this method is more effective than the traditional approach due to the fact that it provides a multi-dimensional learning experience for college-level students. (shrink)

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 (...) both secondary and higher education, by improving general reading and reasoning skills, that enable the development of moral reasoning. Furthermore, familiarity with major works of moral and political philosophy can help students comprehend the patterns of social change, as well as surmount the issue of unsatisfactory theoretical foundations for social science. (shrink)

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 (...) who have little or no experience in the Chinese education system, and provide suggestions for dealing with them. The first two are general and apply to a broad range of courses; namely, initiating class discussion and teaching students how to understand philosophical arguments. The third is specifically related to those who teach or engage with Chinese thought. These professors should be prepared to encounter a surmountable but pronounced skepticism among many Chinese students (and professors) against the ability of foreigners to truly comprehend Chinese philosophy. (shrink)

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 (...) who have little or no experience in the Chinese education system, and provide suggestions for dealing with them. The first two are general and apply to a broad range of courses; namely, initiating class discussion and teaching students how to understand philosophical arguments. The third is specifically related to those who teach or engage with Chinese thought. These professors should be prepared to encounter a surmountable but pronounced skepticism among many Chinese students against the ability of foreigners to truly comprehend Chinese philosophy. (shrink)

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 (...) philosophy instructors need to be more aware of the educational possibilities of Second Life as education becomes increasingly more digital. (shrink)

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 (...) by wrote, but rather, like apprentices, learn to personally incorporate the critical tools of philosophy and treat philosophy as a “life craft.” The author details the pedagogical techniques that make such a course possible (techniques for motivating students to care and learn about philosophy) and concludes this paper by briefly detailing some student feedback on a course of this nature. (shrink)

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 (...) all of their coursework at the end of the semester. A syllabus requiring weekly assignments with citations curtails that. For immigrant students, who value their college degree as entry to the American dream, the hard work usually ascribed to them is, here, academic work. Learning to do philosophy in this way can result in enduring meta-skills of time management, focused reading, thinking, and group participation that carry over to other subjects and real life. (shrink)

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 (...) essays place the emphasis on individual self discovery, others focus on the wider political context, many offer practical ideas for enhancing the teaching of philosophy through exercises that engage students in often unconventional ways. The integration of students' views on teaching provides a necessary reminder that teaching is not a one-way process, but a project that will ultimately succeed through cooperation and a shared sense of achievement amongst participants. (shrink)

대학 평가에서 취업률이 주요 지표가 된 이후 대학은 인문학 계열 학과들을 통폐합하거나 폐지하고 있다. 정부 정책 또한 인문학 계열 학과의 정원을 줄이고 취업률이 높은 공학계열 학과의 정원을 늘이는 방향으로 나아가고 있다. 이에 그 동안 철학계는 철학교육에 대해 많은 연구와 토론 및 논의를 진행해 왔다. 그러나 그것은 주로 철학교육의 외연 확장이나 커리큘럼을 수정하는데 집중되어 왔으며, 실질적인 교육의 내용은 크게 달라진 것이 없기 때문에 사정은 별로 나아지지 않았다. 따라서 이에 대처하기 위한 실질적인 변화가 필요한 시점이다. 그 실질적인 변화란 철학교육의 관점에서 직업교육을 비판적으로 (...) 수용하는 것이다. 그렇다면 철학교육에서 어떤 형식으로 직업교육을 수용할 수 있을까? BR 본 논문에서는 이러한 질문에 집중하고자 한다. 이를 위해서 먼저 인간에게 있어서 일과 직업이 어떤 의미를 갖는 것인지 알아볼 것이다. 그 다음으로 철학과 직업의 연관성을 살펴볼 것이다. 그러고 나서 이것을 뒷받침해 줄 동서양의 철학자들, 즉 아리스토텔레스, 공자, 칸트의 직업에 대한 생각을 알아볼 것이다. 이들의 직업에 대한 생각의 공통점은 직업의 필요성을 오직 생계의 관점에서만 주장하지 않는다는 것이다. 그러나 어떤 관점에서든 인간다운 삶을 위해서는 직업이 꼭 필요함을 강조하고 있다. 이상의 과정을 토대로 철학교육에 있어서 직업교육의 필요성과 방법에 대해 논의할 것이다. (shrink)

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, (...) New York, and the other to a Black American community in West Harlem, New York—primed my students to more effectively engage in philosophical discussions about terrorism, war, and affirmative action. I conclude that experiential learning on a field trip model helped my students to have more sophisticated conversations about complex and emotionally charged moral issues. (shrink)

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, (...) New York, and the other to a Black American community in West Harlem, New York—primed my students to more effectively engage in philosophical discussions about terrorism, war, and affirmative action. I conclude that experiential learning on a field trip model helped my students to have more sophisticated conversations about complex and emotionally charged moral issues. (shrink)

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.

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 (...) philosophical canon, and coverage of feminist philosophy topics with sources that share perspectives of women from Africa, Latin America, and Asia. (shrink)

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 (...) on—from scholars, students, and city residents alike. We shall see that the distinctive character of philosophy can encourage teaching in new areas where philosophical study might promote learning and understanding, thus inspiring curricular innovation and a wide range of powerful student learning experiences. (shrink)

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. (...) Modern studies of teaching philoso- phy to children are of great importance because of their relevance in solving a whole range of modern educational problems. The search for new priority areas for teaching philosophy to children is aimed at finding the best ways to correct the modern edu- cation system by demonstrating and justifying the effectiveness of using p4c methods and ap- proaches. The purpose of the study is to explicate the main problems and prospects, as well as the relevance of teaching philosophy to children in the current conditions of the society development. Methods. The author uses both general scien- tific methods of analysis and synthesis, as well as methods of comparative analysis and theoretical reconstruction. Scientific novelty of the research. The article carries out a theoretical reconstruction and analysis of the main problems of teaching philosophy to children, substantiates the relevance of introducing the ideas and methods of p4c into the system of pre- and school education in order to compensate for the shortcomings of informational approaches to teaching and the formation of demanded skills and abilities in children. Results. The author substantiates the relevance of applying ideas and methods of p4c in pre-school and school education, and demonstrates the ad- vantages of its approaches in solving a number of educational and upbringing problems, the effective- ness of using philosophical tools in the develop- ment and education of children. Conclusions. Emphasizing the issue of teaching philosophy to children makes it possible to estab- lish a number of legitimate questions of pedagogi- cal, methodological, ethical, political, and other nature, the solution of which determines the choice of priority directions for developing and transform- ing the modern education system, the solution of urgent problems, without correcting of which most of the children may lose a significant cultural and intellectual experience. (shrink)

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 (...) discusses how TBL works in Philosophy, the elements of a TBL course including activity design, and how TBL avoids the known problems of group work. The appendix contains examples of TBL activities in philosophy courses. (shrink)

A week-long, intensive introduction to philosophy during the summer. The program's content, methods, and results.

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 (...) of its senses. Third, it argues that teaching philosophy involves not just teaching one or more philosophies historically held, nor just partially or totally defending one or another of these philosophies; but also engaging in the third sense of “philosophy” above listed: philosophy as a branch of inquiry. Finally, the paper argues that by relying on the interests of philosophy learners that match the stimuli motivating philosophy, philosophy teaching sensitizes philosophy learners to the grounds that make this investigation viable and promising, and motivates them to engage in it. (shrink)

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.

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. (...) On the other hand, Wittgenstein understands ethics to be an autonomous inquiry, separate from philosophy, into what is most valuable and important. This view suggests that concerns about our human condition and future are beyond the reach of philosophy, and leaves open the question whether insight into them through philosophy is possible at all.I discuss central features of Wittgenstein's conception of philosophy to explore answers to these questions and to reject the suggestion that philosophy could turn out to be utterly irrelevant in the education and life of students. I propose that the value of philosophy resides in what we do and take Wittgenstein's eloquent metaphor from Philosophical Investigations as a point of reference: "what we do is to bring words back from their metaphysical to their everyday uses". Philosophy, therefore, is not something we can teach, even though it is an activity we should encourage. (shrink)

This paper proposes a reevaluation of assessment methods in philosophy higher education, advocating for a shift away from traditional written assessments towards oral evaluation. Drawing attention to the rising ethical concerns surrounding large language models (LLMs), we argue that a renewed focus on oral skills within philosophical pedagogy is both imperative and underexplored. This paper offers a case for redirecting attention to the neglected realm of oral evaluation, asserting that it holds significant promise for fostering students with some of (...) our traditional academic values that we want to maintain. We identify implications of this shift in emphasis which situates our discipline to contribute positively to solving some of the most pressing socio-political issues. Additionally, our proposal aims to demonstrate how philosophy can solidify its relevancy to the twenty-first century student and academy more broadly. (shrink)