This paper will argue for the teaching of component skills in philosophy. We can distinguish between complex and component skills. Component skills bear a kind of constitutive relation to complex skills. We observe this distinction at use in standard pedagogies related to activities like sports, music performance, and mathematics. The central thesis is that devoting pedagogical resources to the development of component skills, especially at introductory levels, promotes better learning outcomes with respect to complex (...) philosophical skills. Aside from defending this thesis, I will also provide a number of examples of activities that can be used to develop component skills. (shrink)

Although expert consensus states that critical thinking (CT) is essential to enquiry, it doesn’t necessarily follow that by practicing enquiry children are developing CT skills. Philosophy with children programmes around the world aim to develop CT dispositions and skills through a community of enquiry, and this study compared the impact of the explicit teaching of CT skills during an enquiry, to The Philosophy Foundation's philosophical enquiry (PhiE) method alone (which had no explicit teaching of (...) CT skills). Philosophy with children is also said to improve metacognitive (MC) skills but there is little research into this claim. Following observable problems with ensuring genuine metacognition was happening in PhiE sessions - on a reasonably strong understanding of what metacognition is – a method has been developed and trialed in this study to bring together, in mutual support, the development of critical thinking and metacognitive skills. Based on the work of Peter Worley and Ellen Fridland (KCL)The Philosophy Foundation ran an experimental study with King's College London in Autumn 2017 and Autumn 2018 to compare the impact of teaching CT skills and MC skills against classes that just have philosophical enquiry. The approach developed and used for the study employs the explicit teaching of some CT and MC skills within the context of a philosophical enquiry (as opposed to stand-alone teaching of these skills) and yields some positive findings both qualitative and quantitative. Both studies took place over one term (12 weeks) and a control and intervention group were used in each study. This report focuses on the second year of the study, with 220 ten and eleven-year-old children involved in eight classes across three state schools in South East London. Although there were limitations to the study the results indicate that the explicit teaching of these skills during a philosophical enquiry can help children use CT and MC skills more successfully than philosophical enquiry alone. (shrink)

Philosophy students often struggle to master the complex skills needed to succeed in their work, especially in writing thesis-driven essays. Research over the past forty years on instructional scaffolding, both generally and as applied in philosophy, has helped teachers to refine both instruction and assignment design to improve students’ performance on complex philosophical tasks. This essay reviews the fundamentals of scaffolding in order to motivate and support some innovative in-class exercises and writing assignments that can help students develop (...) even finer-grained skills. These skills are useful both intrinsically and for their transfer to longer-form essays, to other philosophical work, and to the general academic and intellectual development of our students. (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 explore methods for the explicit instruction of critical thinking in a topics-based philosophy course. These methods make the classroom more experiential and less didactic and involve students in the philosophical process, allowing them to learn content while using the methods of philosophy to work through, explain, or produce similar content. Experiential learning—approaching learning as a “continuous process grounded in experience” involving the acquisition of practices, the specialization in those practices, and the integration of oneself into the learning process—enhances (...) traditional philosophy classrooms, and explicitly teaching critical thinking skills involves the methods of experiential learning. After an overview of relevant aspects of experiential learning and addressing how experiential learning methods can be used for the explicit teaching of critical thinking skills, I explain four methods I use to explicitly teach critical thinking in my introductory classes. (shrink)

Ahighly successful guide to encourage classroomdiscussion fordeveloping children's thinking, learning and literacy skills containsmaterial on the latest trends in teaching thinking, including dialogic teaching, creativity and personalized learning. This sourcebook of ideas is essential reading for anyone seeking to develop children's minds, to build their self-esteem or to improve the quality of teaching and learning in schools.

This paper examines relationships between teaching critical thinking and teaching philosophy to adolescents (ages 12–17). The focus is on argumentation, especially on the method used to determine how well the premises of an argument support its conclusion. The method is the method of counterexamples. This article describes the results of teaching this method to adolescents (ages 12–17) who were participants in a summer enrichment program at Rutgers University-Newark, the Rutgers-Merck Summer Bioethics Institute. The participants were to learn (...) about the philosophical ideas underlying current biomedical technologies. The article discusses the basic ideas of argumentation and the method of counterexamples for determining the support that premises give to conclusion for a given argument, and it discusses teaching this method to adolescents. The article describes how to assess that they have properly learned it, and, finally, it closes with a discussion of the cognitive skills adolescents acquire in learning philosophy. Teaching a reliable method of determining argument support for a conclusion prior to teaching philosophy to adolescents results in their achieving a deeper understanding of philosophy. (shrink)

Our knowledge of how the mind works is growing rapidly. One area of particular interest to philosophy teachers is research on reasoning and decision making processes. I explore one model of human cognition that offers new ways of thinking about how to teach philosophical skills. The bulk of the paper is dedicated to exposition of the model and the evidence that supports it; at the end of the paper, I suggest ways these findings might be incorporated into the (...) classroom. (shrink)

This paper argues that a crucial skill needed to empathize with others cannot be trained by reading fiction: the skill of reading the evidence for the other person’s state of mind and, thus, empath...

The classical Chinese philosophical tradition (ca. 6th to 3rd centuries BCE) contains rich discussion of skill and expertise. Various texts exalt skilled exemplars (whether historical persons or fictional figures) who guide and inspire those seeking virtuosity within a particular dao (guiding teaching or way of life). These texts share a preoccupation with flourishing, or uncovering and articulating the constituents of an exemplary life. Some core features thought requisite to leading such a life included spontaneity, naturalness, and effortless ease. (...) However, there was also significant disagreement during this ‘Warring States’ or ‘Hundred Schools’ period on which skills were valuable, how one should cultivate them, and who exactly ought to serve as exemplars. In this chapter, I discuss two prominent types of expertise and their attendant skills. The first is expertise at a particular craft, occupation, or dao, which finds its most poignant celebration in the early Daoist anthology Zhuangzi. Interest in crafts or skilled occupations was likely motivated by a perceived (or implied) analogy with living a good life more generally. The second concerns ethical expertise, a prominent and widely held ideal within the Ruist (Confucian) and Mohist schools. Both maintain that ethical expertise consists of an ability to apply past models or precedents to current cases, though they diverge on what those models are and how to properly apply them. The aim is to provide non-specialists an overview of this literature in Daoism, Confucianism, and Mohism, while also providing suggestions about further research. (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)

Two fundamentally distinct approaches to the teaching of philosophy are contrasted: On the one hand, there is the “information-oriented” approach which has dominated classrooms and which emphasizes the understanding of historically important philosophical works. On the other hand, there is the “cognitive skills” approach. The two approaches may be distinguished under the headings of ‘knowing that’ as opposed to ‘knowing how’. This paper describes and discusses four perspectives relating to the teaching of cognitive skills: (i) (...) the discovery-oriented approach, (ii) Piagetian learning cycles, (iii) protocol analysis, and (iv) conceptual therapy. The latter approach reflects the author’s interest in helping students to develop “therapeutic” skills that enable them to identify and eliminate concepts which they employ in their thinking and which are incompatible with their own presuppositional bases and are therefore self-refuting. ●●●●● -/- 2022 UPDATE: The approach of this paper has been updated and developed further in Appendix II, "Epistemological Intelligence," of the author’s 2021 book _Critique of Impure Reason: Horizons of Possibility and Meaning_. The book is available both in a printed edition (under ISBN 978-0-578-88646-6 from Barnes & Noble, Amazon, and other booksellers) and an Open Access eBook edition (available through Philpapers under the book’s title and other philosophy online archives). (shrink)

This paper looks at frameworks for the practice of moral and ethical values for children, drawn from Yoga and Buddhist Philosophies. Verily the purpose is to inculcate a repository of thought and behaviour through which they align moral and ethical behaviours by becoming important cogs in establishing harmony in the world that we exist. Harmony between one child and another child, harmony between children and their families, harmony between the families and larger society and harmony between society and other sentient (...) beings and life forms is what constitutes cosmic-harmony. In this sense, Confucius’ triadic cosmic-harmony and the timeless Vedic Ṛta are not merely a philosophical thought or idea envisaged in ivory towers but real-time experiencing or darsana. This is realized through disciplined individual behaviours in balancing of our purusharthas with our dharma; aligning these with a sense of universal responsibility out of care and concern for one another. This would ensure in connecting and building synergy with all that surrounds us since these practices fostering morals and ethics could also be befitting measures to counter the Anthropocene epoch’s negative geologic impact on our planet. This paper is being written from the perspective of human beings and their practice of humanism via moral and ethical behaviour. The point of departure being that humans are placed as a dominant species at the centre of our planet with unprecedented power to influence the fate of other species, the environment and the future of the quality of bio-diversity of life on earth. (shrink)

Doing Practical Ethics supports the deliberate practice of philosophical skills relevant to understanding, evaluating, and developing arguments in forms commonly used in the field of practical ethics. Each chapter includes an explanation of a specific moral reasoning skill, demonstration exercises with sample solutions that offer students immediate feedback on their initial practice attempts, and extensive sets of practice exercises. It is suitable for any ethics course that centrally features argument from principle, argument from analogy, or inference to the (...) best explanation. It may be used as a standalone text in a debate-focused course. Paired with an anthology in a readings-focused course, it will help students develop the skills they need to understand and evaluate the arguments in the assigned readings. (shrink)

An interdisciplinary fusion between the philosophy of science and the teaching of science can help to eradicate the disciplinary rigidity entrenched in both. In this paper I approach the history of sciencethematically, identifying general themes which transcend the boundaries of individual disciplines. Such conceptual themes can be used as a basis for an interdisciplinary introduction to university science, encouraging certain important cognitive skills not exercised during the disciplinary training emphasised in traditional approaches. Courses which teach themes such as (...) conservation, randomness, and holism/reductionism have already proved successful, and these innovations should encourage philosophers and historians to explore the exciting new possibilities which arise from stepping outside the confines of a single discipline. (shrink)

A central task of schooling is to cultivate reasonableness in students. In this chapter we show how the teaching of reasonableness can be practiced successfully in secondary schools, using materials from the Western Australian curriculum. The discussion proceeds in four stages. We first defend the claim that the teaching of reasonable is a key aim of schooling. Here we offer an account of reasonableness, which we take to be both a skill and a disposition. Students learn reasonableness through (...) the practice of specific skills such as open and curious questioning, clarifying, and categorizing, and evaluating the merits of each contribution toward the problem or question under consideration. Reasonableness comes about as a joint commitment between the individual and the group to be honest in their views, to take care of those views, and for everyone to recognize that each member is a partial bearer of truth. Secondly, we discuss the pedagogies that cultivate reasonableness. The Philosophical Community of Inquiry is a natural pedagogy for this purpose. This can be supplemented with the thinking tools approach of Cam’s Twenty Thinking Tools or Harvard Project Zero’s Thinking Routines. In addition, we introduce our own two skill-building exercises, the Reasoning Game and the Argument Game. Thirdly, we show how this approach can be applied not just in Philosophy classes, but in the Humanities and Social Sciences. We argue that our approach brings these subjects to life, it develops understanding and reasonableness, and it bumps up student engagement. Fourthly, we discuss the assessment of reasonableness. In this type of learning environment, the way students perform in the philosophical community of inquiry is the focus of assessment. The desirable qualities of being reasonable become the assessment criteria for an on-balanced judgment about the student. (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)

This paper offers a contrast between “content-first” course design, and “skills-first” course design. The traditional lecture format is a paradigmatic example of the former, by the later I mean courses that emphasize the sustained practice of skills integral to the discipline. Two arguments are offered for adopting, other things being equal, the skills-first design. One is the “content-plus” argument that the skills-first course design does a better job of promoting content acquisition than a content-first class. The (...) second argument, the “skills-plus” argument, claims that a skills-first course design has the added value of better promoting philosophical skills as compared with a content-first course. (shrink)

We created Justice: The Game, an educational, role-immersion game designed to be used in philosophy courses. We seek to describe Justice in sufficent detail so that it is understandable to readers not already familiar with role-immersion pedagogy. We hope some instructors will be sufficiently interested in using the game. In addition to describing the game we also evaluate it, thereby highlighting the pedagogical potential of role-immersion games designed to teach political philosophy. We analyze the game by drawing on our observations (...) as designers and playtesters of Justice, along with feedback from students obtained in focus-groups conducted shortly after playtesting ended. We present evidence that Justice, compared to conventional instructional methods alone, plausibly enhances student learning of philosophical skills and content by requiring them to practice those skills and put their content-area knowledge to use in a highly-motivating and engaging context. (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.

The complex societal challenges of the twenty-first Century require scientific researchers and academically educated professionals capable of conducting scientific research in complex problem contexts. Our central claim is that educational approaches inspired by a traditional empiricist epistemology insufficiently foster the required deep conceptual understanding and higher-order thinking skills necessary for epistemic tasks in scientific research. Conversely, we argue that constructivist epistemologies provide better guidance to educational approaches to promote research skills. We also argue that teachers adopting a constructivist (...) learning theory do not necessarily embrace a constructivist epistemology. On the contrary, in educational practice, novel educational approaches that adopt constructivist learning theories often maintain traditional empiricist epistemologies. Philosophers of science can help develop educational designs focused on learning to conduct scientific research, combining constructivist learning theory with constructivist epistemology. We illustrate this by an example from a bachelor’s program in Biomedical Engineering, where we introduce conceptual models and modeling as an alternative to the traditional focus on hypothesis testing in conducting scientific research. This educational approach includes the so-called B&K method for constructing scientific models to scaffold teaching and learning conceptual modeling. (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)

During the past decade, the Philosophy for Children Program has offered teacher-training workshops throughout the United States and elsewhere. The workshops frequently supported by grants, enable teachers to work with a professional philosopher in developing the skills required for teaching critical thinking to elementary and intermediate schools.

In lieu of an abstract, here is a brief excerpt of the content:What I Think about When I Think about Teaching Ethics: A Philosophical Exploration in Pedagogy1Douglas R. HochstetlerIntroductionIn his book, Philosophy Americana, Anderson outlines the basic tenets of those individuals in American philosophy known as pragmatists. The pragmatists “were not Enlightenment believers in the inevitability of progress,” Anderson writes, “but across the board the pragmatists were meliorists. They believed that inquiry and experiment could lead to the betterment (...) of human existence” (Philosophy Americana 28). Similarly, college professors seem to understand that progress is not inevitable in the classroom either. In fact, some of the most skeptical academics may even contend that students’ academic skills are deteriorating over time rather than improving (they may place the blame on high schools for poor preparation here). Rather than progress as a given, most faculty believe that their own inquiry and experimentation in the classroom may prove as fertile ground for the learning process. At their best and most impactful, they embody this pragmatic notion of meliorism, hopeful that their efforts will make a difference in the lives of their students.The American philosophical tradition encapsulates a variety of philosophical themes. Several stand out as ones that intersect with and potentially inform higher education pedagogy. In this introduction, I briefly highlight American philosophical themes related to the practice of teaching and learning. I follow this with the journal portion, with entries from a semester-long habit of recording my thoughts and observations related to pedagogy. The paper ends with reflections on the journal process itself.One theme pertinent to this topic is the aforementioned notion of meliorism. The pragmatists, in particular, held an underlying hope that life could improve with a requisite amount of effort and planning. As Anderson puts it, this hopeful stance toward meliorism permeated “Dewey’s faith in [End Page 81] education, and James’ faith in the human spirit” (Philosophy Americana 29). The idea of growth and continual improvement holds intuitive promise, but requires a foundational approach in terms of what it means for teachers and students. For example, as educators, we need clarity around our intended aims in the classroom. In his book, Experience and Education, Dewey provides a partial answer, with attention to the student experience: the “good aim... [forms] a tentative plan of treatment, keeps the plan constantly in view and yet modifies it as conditions develop. The aim, in short, is experimental, and hence constantly growing as it is tested in action” (Dewey 105).While growth and a belief in meliorism involve a sense of gradual improvement and sense of progress, it is clear that growth, especially, is not always a linear process. Marathon runners provide a clear example here. In their training regimens, the goal is to successfully finish a 26.2 mile race, perhaps within a pre-determined time. To meet the designated fitness levels required to run for this distance, it is quite typical for runners to follow twelve- or sixteen- or eighteen-week training programs. These programs provide the runners with a plan to gradually increase endurance capacity, in other words, to grow in physiological and psychological health. While these plans gradually increase the mileage per week, they are not merely linear in nature. Rather, after incremental increases in weekly mileage—say from 28 to 30 to 32 miles per week, it is recommended that the runner then follow with a “step back” or “rest” week, perhaps at 25 miles per week. In this way, the body has an opportunity to restore, thus allowing the runner to continue with this growth pattern and increased fitness the following week.In addition to meliorism, Henry David Thoreau articulated another theme related to pedagogy. Reflecting on his time at Walden Pond, he observed, “how easily and insensibly we fall into a particular route, and make a beaten track for ourselves” (Thoreau, Portable Thoreau 459). Too often, tradition and conformity serve as barriers to growth and meliorism; this impacts teachers and students, and classes may become repetitive, stale, and boring. Examples of conformity occur in the sense of choosing class texts or rigidly adhering to lesson or curricular plans that someone else created. Part of the job of educators is to balance this tendency... (shrink)

In this paper I explore what the P4C philosophical novel can contribute to deciding how we should use ethical rules in moral education. As I see it the philosophical novel urges us to regard ethical rule-following with some suspicion. Instead we are directed to appreciate the particular contexts and circumstances of ethical thinking, saying, and doing. But if we don’t teach ethics by the rules, then what is the alternative pedagogy? One possibility is to cultivate ethical expertise by (...) analogy to an epistemic skill model of practical activity, as some moral particularists have urged. Employing a skill model has significant implications for teaching ethics in a wide range of institutional settings where general rules and principles typically prevail. (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)

As demand from fields such as nursing and accounting elevate the need for critical thinking courses, philosophers are in a unique position to share their skills in teaching such courses with nonphilosophy faculty. This paper discusses the need for critical thinking courses outside of philosophy and why philosophers should be interested in training nonphilosophy faculty. After basic course design information is offered for nonphilosopher readers, guidelines are offered on how philosophy teachers should structure nonphilosopher training programs. The authors (...) illustrate these points with reference to one such training program they conducted and share administrative and pedagogical advice for running such a program successfully. (shrink)

In the current climate of high-stakes testing and performance-based accountability measures, there is a pressing need to reconsider the nature of teaching and what capacities one must develop to be a good teacher. Educational policy experts around the world have pointed out that policies focused disproportionately on student test outcomes can promote teaching practices that are reified and mechanical, and which lead to students developing mere memorisation skills, rather than critical thinking and conceptual understanding. Philosophers of dialogue (...) and dialogic teaching offer a different view of teaching, one that counters mechanical, transmissive or ‘monologic’ teaching. In this paper, I seek to extend the notion of dialogic teaching as a method of supporting social and moral learning processes. Specifically, my focus is on answering the question: What capacities must a teacher have to engage students dialogically? Drawing on Paulo Freire and other contemporary philosophers, I examine dialogic interaction as involving a way of ‘being with learners’ and put forth three teacher capacities necessary for dialogic teaching: self-critique, narrativity and building community. I then examine further what is concretely entailed in the practice of dialogic teaching using research in educational psychology. I aim to highlight how dialogic teaching, unlike monologic teaching, involves the teacher's active ability to support learners’ identification and exploration of their own blind spots—that is, the limits of knowledge and ability—and those of others. Following this, I consider implications of my discussion for international policy on teacher assessment. I close the paper with considerations for future research on teacher capacity and teacher evaluation. This paper contributes to our understanding of teacher capacity and the nature and aims of good teaching. (shrink)

This article seeks to broaden contemporary scholarship on the Lotus Sūtra by arguing that it is a philosophically critical, self-reflective text struggling with problems of truth in Buddhist discourse. While all Lotus Sūtra scholars agree that the doctrine of skillful means is a central teaching in the text, there is a common tendency to frame skillful means as a passive vehicle (or ‘means’) for expressing truth rather than an active philosophical critique of truth. This article argues that the (...) Lotus Sūtra uses skillful means as a distinct form of criticism within a larger debate over the nature and efficacy of Buddhist practice, and that it raises important issues about truth that are shared by other important Buddhist thinkers and texts such as Nāgārjuna, Lin-chi and the Vimalakīrtinirdeśa. It analyzes key passages and parables without reducing the ethical teachings of the Lotus Sūtra to simplistic versions of utilitarianism, paternalism, or relativism, and without dissolving the critical elements that make the Lotus Sūtra a genuinely philosophically interesting text. (shrink)

Even though philosophy of film is a relatively small and relatively young philosophical subfield, I argue that it is well worth a dedicated undergraduate course. I outline such a course below, with reference to particular anthologies of readings and a corresponding list of central topics. I recommend adopting a broad conception of film, to include moving image works in a range of formats and technological media, as well as an inclusive approach to philosophizing about film, one that draws on (...) the history of film theory, both the analytic and the continental philosophical traditions, critical race theory, and feminist theory. The aim of a philosophy of film course is to hone students’ philosophical skills in the service of a deeper appreciation of the art of moving images. (shrink)

Even though philosophy of film is a relatively small and relatively young philosophical subfield, I argue that it is well worth a dedicated undergraduate course. I outline such a course below, with reference to particular anthologies of readings and a corresponding list of central topics. I recommend adopting a broad conception of film, to include moving image works in a range of formats and technological media, as well as an inclusive approach to philosophizing about film, one that draws on (...) the history of film theory, both the analytic and the continental philosophical traditions, critical race theory, and feminist theory. The aim of a philosophy of film course is to hone students’ philosophical skills in the service of a deeper appreciation of the art of moving images. (shrink)

In the past decade well-designed research studies have shown that the practice of collaborative philosophical inquiry in schools can have marked cognitive and social benefits. Student academic performance improves, and so too does the social dimension of schooling. These findings are timely, as many countries in Asia and the Pacific are now contemplating introducing Philosophy into their curricula. This paper gives a brief history of collaborative philosophical inquiry before surveying the evidence as to its effectiveness. The evidence is (...) canvassed under two categories: schooling and thinking skills; and schooling, socialisation and values. In both categories there is clear evidence that even short-term teaching of collaborative philosophical inquiry has marked positive effects on students. The paper concludes with suggestions for further research and a final claim that the presently-available research evidence is strong enough to warrant implementing collaborative philosophical inquiry as part of a long-term policy. (shrink)

The ideas (i) that skill is a form of knowledge and (ii) that it can be taught are commonplace in both ancient philosophy and everyday life. I argue that contemporary epistemology lacks the resources to adequately accommodate them. Intellectualist and anti-intellectualist accounts of knowledge how struggle to represent the transmission of skill via teaching and learning (§II), in part because each adopts a fundamentally individualistic approach to the acquisition of skill that focuses on individual practice and experience; consequently, learning (...) from an expert’s teaching is rendered at best peripheral (§III). An account of the transmission of skill that focuses on guided practice is shown to be immanent in an anti-individualist account of skill (§IV) that takes seriously the Aristotelian ideas that skills are rational capacities and second natures by developing the thought that doing, teaching, and practising are three moments of an a priori unity: the life-cycle of a skill (§V). (shrink)

Given the extremely tight job market for professional philosophers, more Ph.Ds. are beginning to consider jobs at the community college level. There are good reasons for considering this avenue: if you enjoy teaching, the job focus is on teaching, and you evaluation and tenure depend primarily on your performance in the classroom; if the prospect of working with a very diverse student body, both in terms of background and skill set, appeals to you; if the location in which (...) you live is large part of job satisfaction, there is a far greater ability to get a job in an urban area via the community college track. However, to get a job at a community college, one thing is prized above all: teaching experience. Yet this is where the newly minted graduate student may well be at a disadvantage in the community college hiring process. In this article I seek to address the issue of how to become a strong candidate for a community college position right out of graduate school. (shrink)

Few residency training programmes explicitly require substantive exposure to issues in medical ethics and fewer still have a formal curriculum in this area. Traditional undergraduate medical ethics courses teach preclinical students to identify ethical issues and analyse them at a theoretical level. Residency training, however, is the ideal time to establish the critical behavioural link which makes ethics truly useful in clinical medicine. The General Internal Medicine Residency Training Program at Rhode Island Hospital has developed an integrated, three-year curriculum with (...) the goals of helping residents to perceive ethical issues in clinical practice, to utilise basic philosophical principles in resolving ethical dilemmas and to communicate these issues clearly and sensitively to patients. The curriculum has been well received by residents and has had a hospital-wide impact. We believe that training residents in medical ethics and communication skills is an effective approach to developing physicians' humane qualities. (shrink)

Several philosophical problems concerning the object of criticism in dance are identified and analyzed as preliminary to an eventual theory of evaluation of dance. Basic to philosophical adequacy is understanding the artform as it is actually practiced and appreciated, recognizing its complexity as a performing artform using unique human bodies as instruments. ;Definitions of "dance" proposed by philosophers, dance historians, and others are inadequate to specify necessary and sufficient conditions of dance, to distinguish dance from other human non-art (...) phenomena, and to distinguish dance from other artforms. Definitions can be adequate for a specific purpose, using descriptive characteristics and standards for evaluation and appreciation by an audience. ;The ontological status of dance is best understood as consisting of the primary media of movement by human bodies and music and secondary media of the visual dimensions of costumes, scenery, and lighting. Improved understanding of the artform is possible with this more comprehenive recognition of its complex multi-media status, as shown in an analysis of "appropriateness" of the various media, a typical criterion for evaluation. ;The identity of a work of art in dance can be established using a notational system in conjunction with a standard for acceptable compliance with that notation. "Substantial similarity," as determined by lay observers, the test for copyright infringement, provides a useful standard for dance. Other theories have required too much of an identity standard; its purpose is to identify a particular performance as one of a certain work, not to teach dancers to perform the work, nor to enable directors to produce it, nor to provide standards for a good performance of the work. ;A necessary condition of the proper object of criticism is perceivability. The considerable interest in the dance world in production and other factors not perceivable on stage during performance is best understood as a interest in the on-going skills of artists, as opposed to the evaluation of an aesthetic object. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Teaching General Music in Grades 4–8: A Musicianship ApproachKatherine StrandThomas Regelski, Teaching General Music in Grades 4–8: A Musicianship Approach ( Oxford: Oxford University Press 2004)In this recent addition to the world of texts for secondary methods classes, Teaching General Music in Grades 4–8: A Musicianship Approach, Thomas Regelski takes a new look at the challenging task of teaching the pre-adolescent and adolescent age (...) group. This text brings together many of Regelski's earlier writing on topics such as the professionalism of music teaching practice, music education as praxial education, and the operationalization of critical theory in music education. His thoughtful work offers insights and challenges to pre-service and in-service teachers.In the Introduction, Regelski provides a brief history of critical theory in education and describes how he applies critical theory to the profession of music teaching and the experience of musical learning. In this "new view" of education, teachers should seek to be transformative rather than simply transmitting a cultural status quo through status quo methods of teaching. Critical theory in teaching criticizes both the methods and the content in the light of context, student learning needs, praxis, and the situatedness of learning. He argues, as in earlier articles, against what he calls methodolotry: the tendency to adopt a method and follow that method unquestioningly. Rather, he proposes that teachers [End Page 121] should adopt a stance of reflective practitioner, becoming informal action researchers by questioning the value and effectiveness of instructional strategy and curricular content. (Sadly, once introduced, there is no more information about how to engage in action research, nor any encouragement to learn more about the subject.)Educational content should be based on critical theory which, as Regelski argues:... seeks to study the past, but in terms of its implications–positive or negative–for the present and, especially, as a basis for improving society and the individuals who constitute society.... [T]he past is evoked "critically" and selectively and new practices that will become traditions of the future will be initiated.1The job of the teacher is to help students make critical judgments regarding music and the "good time" the musical experience contributes to the students' lives.2 Music classrooms should be considered music laboratories in which children learn through thoughtful, investigatory experiences. Music education should promote life-skills relevant to the student's world, teach functional musical skills, incite interest in unfamiliar musical experiences, and address the pre-adolescent and adolescent student's "need to achieve."3In the first chapter, Regelski argues for "action learning," or learning in which the student is the principal actor. To support his argument, he cites findings in cognitive psychology, philosophical trends of pragmatism, utilitarianism, and humanism, transfer of learning theory, authentic learning and assessment, and constructivist learning theories. This myriad of ideas combine to form the essence of his argument: children in this age group need to develop intentionality in music-making to have a "good time" and instruction should always connect in-school musical learning with a student's real-world musical experiences. The value of action learning lies in the transfer of learning from the classroom to life after school:It advances the skills predictably useful to typical adults throughout life: for example, recreational singing, music reading sufficient to church and community choirs, "making sense" of music and enjoyment through listening, and the like. It is not a survey of disconnected musical generalities, a superficial sampling of music "in general"; boiled down theory, history, appreciation: or the introduction to the "discipline" of music as a "subject" of study for its own sake. Instead, it promotes the broad musicianship skills and positive attitudes for "breaking 100" [as in bowling, the level at which one calls oneself a "musician"] that enable students to be musically independent and active outside of class and after graduation, and to want to be musically active as part of the life well lived [italics added].4 [End Page 122]In the second chapter, Regelski provides an excellent summary of the physical, cognitive, and social development of children from age 9 to 14. Age categories are broken into upper elementary grades 4–6... (shrink)

This paper reports on collaborative research undertaken with the African Australian Christian Impact Centre (CIC) in Perth, Western Australia. It is part of a larger university philosophy outreach program in which the researchers seek to create opportunities for those on the educational and social margins, and young people, to engage in ‘doing philosophy’, and to learn from them about their experiences. We were interested to evaluate whether the collaborative philosophical inquiry methods we use in our university teaching could (...) be beneficial outside of a formal educational setting, for members of the culturally diverse, faith-based community of CIC. In this multi-method evaluative study, we examined the extent to which participation in a series of Community of Inquiry (CoI) sessions improved or did not improve participants’ self-assessment of: (1) their competence and confidence in communicating with others in different contexts; (2) their competence and confidence as a ‘thinker’; and (3) their social competence and confidence. Our findings on ‘communication’ are discussed in this paper. The facilitated philosophical discussions led to insights about ‘speaking out’ and ‘listening’, particularly with respect to participants’ experiences of cultural and generational differences. We suggest that participation in CoI in a faith-based community setting has the potential to significantly increase confidence in communication skills, and lead to greater intergenerational, intercultural, and intercommunity sensitivity. (shrink)

This paper argues for a ‘contextualist’ approach to teaching antisemitism in philosophy class. The traditional ‘systematic’ approach emphasizes recognizing and dismantling antisemitic aspects in canonical philosophical texts. The introduced contextualist approach broadens the perspective, treating philosophy as a continuous debate embedded in cultural realities. It focuses on historical controversies rather than isolated arguments, includes the voice and the perspectives of the oppressed, and so has the potential to broaden traditional philosophical canons. In the second half of the (...) paper, we provide a case study of the contextualist approach, applying it to the ‘Berlin antisemitism controversy’ of 1879/80. We argue that the contextualist approach is particularly valuable when dealing with antisemitism as it teaches students to analyze arguments within the socio-political landscape and to identify antisemitic elements. The students thereby acquire the skills to discern antisemitic argumentation in other contexts as well. We suggest that this approach could be used to teach other debates in the history of philosophy, especially those tackling race, sex, and gender issues. (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)

This paper is dedicated to the first universities and mendicant schools, where thousands of students began to converge during the thirteenth century. Logic played an unpreceded role in basic and higher education. A “Parisian logical model” of education was shaped at the University of Paris, adopted by mendicant Orders in their schools of logic, diffused in all disciplines, and progressively spread in Southern Europe. Medieval education became heavily based upon logical, and even “logician” practices, with the “syllogization” of exegetical, disputational, (...) and evaluation practices.The notion of logical skill conveniently captures this unique situation for the discipline of logic, as well as the way medieval thinkers conceived of logic as a universal, transdisciplinary method, a natural operation of the mind, a modality of knowledge, the very form of teaching and graduating, a “habitus,” a technique and a science.The divisions of Aristotelian logic, the “artificial logic,” were for the first time naturalized and projected on the very structure of human mind, which was thereby “logicalized” and ascribed a “natural logic.” A strong anthropological dimension was bestowed on logic. The discipline of logic was deemed a necessary instrument in the philosophical “perfection” and the Christian “reparation” of man as an intellectual creature by a group of logically skilled, professional philosophers and theologians, whereas men deprived of logical education were described as “logically disabled,” and stuck into inferior forms of humanity.The world of medieval intellectual elites displayed a variety of social uses of logic, beyond academic circles, especially in the performance of pastoral duties. The possible historical records of the social usefulness of logic are explored: for students, the majority in medieval universities, who left university without a degree, but with a solid logical education, for ordinary mendicant friars, dedicated to preaching and confession, who frequented logical schools, and for members of the parish clergy sent to the faculties of arts. (shrink)

To successfully transform Ender Wiggin from a bright six‐year‐old child into the most effective military strategist and space commander the world had ever known, teachers at the Battle School needed to teach him to discipline himself to think and behave like a soldier. In Ender's Game the International Fleet's Battle School subjected children to a rigorous and grueling educational program. This put the Battle School's administrators and teachers in an incredibly powerful position: they had the unilateral power to determine what (...) knowledge and skills were necessary to be a successful soldier. The work of French philosopher Michel Foucault is invaluable in showing how power and knowledge are interdependent in governing the I.F.'s soldiers and in teaching them to be self‐governing at the I.F.'s Battle School, which mirrors the Panopticon. (shrink)

It is easy to create classroom discipline problems. By following the ten simple rules listed below you should be able to substantially improve your skill at this popular teacher pastime.

In this article, I discuss the problems and promise of teaching business ethics for both philosophers and non-philosophers. I emphasize the importance of teaching skills of ethical thinking (as opposed to ethical theories), especially Mary Gentile’s Giving Voice to Values curriculum. I also survey the typical topics covered in business ethics courses and give some tips on what to emphasize when covering each topic. Throughout the article, I urge instructors to consider the needs of students going into (...) business and not to underestimate the amount of business knowledge necessary to teach the course. While covering the ethical problems with business, I also urge instructors to incorporate positive cases and to consider showing how profit- able business and ethical behavior can coincide by managing for stakeholders. (shrink)

In Philosophy for Children (P4C) theory there is a long‐standing commitment to democratizing the classroom. It is widely believed that to properly democratize the classroom question‐asking and question selection should be undertaken by the students rather than the adult facilitator. In practice, this commitment to democratization generates a tension. Asking and identifying philosophical questions is an acquired skill. For P4C practitioners, it is difficult to find a balance between the desire to democratize the classroom through a student‐centered P4C practice (...) and the need to help students build philosophical skills. This paper examines theoretical approaches to question‐asking and question selection in P4C and, using examples from the classroom, considers possible solutions to the tension. The aim is a method that respects students’ epistemic authority and agency in the community of philosophical inquiry while enabling P4C practitioners to aid the students in developing the skills necessary for philosophical engagement. (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)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 39.1 (2005) 77-92 [Access article in PDF] Art and the Teaching of Love Didier Maleuvre Art is rightly thought to be the domain of expression and illusion. It is expression because every work of art, however stone-faced or impersonal in aspect, is the product of human intention. And it is illusion because, however concrete, vivid, or raw, it holds up only images. These (...) two points — that art is expression and fiction — are deeply entrenched in the modern understanding of art. They are the twin pillars of our aesthetics.In the following I wish to argue that this focus on the expressive and the representative eclipse the most important dynamic of art — what I propose to call the communicative and the iconoclastic. By the former, I mean that art is primarily, not a subjectivity giving shape to a private vision, but a form of sanctifying the human conversation, that is, the encounter between subjectivities; by the latter, I mean to suggest that art is an image that paradoxically strives to go beyond the realm of images. On this account we will see that an image is artistic to the extent that it breaks through representation.Briefly put, art has a destination beyond itself. One should not imagine, as postmodernism ruled ex officio, that the essence of art is formal or social self-reflectivity. Certainly, self-mirroring occurs in art, but no more or less than in any act of intelligence. Moreover, it is not enough to affix tokens of self-consciousness onto an object to turn it into art. The aim of art is not art. Its destination is elsewhere; its aim is reality encountered and lived with.And the vehicle by which art travels into reality is not just skill, insight, knowledge, or intelligence. It is love. To defend these two propositions will be the gist of the following essay.The aim of education is rightly thought to be knowledge of the world. Knowledge, however, is of two kinds: one is concerned with storage of facts, the other with modes of relating to the world. The first is a technical pursuit; the second, moral practice. The sort of education fostered by art clearly belongs with the second sort. Art is less concerned with delivering [End Page 77] information about the world than teaching us about how to stand in relation to it, how to find our place in it, and live with it: through art we do not seek to master the world so much as become its denizens. It is a teaching of love. Art, Mind, and Reality Now, the idea that art is religious embrace of reality runs against a powerful philosophic doctrine: the idea, known as subjectivism — that the human mind is kept from reality by its own knowledge of reality. We perceive reality only through mental representations. I see a tree, I hear laughter, I taste tea. When my mind alights on these objects, they have already been retouched and recomposed by my senses. By the time I am aware of them, I have reordered the perceptual datum into the concepts of "tree," "laugher," "tea." So we really deal with conceptual images of things, even when those things fall on our head like rain, or trip us like an untied shoelace.Subjectivism takes art to be proof of its doctrine. No two artists have transposed the same landscape or object in exactly the same hues and forms. Monet may have wanted to put in his paintings only what the retina mirrored; still, in the end he painted like no other before him and an indisputable infusion of the Monet personality stamps his paintings. Likewise there is a Titian "take" on reality that is not Rubens's, a Constable way of painting gray watery skies that is not Corot's, or again a Twombly way of rendering the four seasons that is nothing like Vivaldi's. This, then, should be where art's commitment to reality expires — on the evidence that no two artworks have ever been able to... (shrink)

__Deep in Thought_ provides an introduction to intellectual virtues—the personal qualities and character strengths of good thinkers and learners—and outlines a pragmatic approach for teachers to reinforce them in the classroom._ With a combination of theoretical expertise and practical experience, philosopher Jason Baehr endorses intellectual virtues as a rich, meaningful way to think about and understand the purpose of education. He makes a persuasive case for prioritizing intellectual virtues in the classroom to facilitate deeper learning, encourage lifelong learning, and enrich (...) teacher practice. Baehr profiles nine key virtues that enable learners to initiate the process of learning, maintain forward momentum, and overcome common obstacles. With engaging anecdotes and concrete examples, he presents a wealth of principles, postures, and practices that educators can employ in promoting essential habits of mind such as curiosity, open-mindedness, and intellectual courage. Baehr illustrates how opportunities to practice these intellectual habits can be integrated into the classroom in ways that align with current teaching practices. In addition, he shows how educators can adapt these practices to accommodate students’ identities, developmental abilities, and interests. This thought-provoking book supports all educators, especially middle and high school teachers, in teaching for intellectual virtues. _Deep in Thought_ is a philosophical and yet practical guide to one of the most important aims of education: helping students become skilled thinkers and learners. (shrink)