Results for 'undergraduate philosophy'

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  1.  39
    Teaching Writing-Intensive Undergraduate Philosophy Courses.Rodney C. Roberts - 2002 - Teaching Philosophy 25 (3):195-211.
    A number of colleges and universities offer writing intensive courses that emphasize writing as a primary means of learning. This paper presents an approach to teaching undergraduate philosophy courses that makes an effective use of writing as a means to teach students philosophy. The paper begins by discussing the aims and requirements of writing intensive philosophy courses and the nature of philosophical writing. In addition, five course activities are discussed along with a summary of the work (...)
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  2.  18
    The Research Skills of Undergraduate Philosophy Majors in Advance.Heidi Gauder & Fred W. Jenkins - forthcoming - Teaching Philosophy.
  3.  5
    Planning an Undergraduate Philosophy Conference.Robert W. Loftin - 1973 - Metaphilosophy 4 (1):91–93.
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  4. Children of Athena: Proceedings of the 1998 Undergraduate Philosophy Conference.Douglas W. Shrader (ed.) - 1999 - State University of New York Press.
    Presents select papers from the State University of New York College at Oneonta’s 1998 Undergraduate Philosophy Conference.
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  5. Seeds of Wisdom: Proceedings of the 1996 Undergraduate Philosophy Conference.Douglas W. Shrader (ed.) - 1997 - State University of New York Press.
    Select papers from Oneonta’s Undergraduate Philosophy Conference.
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  6.  45
    The Incorporation of American Indian Philosophy Into Undergraduate Philosophy Courses.Marilyn Holly - 1992 - Teaching Philosophy 15 (4):349-365.
  7. Philosophy and the Public Realm: Proceedings of the Fifth Oneonta Undergraduate Philosophy Conference.Douglas W. Shrader (ed.) - 2001 - State University of New York Press.
    Combines the work of promising college students with essays by distinguished scholars.
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  8.  70
    The Undergraduate Pipeline Problem.Cheshire Calhoun - 2009 - Hypatia 24 (2):216 - 223.
    The essay speculates that women's underrepresentation in the philosophy major (though not in lower division philosophy courses) is connected with the clash between the schema for philosophy and the schema for woman. The result is that female students have difficulty envisioning themselves as philosophers and thus have a weaker attachment to the discipline. I also suggest that this schema clash encourages female students to take isolated experiences of sexism or gender imbalance in the classroom as representative of (...)
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  9.  26
    Philosophy’s Undergraduate Gender Gaps and Early Interventions.Adam Piovarchy - 2019 - Ergo: An Open Access Journal of Philosophy 6:707-741.
    Researchers have found that philosophy’s gender gap gradually increases as students progress from first year, to majoring and into graduate school. By analysing enrolments in philosophy units at Australian universities from 2005 to 2017, I argue that early interventions are likely to be more effective than typically assumed. My findings are consistent with previous data, but improve on previous analyses in a few ways. First, this paper quantifies women’s risk of leaving philosophy relative to men at each (...)
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  10.  59
    Philosophy, a Brief Guide for Undergraduates.Robert Audi - 1982 - Proceedings and Addresses of the American Philosophical Association 56 (2):273 - xviii.
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  11.  27
    History, Philosophy and Science Teaching What Can Be Done in an Undergraduate Course?Michael R. Matthews - 1990 - Studies in Philosophy and Education 10 (1):93-97.
  12.  70
    The Philosophy of Public Administration- A Holistic Approach: An Introduction for Undergraduate Students.J. S. H. Gildenhuys - 2004 - Sun Press.
    A user-friendly textbook for students and teachers, The Philosophy of Public Administration covers all aspects of the public administration and management process as an instrument of serving the public. It lays a sound foundation of the basic principles and values, and it facilitates excellence in all the varied circumstances a professional public manager/administrator may encounter in practice. An MS PowerPoint presentation is also available on CD-ROM for instruction.
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  13.  28
    Undergraduate Apprentices in Introductory Philosophy Courses.Kevin O'Neill - 1988 - Teaching Philosophy 11 (1):55-61.
  14.  9
    Editorial: Philosophy in the Undergraduate Medical Curriculum-- Beyond Medical Ethics.R. Meakin - 2004 - Medical Humanities 30 (1):53-53.
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  15.  4
    Philosophy of Education in the Undergraduate Curriculum.Laszlo J. Hetenyi - 1968 - Educational Theory 18 (1):52-59.
  16. Undergraduate Conferences as High Impact Practices with an Impact on Gender Parity.W. John Koolage & Danielle Clevenger - 2018 - Teaching Philosophy 41 (3):261-284.
    There has been a recent explosion of undergraduate philosophy conferences across the United States. In this paper, we explore undergraduate conferences along three lines. First, we argue that, as a well-designed learning activity, undergraduate conferences can serve to increase gender parity in philosophical spaces—a widely accepted and important goal for our discipline. Second, we argue that this increase in parity is due, at least in part, to the proper design of undergraduate conferences as High-Impact Practices. (...)
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  17.  5
    Down to Earth: History and philosophy of geoscience in practice for undergraduate education.Maarten G. Kleinhans - 2021 - European Journal for Philosophy of Science 11 (3):1-15.
    Undergraduate geoscience students are rarely exposed to history and philosophy of science. I will describe the experiences with a short course unfavourably placed in the first year of a bachelor of earth science. Arguments how HPS could enrich their education in many ways are sketched. One useful didactic approach is to develop a broader interest by connecting HPS themes to practical cases throughout the curriculum, and develop learning activities that allow students to reflect on their skills, methods and (...)
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  18. History and Philosophy of Science for African Undergraduates.Helen Lauer (ed.) - 2003 - Ibadan, Nigeria: Hope Publications.
  19.  9
    Teaching the Philosophy of Science to Undergraduate Science Students.Agustín Adúriz-Bravo - 2019 - Science & Education 28 (1 - 2):177-182.
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  20.  15
    Lars‐Göran Johansson Philosophy of Science for Scientists. Springer Undergraduate Texts in Philosophy, 2016. Xv + 257 Pp. ISBN 978‐3‐319‐26551‐3 , $54.99. [REVIEW]Amanda Thorell - 2017 - Theoria 83 (3):249-253.
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  21. Teaching “Distinctions” to Undergraduates in the Philosophy of the Social Sciences.Steven Miller - 1998 - Analytic Teaching and Philosophical Praxis 18 (2):31-36.
  22.  1
    Cultivating Transferable Skills in Philosophy Undergraduates.Christopher Cowley - 2001 - Discourse: Learning and Teaching in Philosophical and Religious Studies 1 (1):39-51.
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  23.  33
    An Undergraduate Business Ethics Curriculum: Learning and Moral Development Outcomes.Jessica Mcmanus Warnell - 2010 - Journal of Business Ethics Education 7:63-83.
    The study explores outcomes associated with a business ethics curriculum over an intervention with undergraduate business students—completion of a required course in the conceptual foundations of business ethics. A case study analysis provided results that were coded using a rubric based on the Four Component Model of Morality and address development of moral reasoning capacity. Initial findings indicate statistically significant change in each of four categoriesof analysis of the case response, related to the moral development scale. Findings are useful (...)
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  24.  6
    Science and Values in Undergraduate Education.Edwin Koster & Henk W. de Regt - 2020 - Science & Education 29 (1):123-143.
    While a conception of science as value free has been dominant since Max Weber defended it in the nineteenth century, recent years have witnessed an emerging consensus that science is not – and cannot be – completely free of values. Which values may legitimately influence science, and in which ways, is currently a topic of heated debate in philosophy of science. These discussions have immediate relevance for science teaching: if the value-free ideal of science is misguided, science students should (...)
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  25.  16
    Reconstructing Undergraduate Education: Using Learning Science to Design Effective Courses.Robert B. Innes - 2004 - L. Erlbaum Associates.
    This book is designed to introduce professors and administrators in higher education to the philosophical, theoretical, and research support for using a constructivist perspective on learning to guide the reconstruction of undergraduate education. It presents an original framework for systematically linking educational philosophy and learning theories to their implications for teaching practice. In this volume, Innes summarizes the sources he found most useful in developing his own set of teaching principles and course development process, and makes an argument (...)
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  26.  19
    Meeting Galileo: Testing the Effectiveness of an Immersive Video Game to Teach History and Philosophy of Science to Undergraduates.Logan L. Watts & Peter Barker - 2018 - Transversal: International Journal for the Historiography of Science 5:133-145.
    Can video games teach students about the history and philosophy of science? This paper reports the results of a study investigating the effects of playing an educational video game on students’ knowledge of Galileo’s life and times, the nature of scientific evidence, and Aristotle’s and Galileo’s views of the cosmos. In the game, students were immersed in a computer simulation of 16th century Venice where they interacted with an avatar of Galileo and other characters. Over a period of two (...)
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  27.  12
    Reflections on Tutoring Ancient Greek Philosophy: A Case Study of Teaching First-Year Undergraduates in the UK.Daniel Vázquez - 2014 - Studying Teacher Education 10 (2):117-129.
    This is a case study of my reflections on teaching a first-year undergraduate tutorial on Ancient Greek Philosophy in the UK. This study draws upon the notion of reflective practice as an essential feature of teaching, in this case applied to Higher Education. My aim is to show how a critical engagement with my teaching practices and the overall learning experience modified, developed, or strengthened my practices, attitudes, and teaching philosophy during the course of one term. Methods (...)
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  28.  11
    Undergraduate Business Ethics Pedagogy: Writing Constructed Narratives.Michael S. Poulton - 2009 - Journal of Business Ethics Education 6:93-102.
    Business ethics materials are, by and large, case studies based on corporate policy issues or corporate malfeasance. Yet, many ethical situations are of a very personal nature and require personal responsibility. For undergraduate students who have not had any real exposure to a corporate environment or who do not have enough business savvy to realize what is unethical, the present article explores the use of “constructed narrative cases” to provide students with coursematerials that may increase their understanding of the (...)
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  29.  3
    Bringing Undergraduates to Preschool: An Ethics Course for the Very Young.Erik Kenyon - 2019 - In Thomas E. Wartenberg (ed.), Philosophy in Classrooms and Beyond: New Approaches to Picture-Book Philosophy. pp. 1-16.
  30.  15
    Using Focus Groups to Explore the Underrepresentation of Female-Identified Undergraduate Students in Philosophy.Claire A. Lockard, Helen Meskhidze, Sean Wilson, Nim Batchelor, Stephen Bloch-Schulman & Ann J. Cahill - 2017 - Feminist Philosophy Quarterly 3 (4):1-29.
    This paper is part of a larger project designed to examine and ameliorate the underrepresentation of female-identified students in the philosophy department at Elon University. The larger project involved a variety of research methods, including statistical analysis of extant registration and grade distribution data from our department as well as the administration of multiple surveys. Here, we provide a description and analysis of one aspect of our research: focus groups. We ran three focus groups of female-identified undergraduate students: (...)
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  31.  17
    The Undergraduate Education Studies Dissertation: Philosophical Reflections Upon Tacit Empiricism in Textbook Guidance and the Latent Capacity of Argumentation.Howard Gibson & Darren Garside - 2017 - Studies in Philosophy and Education 36 (2):115-130.
    The final-year undergraduate dissertation is commonplace in Education Studies programmes across the world and yet its philosophical assumptions are complex and not always questioned. In England there is evidence to suggest a tacit preference for empiricism in textbooks designed to support early researchers. This brings, we suggest, problems associated with dualism, instrumentalism and of accounting for value, redolent of the dilemmas that emerge from Hume’s empiricist epistemology. The paper suggests that if argumentation were explicitly taught to undergraduates it may (...)
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  32. Teaching Peirce to Undergraduates.James Campbell, Cornelis de Waal & Richard Hart - 2008 - Transactions of the Charles S. Peirce Society 44 (2):189-235.
    Fourteen philosophers share their experience teaching Peirce to undergraduates in a variety of settings and a variety of courses. The latter include introductory philosophy courses as well as upper-level courses in American philosophy, philosophy of religion, logic, philosophy of science, medieval philosophy, semiotics, metaphysics, etc., and even an upper-level course devoted entirely to Peirce. The project originates in a session devoted to teaching Peirce held at the 2007 annual meeting of the Society for the Advancement (...)
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  33.  55
    Undergraduate Relativism and Cicero’s De Amicitia.Mark Silcox - 2007 - Teaching Ethics 8 (1):29-38.
  34. Chicago Press, 1977), and Black-Body Theory and the Quantum Disconti-Nuity: 1894-1912 (Oxford University Press, 1978). Howard Sankey is Senior Lecturer in Philosophy of Science in the Depart-Ment of History and Philosophy of Science at the University of Melbourne. He Studied Philosophy as an Undergraduate at the University of Otago. [REVIEW]Wobbe de Vos - 2000 - Science & Education 9:215-218.
     
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  35. JOHN D. ARRAS is the Porterfield Professor of Biomedical Ethics at the University of Virginia, Charlotte, Where He Directs the Undergraduate Bioethics Program. Before Coming to Virginia in 1995, He Was for Fourteen Years a Professor of Bioethks at Monte-Fiore Medical Center/Albert Einstein College of Medicine and Adjunct Professor of Philosophy at Barnard College, Columbia University. He is the Editor (with Bonnie Stein. [REVIEW]Chester R. Burns - 1997 - In Hilde Lindemann (ed.), Stories and Their Limits: Narrative Approaches to Bioethics. Routledge. pp. 273.
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  36. Undergraduate Research Journal.Bob Smith - forthcoming - Inquiry: An Interdisciplinary Journal of Philosophy.
     
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  37.  8
    The Students’ Guide to the Epistemology of Science: Kevin McCain: The Nature of Scientific Knowledge: An Explanatory Approach. Springer Undergraduate Texts in Philosophy, Springer, 2016, 290 Pp.Vincent Ardourel - 2017 - Metascience 26 (2):341-343.
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  38. A Course in Metaphilosophy for Undergraduates.Renée Smith - 2017 - Teaching Philosophy 40 (1):57-85.
    This paper describes an undergraduate course in metaphilosophy for philosophy majors and argues that there are four potential benefits to students; namely that doing metaphilosophy allows students to draw their own conclusions about what philosophy is, develops students’ metacognitive skills to promote learning, establishes students as members of the philosophical community, and disposes students to live lives that reflect their philosophical education. It describes issues of transparency of course design and the particulars of the course, including course (...)
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  39.  2
    Team-teaching an interdisciplinary undergraduate bioethics course.Jennifer L. Hess & Bryan C. Pilkington - 2020 - International Journal of Ethics Education 5 (2):233-241.
    The authors, one a trained geneticist and the other a trained ethicist, designed and team-taught a bioethics course where nineteen third- and fourth-year undergraduate students were enrolled at Aquinas College in Grand Rapids, Michigan, during the fall 2016 semester. The syllabus, including democratically-chosen ethical debate topics, peer-led student working groups, and varied assessment methods were novel aspects of the course. The students, being either philosophy or biology majors or minors, successfully completed the course and indicated being highly satisfied (...)
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  40.  13
    After Andersen: An Experience of Integrating Ethics Into Undergraduate Accountancy Education.David Molyneaux - 2004 - Journal of Business Ethics 54 (4):385-398.
    Ethical conduct in practice has been increasingly recognised as vital to the accountancy profession following the collapse of Andersen. The foundational principles underpinning accountancy ethics receive relatively uniform recognition worldwide so that this paper concentrates on exploring how to introduce these concepts into established courses at undergraduate level. Historically, the teaching of accounting techniques has been isolated from the personal assimilation of accountancy's ethical values by students. Alternative approaches are considered, of a dedicated 'capstone' ethical course or through more (...)
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  41. Philosophy of Mind and Cognition.David Braddon-Mitchell & Frank Jackson - 1996 - Blackwell.
    The philosophy of mind and cognition has been transformed by recent advances in what is loosely called cognitive science. This book is a thoroughly up-to-date introduction to and account of that transformation, in which the many strands in contemporary cognitive science are brought together into a coherent philosophical picture of the mind. The book begins with discussions of the pre-history of contemporary philosophy of mind - dualism, behaviourism, and early versions of the identity theory of mind - and (...)
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  42.  43
    The Yellow Pages of Undergraduate Innovations.G. P. Abbott - 1975 - Teaching Philosophy 1 (1):95-95.
  43.  12
    Ethics in Undergraduate Accounting Education: An Empirical Study.Seleshi Sisaye & Conway Lackman - 1994 - Business and Professional Ethics Journal 13 (1):79-87.
  44.  29
    Ethics in the Undergraduate Curriculum.Oliver A. Johnson - 1981 - Teaching Philosophy 4 (2):177-178.
  45.  37
    A Study of the Relationship Between Personal Values and Moral Reasoning of Undergraduate Business Students.George Lan, Maureen Gowing, Sharon McMahon, Fritz Rieger & Norman King - 2008 - Journal of Business Ethics 78 (1):121-139.
    This study examines values and value types as well as scores in levels of moral reasoning for␣students enrolled in a business program. These two factors are measured using the Schwartz Personal Values␣Questionnaire and the Defining Issues Test 2. No statistically significant differences in levels of moral␣reasoning, rankings of values, and value types could be attributed to gender. However, eight significant correlations between value types and levels of moral reasoning provide evidence that a systematic relationship exists. The relationships are not only (...)
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  46.  37
    "Logic for Undergraduates," 3rd Ed., by Robert J. Kreyche.Lee C. Rice - 1971 - Modern Schoolman 48 (4):411-411.
  47. Newell, William H. Interdisciplinary Undergraduate Programs: A Directory. [REVIEW]Mary E. Clark - 1990 - Journal of Interdisciplinary Studies 2 (1-2):205-207.
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  48.  18
    Integrating Ethics Into an Undergraduate Tax Planning Course at a University in Hong Kong.Richard S. Simmons - 2014 - Journal of Business Ethics Education 11:179-198.
    Recent scandals involving accounting firms raise serious concerns about ethical attitudes in the provision of professional tax services. Enhancing the ethics education of prospective tax professionals presents a means through which this situation can be improved. In order to promote such educational development, this study describes the infusion of an ethics intervention in a tax planning course at a university in Hong Kong. Also, the findings of an exploratory survey into theeffect of the course on student attitudes towards the ethicality (...)
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  49. Thinking Outside the Box: Proceedings of the Sixth Oneonta Undergraduate Philsophy Conference.Douglas W. Shrader (ed.) - 2002 - State University of New York Press.
    Select essays, originally presented at the Sixth Annual Undergraduate Philosophy Conference, held in 2001 at SUNY Oneonta.
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  50. Philosophy of Mind.Jaegwon Kim - 1996 - Westview Press.
    The philosophy of mind has always been a staple of the philosophy curriculum. But it has never held a more important place than it does today, with both traditional problems and new topics often sparked by the developments in the psychological, cognitive, and computer sciences. Jaegwon Kim’s Philosophy of Mind is the classic, comprehensive survey of the subject. Now in its second edition, Kim explores, maps, and interprets this complex and exciting terrain. Designed as an introduction to (...)
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