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  Subjects -> PHILOSOPHY (Total: 762 journals)
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Teaching Philosophy
Journal Prestige (SJR): 0.215
Number of Followers: 1  
 
  Full-text available via subscription Subscription journal
ISSN (Print) 0145-5788 - ISSN (Online) 2153-6619
Published by Philosophy Documentation Center Homepage  [89 journals]
  • Gareth B. Matthews, The Child’s Philosopher. Edited by Maughn Rollins
           Gregory and Megan Jane Laverty

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      Authors: Bart Schultz
      PubDate: Tue, 12 Jul 2022 05:02:42 GMT
       
  • The Craft of College Teaching: A Practical Guide. By Robin DiYanni and
           Anton Borst

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      Authors: Daniel Massey
      PubDate: Tue, 12 Jul 2022 05:02:41 GMT
       
  • From Marx to Hegel and Back: Capitalism, Critique, and Utopia. Edited by
           Victoria Fareld and Hannes Kuch

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      Authors: Senem Saner
      PubDate: Tue, 12 Jul 2022 05:02:41 GMT
       
  • Syllabus: The Remarkable, Unremarkable Document That Changes Everything.
           By William Germano and Kit Nicholls

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      Authors: Andy Hakim
      PubDate: Tue, 12 Jul 2022 05:02:40 GMT
       
  • Higher Expectations: Can Colleges Teach Students What They Need to Know in
           the 21st Century' By Derek Bok

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      Authors: Fraser Landry
      PubDate: Tue, 12 Jul 2022 05:02:40 GMT
       
  • Stem Cells: A Very Short Introduction, 2nd edition. By Jonathan Slack

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      Authors: Teresa Baron
      PubDate: Tue, 12 Jul 2022 05:02:39 GMT
       
  • The Excellent Mind: Intellectual Virtues for Everyday Life. By Nathan L.
           King

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      Authors: Brett A. Fulkerson-Smith
      PubDate: Tue, 12 Jul 2022 05:02:39 GMT
       
  • Philosophy of Science: The Key Thinkers, second edition. Edited by James
           Robert Brown

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      Authors: Errol Ball
      PubDate: Tue, 12 Jul 2022 05:02:38 GMT
       
  • Doing Practical Ethics. By Ian Stoner and Jason Swartwood

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      Authors: Patrick Brissey
      PubDate: Tue, 12 Jul 2022 05:02:38 GMT
       
  • The Case for Philosophy as a General-Education Requirement

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      Authors: Thomas Metcalf
      Abstract: I argue that colleges should include philosophy courses as general-education requirements. I begin by explaining the prima facie case against general-education requirements and the need for philosophers to defend their courses’ place in the general-education curriculum. Next, I present two arguments for philosophy as a general-education requirement. The first is the Argument from Content: that philosophy courses’ content tends to match the intended nature and purposes of general-education courses. The second is the Argument from Outcomes: that even if philosophy courses didn’t match the intended purposes of general-education courses, they would still be appropriate as general-education requirements, because there is empirical evidence that philosophy courses produce valuable skills and knowledge in students.
      PubDate: Tue, 12 Jul 2022 05:02:37 GMT
       
  • Rick and Morty and Philosophy: In the Beginning Was the Squanch. Edited by
           Lester C. Abesamis and Wayne Yuen

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      Authors: Patrick D. Anderson
      PubDate: Tue, 12 Jul 2022 05:02:37 GMT
       
  • Facts vs. Opinions: Helping Students Overcome the Distinction

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      Authors: Galen Barry
      Abstract: Many students struggle to enter moral debates in a productive way because they automatically think of moral claims as ‘just opinions’ and not something one could productively argue about. Underlying this response are various versions of a muddled distinction between ‘facts’ and ‘opinions.’ This paper outlines a way to help students overcome their use of this distinction, thereby clearing an obstacle to true moral debate. It explains why the fact-opinion distinction should simply be scrapped, rather than merely sharpened. It then proposes a different distinction well suited to replace it. Finally, it outlines an activity which can be used to teach the new distinction, as well as a number of benefits to attempting the whole replacement process.
      PubDate: Tue, 12 Jul 2022 05:02:36 GMT
       
  • On the Invidious Distinction Between Weak and Strong Critical Thinking

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      Authors: Jeff Mitchell
      Abstract: The distinction between weak and strong forms of critical thinking is a hallmark of Richard Paul’s pedagogy. He maintains that good reasoning entails a personal commitment to fair-mindedness. In this brief essay, I argue that Paul’s conception of fair-mindedness conflates cognitive empathy with empathetic concern and altruism. One’s understanding another’s perspective by no means entails approving of it, and one may seek to better grasp this standpoint for purely selfish reasons. Depending upon the circumstances, the other could be one’s competitor, enemy, mark, or even intended victim. This implies that while we may wish that the world were otherwise, even very bad people can be highly effective critical thinkers.
      PubDate: Tue, 12 Jul 2022 05:02:36 GMT
       
  • Proof Golf - A Logic Game

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      Authors: C. D. Brewer
      Abstract: Here I describe a game that I use in my logic classes once we begin derivations. The game can help improve class dynamics, help struggling students recognizes they are not alone, open lines of communication between students, and help students of all levels prepare for exams. The game can provide struggling students with more practice with the fundamental rules of a logical system while also challenging students who excel at derivations. If students are struggling with particular rules or strategies in the system, the game can be tailored to address them. I explain how the game has evolved since I started using it, highlighting the pedagogical benefits of the changes I have made, and (in the appendix) I provide examples of the handouts I distribute and a “checklist” to use before, during, and after the game.
      PubDate: Tue, 12 Jul 2022 05:02:35 GMT
       
  • An Argument for Asynchronous Course Delivery in the Early Stages of the
           COVID-19 Pandemic

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      Authors: Jake Wright
      Abstract: I argue that campus closures and shifts to online instruction in the early stages of the COVID-19 pandemic created an obligation to offer courses asynchronously. This is because some students could not have reasonably foreseen circumstances making continued synchronous participation impossible. Offering synchronous participation options to students who could continue to participate thusly would have been unfair to students who could not participate synchronously. I also discuss why ex post facto consideration of this decision is warranted, noting that similar actions may be necessary in the future and that other tough pedagogical cases share important similarities with this case.
      PubDate: Tue, 12 Jul 2022 05:02:35 GMT
       
 
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