David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Teaching Philosophy 35 (1):41-62 (2012)
In this paper, we offer a method of teaching argumentation that consists of students working through a series of cumulative, progressive steps at their own individual pace—a method inspired by martial arts pedagogy. We ground the pedagogy in two key concepts from the scholarship of teaching and learning: “deliberate practice” and “deep approaches to learning.” The step-by-step method, as well as the challenges it presents, is explained in detail. We also suggest ways that this method might be adapted for other classes
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Matt S. Whitt (forthcoming). Other People’s Problems: Student Distancing, Epistemic Responsibility, and Injustice. Studies in Philosophy and Education:1-18.
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