David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Teaching Philosophy 33 (3):271-289 (2010)
It is common to think that clarity is an essential ingredient of good teaching, meaning, in part, that good teachers always make it as easy as possible to follow what they say. We disagree. What we argue is that there are cases in which a philosophy teacher needs to forego clarity, making strategic use of obscurity in the undergraduate classroom
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