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Robert Boyd Skipper [3]Robert B. Skipper [1]
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Profile: Robert Boyd Skipper (St. Mary's University, Texas)
  1. Robert Boyd Skipper (2011). The Blog-Assisted Seminar. Teaching Philosophy 34 (2):119-132.
    Four years ago, I tried assigning blogs as homework to ensure that students came to class prepared for seminar discussions. From the start, it was clear that blogging was having a good effect, but I needed to make many refinements before I was satisfied that I was squeezing the greatest benefit from this device. In this paper, I summarize and explain the fully developed method on which I eventually settled. I first explain what I’m hoping will happen to students over (...)
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  2. Thomas W. Polger & Robert B. Skipper, Naturalism, Explanation, and Identity.
    Some people believe that there is an “explanatory gap” between the facts of physics and certain other facts about the world—for example, facts about consciousness. The gap is presented as a challenge to any thoroughgoing naturalism or physicalism. We believe that advocates of the explanatory gap have some reasonable expectations that cannot be merely dismissed. We also believe that naturalistic thinkers have the resources to close the explanatory gap, but that they have not adequately explained how and why these resources (...)
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  3. Robert Boyd Skipper (2005). Aliteracy in the Philosophy Classroom. Teaching Philosophy 28 (3):261-276.
    For whatever reasons, students seem more resistant than ever before to reading. Educators have catered to this trend, introducing learning activities other than reading. I argue that, in philosophy at least, nothing can substitute for reading and discussion. I further argue that the best readings are famous, intellectually challenging, and substantial enough to reward the student with a memorable philosophical experience. I have noticed that students appreciate meaty, classical, philosophical works that challenge them, but are bored by dumbed-down textbooks or (...)
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  4. Robert Boyd Skipper (2002). Objects in Space As Metaphor for the Internet. Philosophy in the Contemporary World 9 (1):83-88.
    Despite the apparent aptness of the spatial model for Internet concepts, I will try to show that the paradigm is in fact very misleading and unnatural First, I argue that Cyberspace lacks the central features that constitute a space. Then I show that the metaphor creates a poor conceptual model that yields false or misleading conclusions about how Cyberspace functions.
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