1.  19
    Re-Envisioning the Philosophy Classroom Through Metaphors.Alejandro Arango & Maria Howard - 2021 - Teaching Philosophy 44 (2):121-144.
    What is a philosophy class like? What roles do teachers and students play? Questions like these have been answered time and again by philosophers using images and metaphors. As philosophers continue to develop pedagogical approaches in a more conscious way, it is worth evaluating traditional metaphors used to understand and structure philosophy classes. In this article, we examine two common metaphors—the sage on the stage, and philosophy as combat—and show why they fail pedagogically. Then we propose five metaphors—teaching philosophy as (...)
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  2.  13
    Referee Report of (Hypothetical) Philosophy 101 Textbook by Professor Unspecified.Ben Baker - 2021 - Teaching Philosophy 44 (2):145-157.
    This piece offers a critique of what is commonly the structure of introductory philosophy textbooks, syllabi, and courses. The basic criticism is that this structure perpetuates the systematic devaluing of the views of historically marginalized and exploited people. The form my critique takes is that of a referee report on a hypothetical manuscript for an introductory philosophy textbook, authored by “Dr. Unspecified.” I examine what the manuscript chooses to focus on and what it chooses to omit from discussion. I thereby (...)
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  3.  3
    A Short Philosophical Guide to the Fallacies of Love, by José A. Díez and Andrea Iacona.Jake Camp - 2021 - Teaching Philosophy 44 (2):207-209.
  4.  5
    Entitled: How Male Privilege Hurts Women, by Kate Manne.Emily Esch - 2021 - Teaching Philosophy 44 (2):209-212.
  5.  2
    Women Philosophers of Seventeenth-Century England: Selected Correspondence, Edited by Jacqueline Broad.Liz Goodnick - 2021 - Teaching Philosophy 44 (2):213-217.
  6.  2
    Unmuted: Conversations on Prejudice, Oppression, and Social Justice, by Myisha Cherry.Catlyn Keenan - 2021 - Teaching Philosophy 44 (2):217-219.
  7.  1
    The Hidden Curriculum: First Generation Students at Legacy Universities, by Rachel Gable.Steven Kelts - 2021 - Teaching Philosophy 44 (2):219-223.
  8.  2
    Dao De Jing, by Laozi, Adapted and Illustrated by C. C. Tsai, Translated by Brian Bruya.John Kinsey - 2021 - Teaching Philosophy 44 (2):223-225.
  9.  6
    Exaggerating Emile (and Skipping Sophie) While Sliding Past The Social Contract.Graham P. McDonough - 2021 - Teaching Philosophy 44 (2):159-186.
    This paper examines how philosophy of education textbooks present Jean-Jacques Rousseau’s views on women and socialization. It reviews ten texts, involving nine authors, and finds that they generally focus on the concepts of Nature, Negative Education, and Child Development from Books I-III of Emile, but severely restrict mentioning its Book V and The Social Contract. While these results implicitly reflect Rousseau’s historical influence on “progressive” educators, they do not seriously attend to well-established critiques of Rousseau’s sexism and omit acknowledging his (...)
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  10.  6
    The Lies That Bind: Rethinking Identity, by Kwame Anthony Appiah.Jeffrey P. Ogle - 2021 - Teaching Philosophy 44 (2):226-229.
  11.  2
    The Philosophies of America Reader: From the Popol Vuh to Present, Edited by Kim Díaz and Mathew A. Foust.Jess Otto - 2021 - Teaching Philosophy 44 (2):230-232.
  12. The Good Place and Philosophy, Edited by Kimberly S. Engels.Marni Pickens - 2021 - Teaching Philosophy 44 (2):233-236.
  13.  29
    Philosophy Labs.Kit Rempala, Katrina Sifferd & Joseph Vukov - 2021 - Teaching Philosophy 44 (2):187-206.
    Conversation is a foundational aspect of philosophical pedagogy. Too often, however, philosophical research becomes disconnected from this dialogue, and is instead conducted as a solitary endeavor. We aim to bridge the disconnect between philosophical pedagogy and research by proposing a novel framework. Philosophy labs, we propose, can function as both a pedagogical tool and a model for conducting group research. Our review of collaborative learning literature suggests that philosophy labs, like traditional STEM labs, can harness group learning models such as (...)
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  14.  5
    Book Review: Moral Tradition and Individuality, by John Kekes. [REVIEW]Xuanpu Zhuang - 2021 - Teaching Philosophy 44 (2):236-239.
  15.  5
    Ethical Issues in Women’s Healthcare: Practice and Policy. Edited by Lori D’Agincourt-Canning and Carolyn Ells.Kelley Annesley - 2021 - Teaching Philosophy 44 (1):89-91.
  16.  17
    Including the Iroquois Great Law of Peace in Introduction to Political Philosophy.Christopher Buckman - 2021 - Teaching Philosophy 44 (1):1-10.
    Introductory courses in political philosophy would benefit from the incorporation of material on the Iroquois Great Law of Peace, including the story of the foundation of the Haudenosaunee Confederacy. Classroom study of this tradition will serve several purposes: introducing a valuable account of political phenomena such as negotiation, consensus, veto, and rational communication; contributing to the diversity of syllabi; tracing the influence of Iroquois law on Western political institutions; and comparing the Haudenosaunee story to early modern social contract theory, especially (...)
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  17.  7
    Doing Philosophy: From Common Curiosity to Logical Reasoning. By Timothy Williamson.Samuel Duncan - 2021 - Teaching Philosophy 44 (1):91-95.
  18.  4
    Thinking Through Questions: A Concise Invitation to Critical, Expansive, and Philosophical Inquiry. By Anthony Weston and Stephen Bloch-Schulman.Michael Gifford - 2021 - Teaching Philosophy 44 (1):95-98.
  19.  3
    Small Teaching Online: Applying Learning Science in Online Classes. By Flower Darby with James M. Lang.Amanda Hardman - 2021 - Teaching Philosophy 44 (1):98-101.
  20.  3
    Buddhist Ethics: A Very Short Introduction (Very Short Introductions). By Damien Keown.John Kinsey - 2021 - Teaching Philosophy 44 (1):101-104.
  21.  5
    Seeing Clearly: A Buddhist Guide to Life. By Nicolas Bommarito. [REVIEW]Gina Lebkuecher - 2021 - Teaching Philosophy 44 (1):104-108.
  22.  7
    An Experiential Education Approach to Teaching the Mind-Body Problem.Alexandru Manafu - 2021 - Teaching Philosophy 44 (1):11-27.
    This article shows how the mind-body problem can be taught effectively via an experiential learning activity involving a couple of classroom props: a brick and a jar of ground coffee. By experiencing the physical properties of the brick and contrasting them with the olfactory experience of coffee, students are introduced in a vivid way to the well-known difficulty of explaining the mental in physical terms. A brief overview of experiential learning theory and its connection to philosophy is also provided.
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  23.  2
    The Routledge Handbook of Philosophy of Colour. Edited By Derek H. Brown and Fiona Macpherson.Corey McGrath - 2021 - Teaching Philosophy 44 (1):108-112.
  24.  3
    Phronesis: An Open Introduction to Ethics. Edited by Henry Imler.Thomas Schulte - 2021 - Teaching Philosophy 44 (1):112-114.
  25.  6
    Philosophy for Girls: An Invitation to the Life of Thought. Edited by Melissa M. Shew and Kimberly K. Garchar.Rebecca G. Scott - 2021 - Teaching Philosophy 44 (1):115-117.
  26.  6
    Salvation in Indian Philosophy: Perfection and Simplicity for Vaiśeṣika. By Ionut Moise.Adam P. Taylor - 2021 - Teaching Philosophy 44 (1):117-120.
  27.  19
    Improving Student Learning with Aspects of Specifications Grading.Sarah E. Vitale & David W. Concepción - 2021 - Teaching Philosophy 44 (1):29-57.
    In her book Specifications Grading, Linda B. Nilson advocates for a grading regimen she claims will save faculty time, increase student motivation, and improve the quality and rigor of student work. If she is right, there is a strong case for many faculty to adopt some version of the system she recommends. In this paper, we argue that she is mostly right and recommend that faculty move away from traditional grading. We begin by rehearsing the central features of specifications grading (...)
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  28.  8
    The Skills-First Vs. Content-First Philosophy Class.Mark Walker - 2021 - Teaching Philosophy 44 (1):59-87.
    This paper offers a contrast between “content-first” course design, and “skills-first” course design. The traditional lecture format is a paradigmatic example of the former, by the later I mean courses that emphasize the sustained practice of skills integral to the discipline. Two arguments are offered for adopting, other things being equal, the skills-first design. One is the “content-plus” argument that the skills-first course design does a better job of promoting content acquisition than a content-first class. The second argument, the “skills-plus” (...)
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