1.  5
    What Is Epistemology?, by Stephen Hetherington. [REVIEW]Scott Aikin & Sung Jun Han - 2020 - Teaching Philosophy 43 (1):93-94.
  2.  5
    Ethics: A Contemporary Introduction, Third Edition, by Harry J. Gensler. [REVIEW]Martin Benjamin - 2020 - Teaching Philosophy 43 (1):95-98.
  3.  4
    Superhero Thought Experiments: Comic Book Philosophy, by Chris Gavaler and Nathaniel Goldberg. [REVIEW]Sam Cowling - 2020 - Teaching Philosophy 43 (1):98-102.
  4.  4
    The Concept of Argument in Philosophy as a Threshold for Learners.Shelagh Crooks - 2020 - Teaching Philosophy 43 (1):1-27.
    It is commonplace for undergraduate students to find certain concepts inherent to the disciplines of study troublesome. While some concepts are troublesome simply because they represent new vocabulary for the students, other concepts are troublesome in a more significant sense. Concepts of this kind are troublesome because they highlight an aspect of the deep structure of the discipline, a way of thinking and inquiry, that the students are likely to find strange and even, counter-intuitive, relative to their own pre-existing conceptual (...)
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  5.  2
    Margaret Cavendish: Essential Writings, Edited by David Cunning. [REVIEW]Dana Delibovi - 2020 - Teaching Philosophy 43 (1):103-106.
  6.  2
    Down Girl: The Logic of Misogyny, by Kate Manne. [REVIEW]Emilyl Esch - 2020 - Teaching Philosophy 43 (1):107-110.
  7.  4
    Philosophical Adventures, by Steven M. Cahn. [REVIEW]Rachel Katler - 2020 - Teaching Philosophy 43 (1):110-114.
  8.  11
    Philosophy Through Machine Learning.Daniel Lim - 2020 - Teaching Philosophy 43 (1):29-46.
    In a previous article, I motivated and defended the idea of teaching philosophy through computer science. In this article, I will further develop this idea and discuss how machine learning can be used for pedagogical purposes because of its tight affinity with philosophical issues surrounding induction. To this end, I will discuss three areas of significant overlap: good / bad data and David Hume’s so-called Problem of Induction, validation and accommodation vs. prediction in scientific theory selection and feature engineering and (...)
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  9.  2
    Specifications Grading: Restoring Rigor, Motivating Students, and Saving Faculty Time, by Linda B. Nilson. [REVIEW]Jennifer McCrickerd - 2020 - Teaching Philosophy 43 (1):114-117.
  10.  3
    Philosophy of Sex and Love: An Opinionated Introduction, by Patricia Marino. [REVIEW]Dale Murray - 2020 - Teaching Philosophy 43 (1):118-121.
  11.  3
    Cultivating Two Aspects of Intellectual Humility: Openness and Care.Chiara Robbiano & Karin Scager - 2020 - Teaching Philosophy 43 (1):47-69.
    We believe that intellectual humility is an essential intellectual virtue for university students to foster. It enables them to excel as students of philosophy and other disciplines, to navigate the fast-changing world inside and outside academia, and to flourish in interaction with others. In this paper, we analyze this virtue by singling out two distinct but related aspects: the openness-aspect and the care-aspect. The former makes one value a dialogue with those who have different views from one’s own. The latter (...)
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  12.  3
    How to Encourage Reading and Learning in the College Classroom.David Sackris - 2020 - Teaching Philosophy 43 (1):71-92.
    In this article I argue that the best way to ensure that students engage with assigned reading is by having open-ended questions that require textual interpretation to accompany every class session. Although this runs contrary to a recent trend of using multiple-choice questions or true/false questions to ensure reading compliance, using questions that require written responses has four key benefits: such questions result in 75 percent of students completing the assigned reading; this leads to more successful class discussions, and a (...)
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