This article is a critical response to Concepción, Messineo, Wieten, and Homan’s “The State of Teacher Training in Philosophy.” In it, I utilize an epistemologies-of-ignorance framework to highlight the incentives we, as philosophers, have to ignore teaching and learning about teaching and learning. I argue that the problems are not merely about our individual desires, but rather, that there is a regime of ignorance that encourages us not to know. I argue therefore that real change requires more than a shift (...) in personal commitments; it requires a change to the system, including how and what we make public and how we evaluate and are evaluated by our peers. (shrink)

In 2008, Peter Felten, the founding director of Elon's Center for the Advancement of Teaching and Learning, asked me to coordinate an inaugural two-year teaching and learning seminar for faculty, to focus on some element of engaged learning (Elon University's pedagogical focus). We titled the project the Elon Research Seminar on Engaged Undergraduate Learning. As a philosopher who works at the intersections of political philosophy and the scholarship of teaching and learning and as one interested in the relationships among democracy, (...) responsibility, and progressive social justice activism, I decided to ask Elizabeth Minnich, senior scholar for the Association of American Colleges and Universities Office of .. (shrink)

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. (shrink)

_Thinking Through Questions_ is an accessible and compact guide to the art of questioning, covering both the use and abuse of questions. Animated by wide-ranging and engaging exercises and examples, the book helps students deepen their understanding of how questions work and what questions do, and builds the skills needed to ask better questions. Cowritten by two of today's leading philosopher-teachers, _Thinking Through Questions_ is specifically designed to complement, connect, and motivate today’s standard curricula, especially for classes in critical thinking, (...) philosophical questioning, and creative problem- solving (called here "expansive questioning"). Offering students a wide and appreciative look at questions and questioning, this small book will also appeal to faculty and students across the disciplines: in college writing courses, creativity workshops, education schools, introductions to college thinking, design thinking projects, and humanities and thinking classes. Open-ended, creative, and critically self-possessed thinking is its constant theme—what field doesn’t need more of that? (shrink)

This paper is part of a larger project designed to examine and ameliorate the underrepresentation of female-identified students in the philosophy department at Elon University. The larger project involved a variety of research methods, including statistical analysis of extant registration and grade distribution data from our department as well as the administration of multiple surveys. Here, we provide a description and analysis of one aspect of our research: focus groups. We ran three focus groups of female-identified undergraduate students: one group (...) consisted of students who had taken more than one philosophy class, one consisted of students who had taken only one philosophy class, and one consisted of students who had taken no philosophy classes. After analyzing the results of the focus groups, we find evidence that: one philosophy class alone did not cultivate a growth mindset among female-identified students of philosophy, professors have the potential to ameliorate students’ perceptions of philosophy; and students who have not taken philosophy are likely to see their manner of thinking as being at odds with that required by philosophy. We conclude by articulating a series of questions worthy of further study. (shrink)

In philosophy, much attention has rightly been paid to the need to diversify teaching with regard to who teaches, who is taught, and which authors and questions are the focus of study. Less attention, however, has been paid to inclusive pedagogy—the teaching methods that are used, and how they can make or fail to make classes as accessible as possible to the diverse students who enter them. By drawing on experiences from our own teaching as well as research on student-centered, (...) inclusive best practices, we advocate for five principles of inclusive pedagogy: fostering a growth mindset, examining inclusive conceptions of authority, promoting transparency, encouraging flexibility, and, finally, continually promoting self-reflection for both students and teachers. (shrink)

In philosophy, much attention has rightly been paid to the need to diversify teaching with regard to who teaches, who is taught, and which authors and questions are the focus of study. Less attention, however, has been paid to inclusive pedagogy—the teaching methods that are used, and how they can make or fail to make classes as accessible as possible to the diverse students who enter them. By drawing on experiences from our own teaching as well as research on student-centered, (...) inclusive best practices, we advocate for five principles of inclusive pedagogy: fostering a growth mindset, examining inclusive conceptions of authority, promoting transparency, encouraging flexibility, and, finally, continually promoting self-reflection for both students and teachers. (shrink)

The wedge problem, that is, the propagation of radiation or particles in the presence of a wedge, is examined in different contexts. Generally, the paper follows the historical order from Sommerfeld's early work to recent stochastic results—hindsights and new results being woven in as appropriate. In each context, identifying the relevant mathematical problem has been the key to the solution. Thus each section can be given both a physics and a mathematics title: Section 2: diffraction by reflecting wedge; boundary value (...) problem of differential equations; solutions defined on mutiply connected spaces. Section 3: geometrical theory of diffraction; identificiation of function spaces. Section 4: path integral solutions; path integration on multiply connected spaces; asymptotics on the boundaries of function spaces. Section 5: probing the shape of the wedge and the roughness of its surface; stochastic calculus. Several propagators and Green functions are given explicitly, some old ones and some new ones. They include the knife-edge propagator for Dirichlet and Neumann boundary conditions, the absorbing knife edge propagator, the wedge propagators, the propagator for a free particle on a μ-sheeted Riemann surface, the Dirichlet and the Neumann wedge Green function. (shrink)

Ethical issues are pivotal to the practice of psychiatry. Anyone involved in psychiatric practice and mental healthcare has to be aware of the range of ethical issues relevant to their profession. An increased professional commitment to accountability, in parallel with a growing "consumer" movement has paved the way for a creative engagement with the ethical movement. The bestselling 'Psychiatric Ethics' has carved out a niche for itself as the major comprehensive text and core reference in the field, covering a range (...) of complex ethical dilemmas which face clinicians and researchers in their everyday practice. This new edition takes a fresh look at recent trends and developments at the interface between ethics and psychiatric practice. Coming ten years after the third edition, the editors have observed several emerging aspects of psychiatric practice requiring coverage, as a result, 5 new chapters have been added, including cutting edge topics - such as neuroethics. All other chapters have been fully revised and updated. The book will continue to be essential reading for psychiatrists, psychologists, other mental health professionals, and bioethicists, as well as of interest to policy makers, managers and lawyers. (shrink)

This title includes the following features: Presents a comprehensivediscussion of the central issues of psychiatric ethics, defining and exploringeach of these issues; Contains essential readings for each of these central issues, providing in onevolume readings that would otherwise be difficult to obtain; Includes introductory essays that provide a comprehensive overview of eachissue, efficiently and effectively organizing the reader's approach to theselected readings; Draws on the success of the well-known and respected 'PsychiatricEthics'.

This paper defines natural hierarchies of function and relation classes □i,kc and Δi,kc, constructed from parallel complexity classes in a manner analogous to the polynomial-time hierarchy. It is easily shown that □i−1,kp □c,kc □i,kp and similarly for the Δ classes. The class □i,3c coincides with the single-valued functions in Buss et al.'s class , and analogously for other growth rates. Furthermore, the class □i,kc comprises exactly the functions Σi,kb-definable in Ski−1, and if Tki−1 is Σi,kb-conservative over Ski−1, then □i,kp is (...) completely parallelizable. All functions in □i,kc are Σi,kb-definable in Rki; this suffices to show that if the known Σi,kb conservativity between R3i and S3i−1 extends to R2i and S2i−1, then NC = NC1 relative to an oracle in PH. We prove a KPT-style witnessing theorem for Ski using constantly many rounds of □i,kc interactive computation, and thus show that if Ski ≡ Rki+1 then the bounded arithmetic hierarchy collapses, provably in Ski. (shrink)

Now in its second edition, this collection is an intelligent, accessible overview of the entire Critical Theory Tradition, written by one of the leading experts on the subject. Filled with original insights and valuable historical narratives, this work is a contribution that furthers the idea and spirit of critical theory as it weaves together a narrative from a series of examinations of the thoughts of many of the most important left Western intellectuals of the twentieth century. Covering the work of (...) major philosophical thinkers such as Benjamin, Horkheimer, Adorno, Marcuse and Habermas and revisiting the contributions of lesser-known figures such as Karl Korsch and Ernst Bloch, Bronner measures the writing of these theorists against each other, postmodernist philosophers and the critical tradition reaching back to Hegel, and then connects the history of critical theory with important historical events and develops in the twentieth century. Of Critical Theory and Its Theorists presents new insights useful to experienced scholars and offers clear summaries for students making this book an ideal introduction to the debates surrounding one of the most important intellectual traditions of the 20th Century. (shrink)

translated by Neville Plaice, Stephen Plaice, and Paul KnightThe Principle of Hope is one of the great works of the human spirit. It is a critical history of the utopian vision and a profound exploration of the possible reality of utopia. Even as the world has rejected the doctrine on which Bloch sought to base his utopia, his work still challenges us to think more insightfully about our own visions of a better world.The Principle of Hope is published (...) in three volumes: Volume 1 lays the foundations of the philosophy of process and introduces the idea of the Not-Yet-Conscious - the anticipatory element that Bloch sees as central to human thought. It also contains a remarkable account of the aesthetic interpretations of utopian "wishful images" in fairy tales, popular fiction, travel, theater, dance, and the cinema.Volume 2 presents "the outlines of a better world." It examines the utopian systems that progressive thinkers have developed in the fields of medicine, painting, opera, poetry, and ultimately, philosophy. It is nothing less than an encyclopedic account of utopian thought from the Greeks to the present.Volume 3 offers a prescription for ways in which humans can reach their proper "homeland," where social justice is coupled with an openness to change and to the future. (shrink)

Christopher Dawson identified with sociology, wrote extensively for the original Sociological Review, was a stalwart of the Sociological Society in the interwar years, achieved international recognition as a sociologist, engaged with Karl Mannheim and the Moot, and in the postwar period defended meta-history and the sociologically oriented historical work of people like Marc Bloch. He ultimately became regarded as the greatest Catholic historian of the twentieth century, and became a Harvard Professor and a cult figure for American and European (...) Catholics. This paper describes this remarkable trajectory, his absence from the later self-understanding of British sociology, and his key ideas, including his Bellah-like account of the axial age and his extensive response to Weber’s Protestant Ethic and to the extension of these ideas in Ernst Troetlsch. (shrink)

First published in Switzerland in 1935 and now available for the first time in English translation, _Heritage of Our Times_ is a bold work of cultural criticism by a major twentieth-century German philosopher. Recalling work by Walter Benjamin and the Frankfurt School, Ernst Bloch's study of everyday life and politics during the Weimar Republic and Nazi Germany is a brilliant historical analysis of the cultural conditions leading to German fascism. A half-century later, Bloch's prescient meditations on culture and (...) politics still retain their explosive power and are certain to provoke controversy and discussion among cultural critics, philosophers, social theorists, and historians. In their Introduction, the translators contextualize the book within the political and intellectual tendencies of the period and Bloch's other work. (shrink)

In its essence, Critical Theory is Western Marxist thought with the emphasis moved from the liberation of the working class to broader issues of individual agency. Critical Theory emerged in the 1920s from the work of the Frankfurt School, who sought to diagnose and cure the ills of society. Bronner provides sketches of major critical thinkers such as George Lukcs and Ernst Bloch, Theodor Adorno and Walter Benjamin, Herbert Marcuse and Jurgen Habermas, as well as many of its seminal (...) texts and empirical investigations. (shrink)

A Brief History of Time: From the Big Bang to Black Holes is a popular-science book on cosmology (the study of the origin and evolution of the universe) by British physicist Stephen Hawking. It was first published in 1988. Hawking wrote the book for readers who have no prior knowledge of the universe and people who are interested in learning.

The treaty of Atlantis -- Legitimacy in history -- American encyclope-deism (revolutions and open societies I) -- The well of the Caliph (revolutions and open societies II) -- Paradise won -- Slouching toward Geneva -- Conclusion : academic counter-enlightenment and the recline of the West.

A comprehensive reassessment of the concept of mimesis in the history of ancient Greek aesthetics and philosophy of art, with particular attention to Plato, Aristotle, Hellenistic philosophy, and neoplatonism. There is also a wide-ranging review of arguments pro and contra the idea of artistic mimesis from the Renaissance to modern literar theory. The book challenges standard accounts in numerous respects and builds a new dialectical model with which to make sense of the entire history of mimeticist thinking in aesthetics.

Aboutness has been studied from any number of angles. Brentano made it the defining feature of the mental. Phenomenologists try to pin down the aboutness-features of particular mental states. Materialists sometimes claim to have grounded aboutness in natural regularities. Attempts have even been made, in library science and information theory, to operationalize the notion. But it has played no real role in philosophical semantics. This is surprising; sentences have aboutness-properties if anything does. Aboutness is the first book to examine through (...) a philosophical lens the role of subject matter in meaning. A long-standing tradition sees meaning as truth-conditions, to be specified by listing the scenarios in which a sentence is true. Nothing is said about the principle of selection--about what in a scenario gets it onto the list. Subject matter is the missing link here. A sentence is true because of how matters stand where its subject matter is concerned. Stephen Yablo maintains that this is not just a feature of subject matter, but its essence. One indicates what a sentence is about by mapping out logical space according to its changing ways of being true or false. The notion of content that results--directed content--is brought to bear on a range of philosophical topics, including ontology, verisimilitude, knowledge, loose talk, assertive content, and philosophical methodology. Written by one of today's leading philosophers, Aboutness represents a major advance in semantics and the philosophy of language. (shrink)

In Return to Reason, Stephen Toulmin argues that the potential for reason to improve our lives has been hampered by a serious imbalance in our pursuit of ...

Stephen Hetherington's prominent career within epistemology has been a series of distinctive, bold, varied and provocative arguments and ideas. Bringing together Hetherington's unique body of writing for the first time, this collection features previously published as well as new material that link his approaches to key issues including knowledge, justification, fallibility, scepticism and the Gettier Problem. Advancing our understanding of the systemic nature of Hetherington's thinking, Stephen Hetherington on Epistemology presents his distinctive perspective on some of philosophy's central (...) questions about knowledge - an inviting blend of forensic detail and 'big picture' proposals. (shrink)

Jacques Chevalier et Emmanuel Mounier : deux philosophes, le maître et l'élève, engagés dans la vie de leur pays. Leurs liens d'amitié, noués dès 1924, se relâchent progressivement, sans pour autant disparaître, dès lors que le nazisme dévoile sa vraie nature, que l'Allemagne rompt le traité de Versailles, que la guerre civile espagnole fait rage, que le Front populaire s'effondre, que l'État français est institué et met fin à la démocratie et à la République. En 1932, Mounier crée, avec l'appui (...) de Chevalier, la revue Esprit. Celle-ci, d'abord tolérée par les autorités de Vichy, sera interdite, mais elle réapparaîtra à la Libération. Chevalier, engagé depuis toujours contre le "laïcisme", deviendra ministre du Maréchal Pétain. En charge de l'Instruction publique, il réintroduira Dieu à l'école et sera condamné en 1946, en Haute Cour de justice. Cet ouvrage prend appui sur leurs correspondances et sur les verbatims de leurs entretiens, pour la plupart inédits. (shrink)

Dieses Buch wird die Diskussion über das Problem der Willensfreiheit neu beleben. Die Neurowissenschaften haben überzeugend nachgewiesen, wie sehr unser Handeln von unbewusstem Gehirngeschehen gesteuert wird und Willensfreiheit gravierenden Einschränkungen unterworfen ist. In klarer Sprache und mit stringenter Argumentation weist der Autor aber nach, dass es trotz dieser Einschränkungen Willensfreiheit in gewissen Fällen geben muss. Die Voraussetzungen seines Beweises reflektiert er gründlich und sichert seinen Nachweis gegen mögliche Einwände ab. Diskutiert wird zudem der Freiheitsbegriff der Kompatibilisten. Schließlich wird gezeigt, wie (...) sehr ein gewisses Maß an Willensfreiheit Voraussetzung zu allem ist, was wir über den menschlichen Geist wissen. (shrink)