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  1. added 2020-05-17
    Putting Some Peirce Into Symbolic Logic.Lee A. Mcbride Iii - 2008 - Transactions of the Charles S. Peirce Society 44 (2):212-214.
  2. added 2020-05-05
    What Should Be Taught in Courses on Social Ethics?Alan Tapper - forthcoming - Research in Ethical Issues in Organisations 23.
    The purpose of this article is to discuss the concept and the content of courses on “social ethics”. I will present a dilemma that arises in the design of such courses. On the one hand, they may present versions of “applied ethics”; that is, courses in which moral theories are applied to moral and social problems. On the other hand, they may present generalised forms of “occupational ethics”, usually professional ethics, with some business ethics added to expand the range of (...)
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  3. added 2020-05-03
    Mehr Öffentlichkeit wagen. Wie(so) über Wahrheit reden?Romy Jaster - forthcoming - In Claus Breisbart & Georg Brun (eds.), Mit Philosophie die Welt verändern. Berlin: Schwabe.
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  4. added 2020-04-30
    The Relationship Between GHRM Practices and Organizational Performance "Case Study: Gaza University".Ibraheem A. M. Aburahma, Youssef M. Abu Amuna & Abedallh M. Aqel - 2020 - International Journal of Academic Management Science Research (IJAMSR) 4 (4):1-8.
    This study aimed to identify the relationship between green human resource management practices and organizational performance. The case study conducted on Gaza University employees in Palestine. The sample of the study was complete census (100) employees using questionnaire as a main tool for primary data collection. Descriptive and quantitative approach used in this article. The general results of the study showed that there is a statistically significant relationship between GHRM practices and organizational performance. According to static analysis, there is no (...)
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  5. added 2020-04-29
    Filosofía de la educación: a la busca de nuevos sentidos.Walter Kohan - 1998 - Educação E Filosofia 12:91-121.
    La filosofía de la educación ocupa un lugar paradójico en el campo de los saberes. Diversas producciones teóricas - de filósofos y pedagogos - convergen en señalar este carácter problemático. Siendo un área temática propia de la filosofía, resulta un espacio en general poco disputado entre los filósofos, como si la educación no estuviera entre las grandes preocupaciones filosóficas de nuestro tiempo. Por el contrario, suelen ser pedagogos quienes llevan a cabo investigaciones y publicaciones en el área y, más aún, (...)
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  6. added 2020-04-16
    The Broad Nature and Importance of Public Philosophy.Brian J. Collins - 2020 - Precollege Philosophy and Public Practice 2.
    Many professional philosophers are hesitant about “public philosophy”—unsure about what it is and how it’s done, and downright pessimistic about whether it is an important and valuable philosophical practice. In response to this hesitancy and in support of public philosophy, I argue that most of these philosophers already find at least one form of public philosophy important and valuable for the discipline and profession: teaching. I offer and defend a broad conception of public philosophy in order support this controversial claim. (...)
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  7. added 2020-03-27
    Mapping Identity Prejudice: Locations of Epistemic Injustice in Philosophy for/with Children.Peter Paul Ejera Elicor - 2020 - Childhood and Philosophy 16 (1):1-25.
    This article aims to map the locations of identity prejudice that occurs in the context of a Community of Inquiry. My claim is that epistemic injustice, which usually originates from seemingly ‘minor’ cases of identity prejudice, can potentially leak into the actual practice of P4wC. Drawing from Fricker, the various forms of epistemic injustice are made explicit when epistemic practices are framed within concrete social circumstances where power, privilege and authority intersect, which is observable in school settings. In connection, despite (...)
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  8. added 2020-03-17
    Quertreiber des Denkens: Dieter Thomä - Werk Und Wirken.Emmanuel Alloa, Michael G. Festl, Federica Gregoratto & Thomas Telios (eds.) - 2019 - Transcript Verlag.
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  9. added 2020-03-15
    Pensare allo specchio.Antonio Cosentino - 2019 - Riflessioni Sistemiche 20:69-79.
    The mirror is the metaphor of what produces, together with the unity of our image, also its doubling, openingnt hereby the possibility of moving toward the state of reflection. What role can philosophy have to educate for reflection? Philosophy must "return to the mids of men" and, as J. Dewey suggests, in order to reflexive thinking to be carried out as a particular form of thought, it is necessary to dwell a state of doubt, discomfort, disorientation.
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  10. added 2020-03-10
    Student Relativism: How I Learned to Stop Worrying and Love the Bomb.Brian Talbot - 2012 - Teaching Philosophy 35 (2):171-187.
    I present a novel approach to teaching ethics to students who are moral relativists. I argue that we should not try to convince students to abandon moral relativism; while we can and should present arguments against the view, we should not try to use these arguments to change students’ minds. Attempts to convince student relativists to change their minds can be disrespectful, and often overlook the reasons why students are relativists. I explain how instead to show moral relativists that their (...)
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  11. added 2020-03-10
    A Teacher's Life: Essays for Steven M. Cahn.Maureen Eckert & Robert B. Talisse (eds.) - 2009 - Lanham, MD: Lexington Books.
    This is a collection of 13 essays honoring Steven Cahn, presented to him on the occasion of his 25th year as Professor of Philosophy at the City University of New York. The essays address issues concerning the teaching of philosophy, the responsibilities of professors, and the good life.
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  12. added 2020-03-06
    Theories of Distributive Justice: Who Gets What and Why.Jeppe Von Platz - 2020 - New York: Routledge.
    How should we design our economic systems? Should we tax the rich at a higher rate than the poor? Should we have a minimum wage? Should the state provide healthcare for all? These and many related questions are the subject of distributive justice, and different theories of distributive justice provide different ways to think about and answer such questions. This book provides a thorough introduction to the main theories of distributive justice and reveals the underlying sources of our disagreements about (...)
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  13. added 2020-02-28
    Siðrænar dygðir og læknismenntun.Svanur Sigurbjörnsson - 2020 - Dissertation,
    In this MA-thesis in applied ethics a conceptual basis or framework is examined for teaching programs in medicine to be able to enhance strengths of character, skills and virtues – clinical maturity of future healthcare professionals. Concepts of virtue ethics and human understanding are sought from Aristotle‘s rich theory of ethics and applied theories from philosophy, psychology, education and medicine over the last 50 years to construct a conceptual framework of virtue and character education. As input to that construction, a (...)
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  14. added 2020-02-27
    Teaching Critical Thinking with Argument Mapping and Mastery Learning.Javier Hidalgo - manuscript
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  15. added 2020-02-22
    Argument Diagramming and Critical Thinking in Introductory Philosophy.Maralee Harrell - unknown
    In a multi-study naturalistic quasi-experiment involving 269 students in a semester-long introductory philosophy course, we investigated the effect of teaching argument diagramming on students’ scores on argument analysis tasks. An argument diagram is a visual representation of the content and structure of an argument. In each study, all of the students completed pre- and posttests containing argument analysis tasks. During the semester, the treatment group was taught AD, while the control group was not. The results were that among the different (...)
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  16. added 2020-02-05
    Philosophy in Education: Questioning and Dialog in K-12 Classrooms.Jana Mohr Lone & Michael D. Burroughs - 2016 - Rowman & Littlefield Publishers.
    Philosophy in Education: Questioning and Dialog in K-12 Classrooms is a textbook in the fields of pre-college philosophy and philosophy of education, intended for philosophers and philosophy students, K-12 classroom teachers, administrators and educators, policymakers, and pre-college practitioners of all kinds.
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  17. added 2020-02-05
    Philosophical Sensitivity.Jana Mohr Lone - 2013 - Metaphilosophy 44 (1-2):171-186.
    Although much has been written about the nature of philosophy and how the discipline can be defined, little attention has been paid to the ways we develop the facility to reflect philosophically or why cultivating this ability is valuable. This article develops a conception of “philosophical sensitivity,” a perceptual capacity that facilitates our awareness of the philosophical dimension of experience. Based in part on Aristotle's notion of a moral perceptual capacity, philosophical sensitivity starts with most people's natural inclinations as children (...)
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  18. added 2020-01-28
    Amistad y filosofía según Aristóteles.David Torrijos-Castrillejo - 2019 - Disputatio. Philosophical Research Bulletin 8:413–426.
    This paper concentrates on friendship as the best context to philosophize. Although Aristotle says that even alone a person could contemplate the truth, it is possible to argue that a philosophical society is indeed necessary for human beings. In every friendship, it is necessary to share certain activities and, at the same time, notice the presence of the friend. In philosophical friendship, the shared activity is philosophy itself and mutual knowledge among friends acquires a peculiar character, because everyone does not (...)
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  19. added 2020-01-02
    Gender and Social Awareness.Andrea Pac - 1997 - Thinking: The Journal of Philosophy for Children 13 (1):5-8.
  20. added 2019-12-20
    Beyond Information Recall: Sophisticated Multiple-Choice Questions in Philosophy.J. Robert Loftis - 2019 - American Association of Philosophy Teachers Studies in Pedagogy 5:89-122.
    Multiple-choice questions have an undeserved reputation for only being able to test student recall of basic facts. In fact, well-crafted mechanically gradable questions can measure very sophisticated cognitive skills, including those engaged at the highest level of Benjamin Bloom’s taxonomy of outcomes. In this article, I argue that multiple-choice questions should be a part of the diversified assessment portfolio for most philosophy courses. I present three arguments broadly related to fairness. First, multiple-choice questions allow one to consolidate subjective decision making (...)
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  21. added 2019-12-10
    Proceedings of First Online Session of SPPIS, Haryana.Desh Raj Sirswal - manuscript
    First Session of Society for Positive Philosophy and Interdisciplinary Studies (SPPIS), Haryana on the theme -/- “The Contribution of Contemporary Indian Philosophy to World Philosophy” -/- 30th June, 2012 -/- Organizes by Centre for Positive Philosophy and Interdisciplinary Studies (CPPIS), Milestone Education Society (Regd), Pehowa,(Kurukshetra)-136128 (HARYANA) -/- Preface -/- Part-I: Contemporary Indian Philosophers -/- Swami Vivekananda’s response towards religious fanaticism -/- Swami Vivekananda philosophises Easts in the West -/- Four Yogas and the Uniqueness of Swami Vivekananda’s Philosophy -/- The Ethics (...)
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  22. added 2019-12-09
    A Historical Outline of Byzantine Philosophy and Its Basic Subjects.Katelis Viglas - 2010 - Peitho 1 (1):121-144.
    The article seeks to present an overview of the history of Byzantine philosophy. It takes its point of departure in the most important factors that influenced and shaped the Patristic thought. Subsequently, the paper considers the relative autonomy of Byzantine philosophy and offers a brief profile of major philosophers that contributed to the stream in the period from 9th to 15th century. From the numerous subjects that were taken into account by the most prominent Byzantine philosophers, the article discusses such (...)
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  23. added 2019-11-04
    On the Benefits of Philosophy as a Way of Life in a General Introductory Course.Jake Wright - 2020 - Metaphilosophy 51 (2-3):435-454.
    Philosophy as a way of life (PWOL) places investigations of value, meaning, and the good life at the center of philosophical investigation, especially of one’s own life. I argue PWOL is compatible with general introductory philosophy courses, further arguing that PWOL-based general introductions have several philosophical and pedagogical benefits. These include the ease with which high impact practices, situated skill development, and students’ ability to ‘think like a disciplinarian’ may be incorporated into such courses, relative to more traditional introductory courses, (...)
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  24. added 2019-11-04
    Cultivating Intellectual Humility in Political Philosophy Seminars.Finlay Malcolm - 2019 - Blended Learning in Practice.
    The cultivation of intellectual character is an important goal within university education. This article focusses on cultivating intellectual humility. It first explores an account of intellectual humility from recent literature on the intellectual virtues. Then, it considers one recent pedagogical approach – Making Thinking Visible – as a means of teaching intellectual virtue. It assesses one particular technique for cultivating intellectual humility arising from this pedagogical literature, and applies it to the teaching of political philosophy. Finally, there is a discussion (...)
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  25. added 2019-10-24
    Group Argumentation Development Through Philosophical Dialogues for Persons with Acquired Brain Injuries.Ylva Backman, Teodor Gardelli, Viktor Gardelli & Caroline Strömberg - forthcoming - International Journal of Disability, Development and Education.
    The high prevalence of brain injury incidents in adolescence and adulthood demands effective models for re-learning lost cognitive abilities. Impairment in brain injury survivors’ higher-level cognitive functions is common and a negative predictor for long-term outcome. We conducted two small-scale interventions (N = 12; 33.33% female) with persons with acquired brain injuries in two municipalities in Sweden. Age ranged from 17 to 65 years (M = 51.17, SD = 14.53). The interventions were dialogic, inquiry-based, and inspired by the Philosophy for (...)
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  26. added 2019-10-15
    The Application of Proprioception to Doing Philosophy with Children.Maria daVenza Tillmanns - 2019 - Социум И Власть 4 (78):62-68.
    This paper focuses on creating a paradigm shift; looking at how philosophy for and with children can inform philosophy, instead of having philosophy inform philosophy for and with children. My work in doing philosophy with children has shown me the limitations to trying to understand their way of doing philosophy through the lens of how adults understand philosophy and the influence western philosophy has had on the perception of what kids do when they are involved in philosophical group discussions. The (...)
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  27. added 2019-09-28
    The Roots of Philosophy.John White - 1992 - Royal Institute of Philosophy Supplement 33:73-88.
    Some people think that the impulse to philosophise begins in early childhood: Gareth Matthews, for instance, in his Philosophy and the Young Child . His book begins ‘TIM , while busily engaged in licking a pot, asked, “Papa, how can we be sure that everything is not a dream?’” ‘Tim's puzzle,’ he tells us, ‘is quintessentially philosophical. Tim has framed a question that calls into doubt a very ordinary notion in such a way as to make us wonder whether we (...)
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  28. added 2019-09-27
    Fighting Imperviousness With Vulnerability: Teaching in a Climate of Conservatism.Jeanine Weekes Schroer - 2007 - Teaching Philosophy 30 (2):185-200.
  29. added 2019-09-25
    Philosophy of the Perfect Virtues.Bernardo Dainese (ed.) - 2014 - Buenos Aires: Dunken Publishing House.
    A resume of classical philosophy since Plato and Aristotle until Thomas Aquinas and Saint Augustine.
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  30. added 2019-09-23
    A Decision Procedure for Evaluating Natural Language Arguments.Moti Mizrahi - 2012 - APA Newsletter on Teaching Philosophy 12 (1):11-12.
    In this paper, I present a decision procedure for evaluating arguments expressed in natural language. I think that other instructors of informal logic and critical thinking might find this decision procedure to be a useful addition to their teaching resources.
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  31. added 2019-09-23
    A Pedagogical Challenge in Teaching Arguments for the Existence of God.Moti Mizrahi - 2011 - APA Newsletter on Teaching Philosophy 11 (1):10-12.
    In this paper, I describe the way in which I introduce arguments for the existence of God to undergraduate students in Introduction to Philosophy.
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  32. added 2019-09-19
    Teaching Ethics, Happiness, and The Good Life: An Upbuilding Discourse in the Spirits of Soren Kierkegaard and John Dewey.Alexander Stehn - 2018 - In Steven M. Cahn, Alexandra Bradner & Andrew Mills (eds.), Philosophers in the Classroom: Essays on Teaching. Indianapolis, IN, USA: pp. 170-184.
    This essay narrates what I have learned from Søren Kierkegaard & John Dewey about teaching philosophy. It consists of three sections: 1) a Deweyan pragmatist’s translation of Kierkegaard’s religious insights on Christianity, as a way of life, into ethical insights on philosophy, as a way of life; 2) a brief description of the introductory course that I teach most frequently: Ethics, Happiness, & The Good Life; and 3) an exploration of three spiritual exercises from the course: a) self-cultivation by means (...)
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  33. added 2019-09-16
    Philosophy Has Consequences! Developing Metacognition and Active Learning in the Ethics Classroom.Patrick Stokes - 2012 - Teaching Philosophy 35 (2):143-169.
    The importance of enchancing metacognition and encouraging active learning in philosophy teaching has been increasingly recognised in recent years. Yet traditional teaching methods have not always centralised helping students to become reflectively and critically aware of the quality and consistency of their own thinking. This is particularly relevant when teaching moral philosophy, where apparently inconsistent intuitions and responses are common. In this paper I discuss the theoretical basis of the relevance of metacognition and active learning for teaching moral philosophy. Applying (...)
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  34. added 2019-09-09
    Philosophy Through Computer Science.Daniel Lim - 2019 - Teaching Philosophy 42 (2):141-153.
    In this paper I hope to show that the idea of teaching philosophy through teaching computer science is a project worth pursuing. In the first section I will sketch a variety of ways in which philosophy and computer science might interact. Then I will give a brief rationale for teaching philosophy through teaching computer science. Then I will introduce three philosophical issues (among others) that have pedagogically useful analogues in computer science: (i) external world skepticism, (ii) numerical vs. qualitative identity, (...)
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  35. added 2019-09-09
    This is Teaching.Jane Drexler - 2018 - In Steven Cahn, Alexandra Bradner & Andrew Mills (eds.), Philosophers in the Classroom: Essays on Teaching. Hackett.
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  36. added 2019-08-18
    In Support of Disciplinarity in Teaching Sociology: Reflections From Ireland.Amanda Haynes - 2017 - Teaching Sociology 45 (1):54-64.
    This article argues for the importance of disciplinarity in the education of novice sociologists and considers the impact of the European Higher Education Area (EHEA) on opportunities for undergraduate students to achieve a command of the discipline. The promotion of modularization and generic skills integral to establishing the EHEA can be understood as incrementally undermining disciplinarity. Moreover, values enshrined in the EHEA specifically disadvantage sociological disciplinarity by promoting service to the market over mastery of a discipline. This article presents the (...)
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  37. added 2019-08-08
    Science Studies in a Liberal Arts Curriculum.Sean F. Johnston & Mhairi Harvey - 2005 - In Carol Hill & Sean F. Johnston (eds.), Below the Belt: The Founding of a Higher Education Institution. Dumfries, UK: pp. 73-86.
    On the differing practices and assumptions in the academic specialisms of environmental studies and STS.
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  38. added 2019-07-29
    Diversity Is Not Enough: The Importance of Inclusive Pedagogy.Melissa Jacquart, Rebecca Scott, Kevin Hermberg & Stephen Bloch-Schulman - 2019 - Teaching Philosophy 42 (2):107-139.
    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, (...)
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  39. added 2019-07-26
    Teaching Philosophy in Central Asia: Effects on Moral and Political Education.Elena Popa - 2019 - Interchange 50 (2):187-203.
    This paper investigates how an introductory philosophy course influences the moral and political development of undergraduate students in a Liberal Arts university in Central Asia. Within a context of rapid changes characteristic of transitional societies—reflected in the organization of higher education—philosophy provides students with the means to reason about moral and political values in a way that overcomes the old ideological tenets as well as contemporary reluctance to theoretical inquiry. Studying philosophy provides a remedy for deficiencies in both secondary and (...)
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  40. added 2019-07-25
    The Immersion Method II (Logic & Malcolm X).Virgil W. Brower - 2012 - Inside Higher Ed, May 3.
  41. added 2019-07-15
    Filosofia Sem Filósofos: análise de conceitos como método e conteúdo para o ensino médio.Daniel Durante Pereira Alves - 2012 - Filosofia No Ensino Médio: Desafios E Perspectivas.
    Este artigo propõe a adoção do método da análise de conceitos conforme apresentada por John Wilson, como metodologia pedagógica e principal conteúdo para a disciplina de filosofia no ensino médio.
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  42. added 2019-06-27
    Thinking Critically About Abortion: Why Most Abortions Aren’T Wrong & Why All Abortions Should Be Legal.Nathan Nobis & Kristina Grob - 2019 - Atlanta, GA: Open Philosophy Press.
    This book introduces readers to the many arguments and controversies concerning abortion. While it argues for ethical and legal positions on the issues, it focuses on how to think about the issues, not just what to think about them. It is an ideal resource to improve your understanding of what people think, why they think that and whether their (and your) arguments are good or bad, and why. It's ideal for classroom use, discussion groups, organizational learning, and personal reading. -/- (...)
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  43. added 2019-06-25
    Introduction to Ethics: An Open Educational Resource, Collected and Edited by Noah Levin.Noah Levin, Nathan Nobis, David Svolba, Brandon Wooldridge, Kristina Grob, Eduardo Salazar, Benjamin Davies, Jonathan Spelman, Elizabeth Cady Stanton, Kristin Seemuth Whaley, Jan F. Jacko & Prabhpal Singh (eds.) - 2019 - Huntington Beach, California: N.G.E Far Press.
    Collected and edited by Noah Levin -/- Table of Contents: -/- UNIT ONE: INTRODUCTION TO CONTEMPORARY ETHICS: TECHNOLOGY, AFFIRMATIVE ACTION, AND IMMIGRATION 1 The “Trolley Problem” and Self-Driving Cars: Your Car’s Moral Settings (Noah Levin) 2 What is Ethics and What Makes Something a Problem for Morality? (David Svolba) 3 Letter from the Birmingham City Jail (Martin Luther King, Jr) 4 A Defense of Affirmative Action (Noah Levin) 5 The Moral Issues of Immigration (B.M. Wooldridge) 6 The Ethics of our (...)
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  44. added 2019-06-22
    Ecosocial Citizenship Education: Facilitating Interconnective, Deliberative Practice and Corrective Methodology for Epistemic Accountability.Gilbert Burgh & Simone Thornton - 2019 - Childhood and Philosophy 15:1-20.
    According to Val Plumwood (1995), liberal-democracy is an authoritarian political system that protects privilege but fails to protect nature. A major obstacle, she says, is radical inequality, which has become increasingly far-reaching under liberal-democracy; an indicator of ‘the capacity of its privileged groups to distribute social goods upwards and to create rigidities which hinder the democratic correctiveness of social institutions’ (p. 134). This cautionary tale has repercussions for education, especially civics and citizenship education. To address this, we explore the potential (...)
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  45. added 2019-06-17
    Pushing Back Against the Business Model.Cecilea Mun - 2019 - Blog of the APA.
    I argue that philosophy must push back against the business model of education in order to achieve its aim to increase diversity and inclusiveness in our discipline.
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  46. added 2019-06-14
    Clarifying Conversations: Understanding Cultural Difference in Philosophical Education.Thomas D. Carroll - 2017 - In Michael A. Peters & Jeff Stickney (eds.), A Companion to Wittgenstein on Education: Pedagogical Investigations. pp. 757-769.
    The goal of this essay is to explain how Wittgenstein's philosophy may be helpful for understanding and addressing challenges to cross-cultural communication in educational contexts. In particular, the notions of “hinge,” “intellectual distance,” and “grounds” from On Certainty will be helpful for identifying cultural differences. Wittgenstein's dialogical conception of philosophy in Philosophical Investigations will be helpful for addressing that cultural difference in conversation. While here can be no panacea to address all potential sources of confusion, Wittgenstein's philosophy has strong resources (...)
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  47. added 2019-06-11
    The Poor and Marginalized Among Us: Contingent Faculty in Jesuit Universities.Christina Rawls Clark, Richard, Carrie Buchanan - 2018 - Jesuit Higher Education: A Journal 7 (2).
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  48. added 2019-06-10
    Feeling the Force of Argument.Brendan Larvor - 2009 - In Andrea Kenkmann (ed.), Teaching Philosophy. London, UK: Continuum. pp. 134-152.
  49. added 2019-06-06
    Teaching Peirce to Undergraduates.James Campbell, Cornelis de Waal & Richard Hart - 2008 - Transactions of the Charles S. Peirce Society 44 (2):189-235.
    Fourteen philosophers share their experience teaching Peirce to undergraduates in a variety of settings and a variety of courses. The latter include introductory philosophy courses as well as upper-level courses in American philosophy, philosophy of religion, logic, philosophy of science, medieval philosophy, semiotics, metaphysics, etc., and even an upper-level course devoted entirely to Peirce. The project originates in a session devoted to teaching Peirce held at the 2007 annual meeting of the Society for the Advancement of American Philosophy. The session, (...)
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  50. added 2019-06-06
    Bernd Magnus and Kathleen M. Higgins, Eds. The Cambridge Companion to Nietzsche. [REVIEW]Christa Acampora - 1997 - Philosophy in Review 17:47-49.
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1 — 50 / 201