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  1. How To Write an Argumentative Essay.Javier Hidalgo - manuscript
    I wrote this guide for students in my critical thinking classes in order to help them to write better argumentative papers. Please feel free to use it if you think it would benefit your students. I plan to continue to refine and clarify this over time, and I’ll update this document as I do.
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  2. Philosophical Practices and Pedagogical Practices in Philosophy / Práticas Filosóficas e Práticas Pedagógicas em Filosofia.Rodrigo Cid - 2009 - Cadernos UFS de Filosofia 6:87-95.
    These days philosophy teaching in universities follows two main views: the continental philosophy and the analytic philosophy. Each one of those traditions has very different philosophical and pedagogical practices. My objectives in this article are: 1. to show the distinctions between the practices that continental and analytical philosophies cultivated at the universities; 2. to indicate that there is a confusion at the characterization of what is analytic philosophy, and that the critics driven to it are in fact driven to logical (...)
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  3. Enrique Dussel’s Philosophy of Liberation: Philosophical Reflections at the Time of the COVID-19 Global Pandemic.Menelito Mansueto - 2020 - Social Ethics Society Journal of Applied Philosophy 6 (Special Issue):173-208.
    In this brief philosophical exposé, I will narrate the events as well as my personal and ecospiritual reflections pertaining to the COVID-19 pandemic which began in Wuhan, China sometime in November 2019 and have spread sporadically across countries and continents wreaking havoc medically, politically, and individually, as it claimed more than three hundred thousand lives and had virally infected more than four million of the global population. This phenomenon had led us to confront inevitable eschatological questions: Is this a sign (...)
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  4. Classical Chinese for Everyone: A Guide for Absolute Beginners, by Bryan W. Van Norden. [REVIEW]Mog Stapleton - 2020 - Teaching Philosophy 43 (2):218-221.
    Review of Van Norden's 'Classical Chinese for Everyone' from the perspective of a learner and non-specialist teacher of Chinese Philosophy.
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  5. Two Concepts of Tests.Andrew Forcehimes - 2015 - APA Newsletter on Teaching Philosophy 2 (14):2-4.
    In this brief paper, I explain the pedagogical importance of the distinction between direct and indirect assessment methods.
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  6. Introduction to Philosophy: Epistemology.Brian C. Barnett (ed.) - forthcoming - Rebus Press.
    An edited collection that systematically introduces epistemology, part of the Introduction to Philosophy open textbook series (edited by Christina Hendricks).
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  7. Teaching About Racism and Sexism in Introduction to Philosophy Classes.Gail Presbey - 2008 - Apa Newsletter on Feminism and Philosophy 7 (2):5-13.
    The paper contains pedagogical suggestions for addressing issues of racism and sexism in the classroom, in the context of an introductory philosophy survey. It draws on the ideas of Charles Mills, Laurence Thomas, Peggy McIntosh and others.
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  8. Enacting Education.Mog Stapleton - 2020 - Phenomenology and the Cognitive Sciences 1.
    Education can transform our cognitive world. Recent use of enactivist and enactivist-friendly work to propose understanding transformational learning in terms of affective reframing is a promising first step to understanding how we can have or inculcate transformational learning in different ways without relying on meta-cognition. Building on this work, I argue that to fully capture the kind of perspectival changes that occur in transformational learning we need to further distinguish between ways of reorienting one’s perspective, and I specify why different (...)
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  9. Reimagining the Study and Teaching of Philosophy for Our Time.Joseph Kaipayil - 2019 - In Kuruvilla Pandikattu (ed.), With Gratitude and Trust: Serving the Church and Nation. Pune: Papal Seminary. pp. 125-36.
    The importance and relevance of philosophy has come to be recognized more today than ever before in recent history. In many colleges and universities philosophy is now an essential component of interdisciplinary studies. The public interest in philosophy is increasing. UNESCO’s initiatives to promote philosophy are laudable. All these call for reimagining the study and teaching of philosophy for our contemporary time − a task worthwhile for philosophy studies in ecclesiastical institutes as well.
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  10. Online Conferences: Some History, Methods, and Benefits.Nick Byrd - forthcoming - In Right Research: Modelling Sustainable Research Practices in the Anthropocene. United Kingdom: Open Book Publishers.
    Philosophers have probably been organizing conferences since at least the time of Plato’s academy (Barnes, 1998). More recently, philosophers have brought some of their conferences online (e.g., Brown, 2009; Buckner, Byrd, Rushing, & Schwenkler, 2017; Calzavarini & Viola, 2018; Nadelhoffer, 2006). However, the adoption of online conferences is limited. One might wonder if scholars prefer traditional conferences for their ability to provide goods that online conferences cannot. While this may be true, online conferences outshine traditional conferences in various ways, and (...)
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  11. Como ensinar filosofia em uma educação maior: uma análise bourdieunana do sistema de ensino.Matheus Diesel Werberich - 2020 - Revista Digital de Ensino de Filosofia - REFilo 6 (1):1-12.
    No presente artigo, constata-se o modo como o ensino de filosofia no Brasil, visto como educação maior, é utilizado como ferramenta da inculcação de um arbitrário cultural a partir de uma análise bourdieuana do sistema de ensino. Chegou-se à conclusão que a prioridade conferida ao texto clássico de filosofia no ensino médio é um modo de reprodução das mesmas estruturas sociais que permitem a impossibilidade de ascensão social. Com isso, é proposta uma educação menor, cuja constituição fundamental é a relação (...)
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  12. Faría: marxismo y comunismo.Campo Elias Flórez Pabon - 2019 - Cuadernos de Filosofía Latinoamericana 40 (121):1-14.
    Este artículo tiene como objetivo exponer el pensamiento del filósofo nortesantandereano Pbro. José Rafael Faría Bermúdez en torno de la apologética cristiana y la importancia de la discusión entre la religión y el marxismo en los años cuarenta en Colombia. Ese momento es importante en la medida en que la enseñanza de la religión se ve concretamente afectada por la incidencia de las doctrinas materialistas y comunistas en el pensamiento cristiano colombiano y nortesantandereano. -/- Faría afirma que partiendo de postulados (...)
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  13. The Beauty of Philosophy.Bryan Frances - forthcoming - Philosophy is Awesome.
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  14. Domination of European Culture in All Over The World.Md Ruhul Amin - 2019 - Journal of Responsible Innovation 5 (1):1-5.
    European colonialism is an extremely controversial affair in world history that is also discussed today. This paper explores the influence of these happenings as the world incorporates the culture of European in every step of life. Europe dominated almost the entire world and its people were leaders in science and technology. European languages, literature, and culture spread all over the globe. Decisions in Europe largely determined global events for centuries. The other continents did not approach European power until after WW1 (...)
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  15. Cow Care in Hindu Animal Ethics.Kenneth R. Valpey - 2020 - Springer Verlag.
    This Open Access book provides both a broad perspective and a focused examination of cow care as a subject of widespread ethical concern in India, and increasingly in other parts of the world. In the face of what has persisted as a highly charged political issue over cow protection in India, intellectual space must be made to bring the wealth of Indian traditional ethical discourse to bear on the realities of current human-animal relationships, particularly those of humans with cows. Dharma, (...)
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  16. Empowering Poetic Defiance: Baudelaire, Kant, and Poetic Agency in the Classroom.Joshua M. Hall - 2018 - In Frank Jacob, Shannon Kincaid & Amy E. Traver (eds.), Poetry across the Curriculum. Leiden, Netherlands: pp. 141-157.
    Many strategies for incorporating poetry into non-poetry classes, especially outside of English and associated disciplines, appear to make poetry subservient and secondary in relation to the prose content of the course. The poet under consideration becomes a kind of involuntary servant to one or more prose authors, forced to “speak only when spoken to,” and effectively prevented from challenging the ideas of the course’s prose writers, and thereby the instructor. Fortunately, this is not the only strategy for incorporating poetry into (...)
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  17. New Directions in the Teaching of Critical Thinking.W. Martin Davies - 2019 - Change: The Magazine of Higher Learning 5 (51):18-27.
    A rehearsal of new ways of teaching critical thinking by means of computer-aided argument mapping and a procedural method by which to do so.
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  18. A Response to Jane Sahi's 'Dialogue as Education: Martin Buber'.Vikas Baniwal - 2014 - Contemporary Education Dialogue 11 (2):179–195.
    This article is inspired by Jane Sahi’s commentary, ‘Dialogue as Education: Martin Buber’, published under the feature ‘Classics with Commentary’ in the Monsoon 2005 issue of Contemporary Education Dialogue. I seek to further the discussion of the contributions of Martin Buber to the discourse of education through an elaboration and clarification of the ideas, concerns and critiques exposited by Jane Sahi. -/- These concerns can perhaps be understood under the following themes: (i) reflections on educational practice in the light of (...)
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  19. Religion and Moral Reasons.Jason Swartwood - manuscript
    This is a reading intended for Introductory Ethics courses that helps student think through basic questions about Religion and Morality. Instructors can find my suggestions for how to use the paper, along with class exercises, in Jason Swartwood, (2019) “A Skill-Based Framework for Teaching Morality and Religion,” Teaching Ethics, 18 (1): 39-62. -/- Instructors can profitably assign students to read sections 1-4 of "Religion and Moral Reasons" and then discuss the application to religious reasons using the class exercises I outline (...)
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  20. Aporia as Pedagogical Technique.Derek McAllister - 2018 - American Association of Philosophy Teachers Studies in Pedagogy 4:15-34.
    In this essay, I muse upon aporia’s value as a pedagogical technique in the philosophy classroom using as a guide examples of aporia that are found in Plato’s Socratic dialogues. The word aporia, translated as “without passage” or “without a way,” is used metaphorically to describe the unsettling state of confusion many find themselves in after engaging in philosophical discourse. Following a brief introduction in which I situate aporia as a pedagogy amicable to experiential learning, I examine various ways in (...)
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  21. Utilizing the Project Method for Teaching Culture and Intercultural Competence.Sasha S. Euler - 2017 - Die Unterrichtspraxis 50 (1):67–78.
    This article presents a detailed methodological outline for teaching culture through project work. It is argued that because project work makes it possible to gain transferrable and applicable knowledge and insight, it is the ideal tool for teaching culture with the aim of achieving real intercultural communicative competence (ICC). Preceding the pedagogical presentation, the term culture is conceptualized as small-c culture/deep culture, that is, as the sociopsychological programming of a given community. This concept is developed with practical examples and conceptualizations (...)
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  22. A Phenomenology of Professional Failure.Ben Sheredos - manuscript
    This is a (likely incomplete) transcendental phenomenology of professional failure. You can read it, if you like. Or don't.
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  23. Computer-Aided Argument Mapping as a Tool for Teaching Critical Thinking.W. Martin Davies - 2014 - International Journal of Learning and Media 4 (3-4):79-84.
    As individuals we often face complex issues about which we must weigh evidence and come to conclusions. Corporations also have to make decisions on the basis of strong and compelling arguments. Legal practitioners, compelled by arguments for or against a proposition and underpinned by the weight of evidence, are often required to make judgments that affect the lives of others. Medical doctors face similar decisions. Governments make purchasing decisions—for example, for expensive military equipment—or decisions in the areas of public or (...)
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  24. Socratic Wisdom & The Knowledge of Children.Maria daVenza Tillmanns - 2019 - Philosophy Now 131:27-29.
    Thinking together not only binds us, but also allows us to explore unknown, perhaps unknowable, territory with joy, curiosity and confidence. Through asking children what they in some sense already know through their intuitive knowledge and putting thinking itself into question, we can help them become more aware of themselves as thinking beings. And as thinking beings children can learn the skills they’re taught in school, but not at the expense of their own thinking. With their thinking intact, they can (...)
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  25. Carnap: An Open Framework for Formal Reasoning in the Browser.Graham Leach-Krouse - 2018 - Electronic Proceedings in Theoretical Computer Science 267:70-88.
    This paper presents an overview of Carnap, a free and open framework for the development of formal reasoning applications. Carnap’s design emphasizes flexibility, extensibility, and rapid prototyping. Carnap-based applications are written in Haskell, but can be compiled to JavaScript to run in standard web browsers. This combination of features makes Carnap ideally suited for educational applications, where ease-of-use is crucial for students and adaptability to different teaching strategies and classroom needs is crucial for instructors. The paper describes Carnap’s implementation, along (...)
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  26. The Philosophical Quest: A Cross-Cultural Reader.Gail Presbey, Karsten J. Struhl & Richard Olsen - 2000 - New York, NY, USA: McGraw-Hill.
    This is a true cross-cultural anthology which presents philosophers from different cultures in dialogue with one another. The text includes selections from both traditional and contemporary Western and non-Western philosophy: African American, Latin American, and feminist philosophers as well as Asian, African, Native American, and Islamic philosophers. The reader is organized by topic, and highlights the similarities and differences between Western and Non-Western philosophers -- it arranges selections so that authors speak to one another across cultures. Chapter introductions and section (...)
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  27. Education Without Indoctrination: Teaching Ethics in the Interdisciplinary Core Program of a Religiously Affiliated University.Paul Carron & Charles McDaniel - 2018 - Teaching Ethics 18 (1):79-96.
    Ethics instruction within an interdisciplinary core program involving a diverse student community representing many major fields of study presents unique challenges. Those challenges are in some ways compounded in the context of a religiously affiliated university whose spiritual and ethical commitments are grounded in the Judeo-Christian tradition even as its student population reflects increasing religious diversity. The authors present one method of addressing these challenges in hopes of inspiring broader discussions of how to teach ethics across the curriculum to students (...)
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  28. Ensino Público da Filosofia. Perspectivas Programáticas e Ideológicas.António Pedro Mesquita & Maria Luísa Ribeiro Ferreira (eds.) - 2014 - Lisboa, Portugal: Centro de Filosofia da Universidade de Lisboa.
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  29. Цілі навчання філософії в США та Україні.Oleksandr Kulyk - 2017 - Гілея: Науковий Вісник 1 (126):341-346.
    Мета дослідження полягає в отриманні порівняльних даних щодо цілей навчання філософії в Україні та США за допомогою методу компаративного аналізу. Було встановлено, що розуміння цілей навчання філософії в Україні та США суттєво відрізняється в чотирьох пунктах. По-перше, серед даних цілей в Україні домінує здобуття знань, а в США – вмінь. По-друге, в Україні у таких курсах, як «Філософія», «Вступ до філософії» надають перевагу історико-філософському матеріалу, а в США – матеріалу епістемології, логіки, метафізики, етики. По-третє, в Україні під час викладання філософії (...)
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  30. Introduction to the Special Issue on Critical Thinking in Higher Education.W. Martin Davies - 2011 - Higher Education Research and Development 30 (3):255-260.
    The articles included in this issue represent some of the most recent thinking in the area of critical thinking in higher education. While the emphasis is on work being done in the Australasian region, there are also papers from the USA and UK that demonstrate the international interest in advancing research in the area. -/- ‘Critical thinking’ in the guise of the study of logic and rhetoric has, of course, been around since the days of the ancient Greeks and the (...)
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  31. 'Not Quite Right': Helping Students to Make Better Arguments.W. Martin Davies - 2008 - Teaching in Higher Education 13 (3):327-340.
    This paper looks at the need for a better understanding of the impediments to critical thinking in relation to graduate student work. The paper argues that a distinction is needed between two vectors that influence student writing: (1) the word-level–sentence-level vector; and (2) the grammar–inferencing vector. It is suggested that much of the work being done to assist students is only done on the first vector. This paper suggests a combination of explicit use of deductive syllogistic inferences and computer-aided argument (...)
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  32. The Way of Philosophy.Chad Engelland - 2016 - Eugene, OR, USA: Cascade.
    Philosophy is the quest for a life that is fully alive. Drawing on the insights of philosophers through the ages, The Way of Philosophy clarifies what it means to live life intensely.
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  33. Teaching for Our Good.Bob Fischer - 2018 - In Steven Cahn, Alexandra Bradner & Andrew Mills (eds.), Philosophers in the Classroom: Essays on Teaching. Indianapolis: Hackett.
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  34. Nietzsche and the Death of God.Justin Remhof - 2018 - 1000-Word Philosophy.
    This introductory essay addresses Nietzsche's famous claim that God is dead, develops his arguments for it, and examines its potential implications for contemporary religious and ethical thought.
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  35. On Poetry and Philosophy: Healing an Ancient Quarrel.Richard Oxenberg - manuscript
    In the tenth book of the Republic, Plato famously writes: "There is an ancient quarrel between poetry and philosophy." In this essay I reflect upon this "quarrel" through an analysis of a passage from Dante's Inferno. I conclude by suggesting that, when employed well, poetry and philosophy complement each other in helping us reflect upon the deep issues of life. (This paper was originally presented at the 19th Annual Conference of Association for Core Texts and Courses) .
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  36. Reasoning, Science, and the Ghost Hunt.W. John Koolage & Timothy Hansel - 2017 - Teaching Philosophy 40 (2):201-229.
    This paper details how ghost hunting, as a set of learning activities, can be used to enhance critical thinking and philosophy of science classes. We describe in some detail our own work with ghost hunting, and reflect on both intended and unintended consequences of this pedagogical choice. This choice was partly motivated by students’ lack of familiarity with science and philosophic questions about it. We offer reflections on our three different implementations of the ghost hunting activities. In addition, we discuss (...)
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  37. Cinephilia and Philosophia: Or, Why I Don't Show The Matrix in Philosophy 101.Timothy Yenter - 2017 - In Rashna Wadia Richards & David T. Johnson (eds.), For the Love of Cinema: Teaching Our Passion In and Outside the Classroom. Bloomington, IN: Indiana University Press.
    The shelves of film and philosophy books should have made it considerably easier to teach with films in introductory philosophy classes, and certainly many philosophers have found them useful. However, shortcomings of many of these pop culture volumes (which I discuss in the next section) make these works rarely useful in the classroom. I propose instead a new model for how to teach film in a philosophy class. The model develops the virtues inherent in cinephilia and connects those virtues to (...)
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  38. Central Asian Monuments.H. B. Paksoy (ed.) - 1992 - Istanbul: ISIS Press.
    The historical and literary Monuments of Central Asia are the repositories of civilization, culture and aesthetic tastes of their creators and their milieu over millennia. Though some existed in manuscript, a large portion survived dozens of centuries as part of the oral tradition. After printing press licenses were wrestled by the Central Asians from the Russian government during the 19th century, many were collected by the Central Asians and others, and published. The Monuments have proved to be durable. Primarily works (...)
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  39. Conceptual Therapy: An Introduction to Framework-Relative Epistemology.Bartlett Steven James - 1983, 2014 - St. Louis, MO, USA: Studies in Theory and Behavior.
    Conceptual therapy seeks to eliminate from our vocabulary of concepts those that are conceptually pathological. The very use of such concepts—which is much of the time—brings about dysfunctional thinking: thought, that is to say, that leads us astray, paving the way for beliefs and claims to knowledge that are fundamentally nonsensical. A therapy for such concepts may be likened to holding a selective sieve and pouring the ideas with which we attempt to make sense of the world through it, allowing (...)
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  40. O que é a filosofia? Sentido filosófico E virtualidades pedagógicas de Uma definição de filosofia.António Pedro Mesquita - 1996 - Philosophica 8:111-141.
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  41. Philosophy as a Profession.Alison M. Jaggar - 1975 - Metaphilosophy 6:100.
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  42. Philosophy in the Classroom. [REVIEW]J. T. T. - 1977 - Review of Metaphysics 31 (2):324-325.
    The primary and secondary school systems of the United States fail to develop individuals who grow into thinking and critical persons; additionally, there is a moral vacuum within the schools. These are assertions made by Lipman, Sharp, and Oscanyan, and the remedy proposed is a reading program called "Philosophy in the Classroom.".
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  43. The Animal Ethics Reader. [REVIEW]Ramona Cristina Ilea - 2009 - Teaching Philosophy 32 (1):83-86.
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  44. Epistemology: Classic Problems and Contemporary Responses. [REVIEW]Scott Aikin - 2003 - Teaching Philosophy 26 (3):325-328.
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  45. Human Knowledge: Classical and Contemporary Approaches, Third Edition. [REVIEW]Scott Aikin - 2004 - Teaching Philosophy 27 (3):276-279.
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  46. The Existentialists: Critical Essays on Kierkegaard, Nietzsche, Heidegger, and Sartre. [REVIEW]Christopher Adamo - 2004 - Teaching Philosophy 27 (4):396-398.
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  47. Teaching Philosophy in Second Life: Where the Virtual World and Philosophy Instruction Meet.Chris Calvert-Minor - 2011 - Teaching Philosophy 34 (1):1-16.
    Second Life is a free, three-dimensional, multi-user, online virtual world program created in 2003 by Linden Research Inc. In this paper, I recount the Introduction to Philosophy course I taught in Second Life for the University of Wisconsin-Whitewater and address five areas of interest: traditional vs. non-traditional learning environments, communication, illustrative props, student feedback, and and potential concerns. My conclusion is that philosophy courses can be taught online in Second Life effectively and that philosophy instructors need to be more aware (...)
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  48. Narrative Identity and Moral Identity: A Practical Perspective. [REVIEW]Stephanie Adair - 2010 - Teaching Philosophy 33 (3):309-312.
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  49. Philosophy, E-Pg Pathshala.A. Raghuramaraju (ed.) - 2016 - Delhi: India, Department of Higher Education (NMEICT).
    E-PG Pathshala (E-Post Graduate School) is the Government of India's initiative, via the National Mission for Education through Internet and Communication Technology, to make quality, peer reviewed resources freely available online for graduate education. The project is divided into subjects, such as philosophy, which is further divided into one or a first and second year MA course. In philosophy, subjects include: Metaphysics, Epistemology, Logic, Ethics, Philosophy of Science, Philosophy of Religion, Philosophy of Language, Philosophy of Mind, Philosophy of Law, Philosophy (...)
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  50. How to Teach Philosophy of Mind.Renée Smith - 2016 - Teaching Philosophy 39 (2):177-207.
    The most notable contributions to contemporary philosophy of mind have been written by philosophers of mind for philosophers of mind. Without a good understanding of the historical framework, the technical terminology, the philosophical methodology, and the nature of the philosophical problems themselves, not only do undergraduate students face a difficult challenge when taking a first course in philosophy of mind, but instructors lacking specialized knowledge in this field might be put off from teaching the course. This paper is intended to (...)
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    Philosophy in SchoolsTeaching Philosophy, Misc
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