Teaching Philosophy 38 (2):169-192 (2015)

Alexandra Bradner
Kenyon College
Philosophy of science is a challenging course to teach. This paper offers suggestions for early-, middle- and late-career professors who teach philosophy of science at the undergraduate or graduate level. The advantages and disadvantages of four different course designs are discussed, and a list of possible syllabus topics is presented. The paper encourages a thoroughgoing approach to inclusive pedagogy: it recommends that we look for ways to highlight a range of underrepresented voices throughout the semester, instead of tacking on one or two feminist readings at the end of a course. The author reports success with two forms of student assessment, in particular: a peer participation grade and a series of short critical response papers. Also covered are learning goals, textbook selection, and faculty assessment.
Keywords philosophy of science  teaching  SOTL
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ISBN(s) 0145-5788
DOI 10.5840/teachphil201532633
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