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Lisa Cassidy [15]Lisa Marie Cassidy [1]
  1. That Many of Us Should Not Parent.Lisa Cassidy - 2001 - Hypatia 21 (4):40-57.
    : In liberal societies (where birth control is generally accepted and available), many people decide whether or not they wish to become parents. One key question in making this decision is, What kind of parent will I be? Parenting competence can be ranked from excellent to competent to poor. Cassidy argues that those who can foresee being poor parents, or even merely competent ones, should opt not to parent.
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  2.  19
    That Many of Us Should Not Parent.Lisa Cassidy - 2006 - Hypatia 21 (4):40-57.
  3.  53
    Appealing to Multiple Intelligences in the Classroom: Using Stick Figures to Teach Philosophy.Lisa Cassidy - 2007 - Teaching Philosophy 30 (3):293-308.
    This article urges teachers of philosophy to “remember Meno’s slave boy.” In Plato’s Meno, Socrates famously uses a stick to draw figures in the dust, andMeno’s uneducated slave boy (with some prompting by Socrates) grasps geometry. Plato uses this interaction to show that all learning is, in fact, recollection. Regardless of the merits of that position, Socrates’ conversation with the slave boy is an excellent demonstration that understanding is aided by appealing to the different talents or “intelligences” of students. Similarly, (...)
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  4.  31
    Feminist Interventions in Ethics and Politics: Feminist Ethics and Social Theory. [REVIEW]Lisa Cassidy - 2006 - Teaching Philosophy 29 (3):266-269.
  5.  10
    Nine Ideas for Including a Civic Engagement Theme in an Informal Logic Course in Advance.Lisa Cassidy - forthcoming - American Association of Philosophy Teachers Studies in Pedagogy.
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    Nine Ideas for Including a Civic Engagement Theme in an Informal Logic Course.Lisa Cassidy - 2018 - American Association of Philosophy Teachers Studies in Pedagogy 4:100-115.
    A class in informal logic can be an opportunity to do more than just cover the basic material of the subject. Critical Thinking can also foster civic engagement as experiential learning—in the course’s readings, assignments, in-class activities and discussions, and tests. I favor an inclusive understanding of civic engagement: the course theme is engaging with the concerns of the civis. The argument made throughout here is that the civic engagement theme is a way of doing experiential learning in informal logic. (...)
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  7. Teaching Kant’s Ethics.Lisa Cassidy - 2005 - Teaching Philosophy 28 (4):305-318.
    This pedagogical study analyzes and attempts to solve some difficulties of teaching Immanuel Kant’s Foundations of the Metaphysics of Morals. Even though there are obstacles to teaching Kant’s ethics, I argue that active learning techniques can overcome such obstacles. The active learning approach holds that students learn better by doing (in hands-on exercises) than just by listening (to a professor’s lectures). Twelve lesson plans are outlined in this article. The lesson plans are activities to explore and learn, then evaluate, and (...)
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  8.  56
    Thoughts on the Bioethics of Estranged Biological Kin.Lisa Cassidy - 2013 - Hypatia 28 (1):32-48.
    This paper considers the bioethics of estranged biological kin, who are biologically related people not in contact with one another (due to adoption, abandonment, or other long-term estrangement). Specifically, I am interested in what is owed to estranged biological kin in the event of medical need. A survey of current bioethics demonstrates that most analyses are not prepared to reckon with the complications of having or being estranged biological kin. For example, adoptees might wonder if a lack of contact with (...)
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  9.  53
    Women Shopping and Women Sweatshopping.Lisa Cassidy - 2011 - In Jessica Wolfendale & Jeanette Kennett (eds.), Fashion - Philosophy for Everyone: Thinking with Style. Blackwell. pp. 186--198.
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  10.  53
    Interdisciplinary Perspectives on Shame: Methods, Theories, Norms, Cultures, and Politics.Cecilea Mun, Dolichan Kollareth, Laura Candiotto, Matthew Rukgaber, Daniel Richard Herbert, Alba Montes Sánchez, Lisa Cassidy, Mikko Salmela & Julian Honkasalo - 2019 - Lanham: Lexington Books.
    Shame is one of the most stigmatized and stigmatizing of emotions. Often characterized as an emotion in which the subject holds a global, negative self-assessment, shame is typically understood to mark the subject as being inadequate in some way, and a sizable amount of work on shame focuses on its problematic or unhealthy aspects, effects, or consequences. Interdisciplinary Perspectives on Shame brings into view a more balanced understanding of what shame is and its value and social function. The contributors recognize (...)
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