Renée J. Smith [3]Renee Janelle Smith [1]
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Renee J. Smith
University of Colorado, Boulder
  1.  95
    Shoemaker’s Moderate Qualia Realism and the Transparency of Qualia.Renée J. Smith - 2007 - Disputatio 2 (22):1 - 13.
    Qualia realists hold that experience’s phenomenal character is a non-representational property of experience, what they call qualia. Representationalists hold that phenomenal character is a representational property of experience—there are no qualia (in this particular sense of the word). The transparency of qualia to introspection would seem to count as reason for rejecting qualia realism and favoring representationalism. Sydney Shoemaker defends a middle ground, call it moderate qualia realism, which seems to provide a response to the problem of transparency that in (...)
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  2. Correlates of Exam Performance in an Introductory Logic Course.Renee J. Smith & Linda J. Palm - 2014 - APA Newsletter on Teaching Philosophy 1 (14):2-8.
    This study examined academic and psychological correlates of exam performance in an introductory logic course. The participants were 39 students who completed Logic and Critical Thinking at a southeastern liberal arts university. Students were assigned 20 online homework sets, met for two 75-minute class sessions each week for a 15-week term, and took three exams. A general self-efficacy scale and a frustration scale were administered during the last class meeting. A significant positive correlation was found between exam scores and each (...)
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  3. Reading to Learn to Read Philosophy.Renee J. Smith - 2011 - Discourse: Learning and Teaching in Philosophy and Religious Studies 2 (10):175-194.
    Given the right sorts of reading assignments, students can learn to read philosophy by reading philosophy. This paper identifies a number of obstacles to students’ reading philosophy and recommends re-envisioning student-learning outcomes in light of the revised Bloom’s taxonomy of learning objectives and using directed reading assignments that help students achieve them. It describes seven reading assignments in philosophy that emphasize active learning to facilitate students’ learning to read philosophy as they read philosophy.
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