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Renée Smith [12]Renee J. Smith [2]Renee Janelle Smith [1]
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Renee J. Smith
Coastal Carolina University
Renee J. Smith
University of Colorado, Boulder
  1. A Course in Metaphilosophy for Undergraduates.Renée Smith - 2017 - Teaching Philosophy 40 (1):57-85.
    This paper describes an undergraduate course in metaphilosophy for philosophy majors and argues that there are four potential benefits to students; namely that doing metaphilosophy allows students to draw their own conclusions about what philosophy is, develops students’ metacognitive skills to promote learning, establishes students as members of the philosophical community, and disposes students to live lives that reflect their philosophical education. It describes issues of transparency of course design and the particulars of the course, including course content, and provides (...)
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  2. 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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  3.  7
    Against Treating Introspection as Perception-Like.Renee Smith - 2010 - PSYCHE: An Interdisciplinary Journal of Research On Consciousness 16 (1):79-86.
    : A perceptual theory of introspection is one that treats introspection as a species of perception or as a special case of perception. Additionally, a perceptual theory of introspection is one for which introspection shares at least some of the essential features of perception. However, I will show that there are certain essential features of perception that introspection lacks. Moreover, those features common to perception and introspection are insufficient to distinguish perception from belief. Thus, there is good reason to deny (...)
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  4.  32
    The Summer Ethics Academy: Teaching Ethics to Young Leaders.Renée Smith & Julinna Oxley - 2011 - Questions 11:1-5.
    An overview of how the Summer Ethics Academy, at the Jackson Family Center for Ethics and Values at Coastal Carolina University—part of its outreachProgram—encourages children to develop desirable characteristics for middle school children to emulate. The article includes applicable project goals and activities.
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  5. 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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  6. The Broad Perception Model and the Transparency of Qualia.Renée Smith - 2011 - Behavior and Philosophy 39:69-81.
    The transparency of qualia to introspection has been given as reason for favoring a representationalist view of phenomenal character. Qualia realists, notably Block (1996, 2000), A.D. Smith (2008), and Kind (2003, 2008), have denied that qualia are transparent. What is clear is that the phenomenology of introspection alone cannot decide the case, but a theory of introspection could. If the qualia realist could show that our introspective access to mental properties is akin to the perceptual access we have to perceived (...)
     
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  7.  61
    Van Cleve and Putnam on Kant’s View of Secondary Qualities.Renée Smith - 2006 - Graduate Faculty Philosophy Journal 27 (1):83-102.
    James Van Cleve provides an analysis of Kant’s view of secondary qualities in response to Hilary Putnam’s claim that Kant holds that “all qualities are secondary qualities.” Van Cleve proposes that we modify the thesis Putnam attributes to Kant in order to arrive at an explanation of both primary and secondary qualities that Kant would endorse. I argue that there is a serious flaw in Van Cleve’s characterization of Putnam’s thesis, namely that there is no significant difference between Putnam’s reading (...)
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  8.  42
    Fire Alarms, Juries, and Moral Judgment.Renée Smith - 2014 - Think 13 (37):27-34.
    It's nearly 10:00 AM on a Thursday morning and the courtroom is filled with more than 100 members of the jury pool. Court officials, state police officers, and defendants line the halls waiting to be called for pre-trial conferences and for jury selection to begin, then the fire alarm sounds. There is no obvious evidence of fire, no smoke, no shouts, and no other warnings. At the same time, no one announces that there is a fire drill in progress, that (...)
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  9.  41
    Moore and Descartes Meet in a Bar.Renée Smith - 2012 - Think 11 (31):21-26.
    Philosophers typically distinguish between a priori and a posteriori beliefs, knowledge, justification, and propositions. A belief is a priori if it is derived from reason, and it is a posteriori if it is derived from sense experience. Similarly, we would say that we know a priori that ‘a closed, n-sided figure has n interior angles’ because our knowledge is derived from reason in that we understand the concept of a closed, n-sided figure and thus know the statement is true. On (...)
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  10.  34
    Can the Use of 'Nanny Cams' Be Morally Justified?Renée Smith - 2010 - Think 9 (24):91-96.
    Parents concerned with what goes on when they leave their children at home under the care of someone else might wonder whether or not they should invest in video surveillance equipment. Such technology has become readily available and is relatively inexpensive, but is it morally permissible to use this sort of technology to monitor the care of one's children?
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  11.  11
    Getting Started: A First-Day Activity in Philosophical Thinking.Renée Smith & Dennis Earl - 2005 - Teaching Philosophy 28 (3):249-259.
    Given the inexperience, misconceptions and misgivings students often bring to a first course in philosophy, we present an activity that acquaints students with the main areas of philosophical inquiry and the tools philosophers use. Students engage in philosophical thinking by reflecting on and answering questions, defending and discussing their answers, and modifying or rejecting views in light of this discussion. The activity introduces students to conceptual analysis, argument, thought-experiment, and the use of counterexampleswhile simultaneously emphasizing and illuminating students’ natural tendency (...)
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  12.  13
    Representationalism, Inversion and Color Constancy.Renée Smith - 2007 - Kriterion - Journal of Philosophy 21 (1):1-15.
    Sydney Shoemaker has gone to great lengths to defend a representationalist view of phenomenal character, and yet he describes this view as breaking with standard representationalism in two ways. First, he thinks his representationalist position is consistent with the possibility of spectrum inversion, and second, he thinks there are qualia. Thus, we can think of his position in the qualia debate as moderate representationalism by taking up some middle ground between these two major camps. This \moderate" view faces several problems. (...)
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  13. The Transparency of Qualia and the Nature of Introspection.Renée Smith - 2005 - Philosophical Writings 29 (2):21-44.
    The idea that the phenomenal character of experience is determined by non-intentional properties of experience, what philosophers commonly call qualia, seems to conflict with the phenomenology of introspection. Qualia seem to be transparent, or unavailable, to introspection. This has led intentionalists to deny that the phenomenal character of experience is a non-intentional property of experience—to deny there are qualia. It has led qualia realists to deny the transparency of qualia or to question the reliability of introspection. In this paper, I (...)
     
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  14. 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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