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Profile: Robert Skipper (St. Mary's University, Texas)
  1.  35
    Aliteracy in the Philosophy Classroom.Robert Boyd Skipper - 2005 - Teaching Philosophy 28 (3):261-276.
    For whatever reasons, students seem more resistant than ever before to reading. Educators have catered to this trend, introducing learning activities other than reading. I argue that, in philosophy at least, nothing can substitute for reading and discussion. I further argue that the best readings are famous, intellectually challenging, and substantial enough to reward the student with a memorable philosophical experience. I have noticed that students appreciate meaty, classical, philosophical works that challenge them, but are bored by dumbed-down textbooks or (...)
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  2.  22
    Objects in Space As Metaphor for the Internet.Robert Boyd Skipper - 2002 - Philosophy in the Contemporary World 9 (1):83-88.
    Despite the apparent aptness of the spatial model for Internet concepts, I will try to show that the paradigm is in fact very misleading and unnatural First, I argue that Cyberspace lacks the central features that constitute a space. Then I show that the metaphor creates a poor conceptual model that yields false or misleading conclusions about how Cyberspace functions.
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  3.  23
    The Blog-Assisted Seminar.Robert Boyd Skipper - 2011 - Teaching Philosophy 34 (2):119-132.
    Four years ago, I tried assigning blogs as homework to ensure that students came to class prepared for seminar discussions. From the start, it was clear that blogging was having a good effect, but I needed to make many refinements before I was satisfied that I was squeezing the greatest benefit from this device. In this paper, I summarize and explain the fully developed method on which I eventually settled. I first explain what I’m hoping will happen to students over (...)
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  4. A Causal Theory of 'About'.Robert Boyd Skipper - 1987 - Dissertation, Rice University
    Whenever we make a claim about a fictional entity, we seem to embroil ourselves in familiar problems of reference. This appearance is misleading, because what a sentence is about bears a greater resemblance to a Fregean sense than to a reference. All previous attempts to define 'about' consist of two approaches: "metalinguistic" theories of 'about', proposed by Ryle and Carnap, which fail to counterexamples wherein transparent contexts generate paradoxical consequences; and "semantic" theories of 'about' proposed by Putnam and by Goodman, (...)
     
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