Many philosophy instructors want their students to change the way they think about and act in the world. Reflection can be one way to bring this about, yet it is common for student reflections to fail to enable this desired transformative learning experience. Our research investigated how instructors can design better reflective assignments to cultivate a more transformative learning experience for students. Using thematic analysis, a qualitative research method, we analyzed student reflection data to identify themes and patterns of student (...) work. Findings include concrete guidelines for cultivating better student reflections, including: designing for reflection, explicitly limiting summary, and incentivizing students to make specific claims while bringing personal experience to bear. (shrink)

Many philosophy instructors want their students to change the way they think about and act in the world. Reflection can be one way to bring this about, yet it is common for student reflections to fail to enable this desired transformative learning experience. Our research investigated how instructors can design better reflective assignments to cultivate a more transformative learning experience for students. Using thematic analysis, a qualitative research method, we analyzed student reflection data to identify themes and patterns of student (...) work. Findings include concrete guidelines for cultivating better student reflections, including: designing for reflection, explicitly limiting summary, and incentivizing students to make specific claims while bringing personal experience to bear. (shrink)

This dissertation focuses on an exploration of the use of parables in the works of Soren Kierkegaard. While some work has been done on Kierkegaard’s poetic style, very little attention has been paid to his metaphors, despite their prevalent use in his works. Much of the scholarship instead treats his parables as mere examples of philosophical concepts. In this work, I argue that Kierkegaard’s parables function primarily to cause the reader to see him or herself truly. The parables work like (...) mirrors, reflecting our true selves back onto ourself. In this way, the parables prompt Kierkegaard’s readers to overcome the illusion of Christendom and to instead recognize the requirements that authentic Christianity places upon them. My dissertation begins with an examination of the purpose that Kierkegaard saw for his authorship. By focusing on his later works, I argue that Kierkegaard primarily wanted to bring the religious forward in his readers. He thought that in order to accomplish this he needed to start with works describing the life that he thought most of his readers lived, a life of pleasure seeking, and to slowly move them towards the religious. I then present Kierkegaard’s view of what Christianity essentially consists of, subjectivity, and of the style of communication that is tied to subjectivity. Kierkegaard claims that when communicating subjective truths that we must employ an indirect style. I go on to argue that parables very much fit into this style and that they work to cause tension on the part of the reader. The reader of the parable must choose between various competing interpretations that the parable presents, and in choosing how to interpret the parable, the reader reveals and discloses him or herself. I follow this up with an examination of a number of parables from different works of Kierkegaard, showing how they function in this manner. I end by arguing that Kierkegaard’s parables are designed to function like mirrors, revealing ourselves to us. (shrink)

This chapter explores the ethics of Robert Daly's actions in the episode “USS Callister”. We consider issues of privacy that relate to him stealing his co‐workers DNA in order to scan them into the game, as well as the ethics of how he treats the digital avatars of his co‐workers within the game. Examining Daly's actions from a few different approaches, we argue that Daly's actions towards his co‐workers avatars are very likely immoral, though ultimately we cannot know without knowing (...) Daly's thoughts. Finally, we end the chapter with some considerations relating to video games in general and the ways in which we must act when we play video games. (shrink)

Kierkegaard is often praised for his poetic writing style. Throughout his works, especially his pseudonymous ones, he often breaks from philosophical prose and instead uses extended metaphors, fairy tales, parables, and allegories. This book, which is the first that directly addresses Kierkegaard's parables, argues that they help the reader undergo transformative change. It asks why Kierkegaard uses parables in a broad sense, how they function as a form of indirect communication, why Kierkegaard must remain secretive about the purpose of the (...) parables, and how this secrecy plays an important role in Kierkegaard's authorship. (shrink)