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  1.  84
    Argumentation Step-By-Step: Learning Critical Thinking Through Deliberate Practice.Ann J. Cahill & Stephen Bloch-Schulman - 2012 - Teaching Philosophy 35 (1):41-62.
    In this paper, we offer a method of teaching argumentation that consists of students working through a series of cumulative, progressive steps at their own individual pace—a method inspired by martial arts pedagogy. We ground the pedagogy in two key concepts from the scholarship of teaching and learning: “deliberate practice” and “deep approaches to learning.” The step-by-step method, as well as the challenges it presents, is explained in detail. We also suggest ways that this method might be adapted for other (...)
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  2.  27
    Beyond “Add Teaching and Learning and Stir”.Stephen Bloch-Schulman & Meagan Carr - 2016 - Teaching Philosophy 39 (1):25-42.
    This article is a critical response to Concepción, Messineo, Wieten, and Homan’s “The State of Teacher Training in Philosophy.” In it, I utilize an epistemologies-of-ignorance framework to highlight the incentives we, as philosophers, have to ignore teaching and learning about teaching and learning. I argue that the problems are not merely about our individual desires, but rather, that there is a regime of ignorance that encourages us not to know. I argue therefore that real change requires more than a shift (...)
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  3.  35
    The Fox in the Henhouse: How Privatization Threatens Democracy. [REVIEW]Stephen Bloch-Schulman - 2010 - Teaching Philosophy 33 (3):313-317.
  4.  18
    When the "Best Hope" is Not so Hopeful, What Then?: Democratic Thinking, Democratic Pedagogies, and Higher Education.Stephen Bloch-Schulman - 2010 - Journal of Speculative Philosophy 24 (4):399-415.
    In 2008, Peter Felten, the founding director of Elon's Center for the Advancement of Teaching and Learning, asked me to coordinate an inaugural two-year teaching and learning seminar for faculty, to focus on some element of engaged learning (Elon University's pedagogical focus). We titled the project the Elon Research Seminar on Engaged Undergraduate Learning. As a philosopher who works at the intersections of political philosophy and the scholarship of teaching and learning and as one interested in the relationships among democracy, (...)
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  5.  4
    When the “Best Hope” Is Not So Hopeful, What Then? Democratic Thinking, Democratic Pedagogies, and Higher Education.Stephen Bloch-Schulman - 2010 - Journal of Speculative Philosophy 24 (4):399.
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  6.  37
    Diversity Is Not Enough: The Importance of Inclusive Pedagogy.Melissa Jacquart, Rebecca Scott, Kevin Hermberg & Stephen Bloch-Schulman - 2019 - Teaching Philosophy 42 (2):107-139.
    In philosophy, much attention has rightly been paid to the need to diversify teaching with regard to who teaches, who is taught, and which authors and questions are the focus of study. Less attention, however, has been paid to inclusive pedagogy—the teaching methods that are used, and how they can make or fail to make classes as accessible as possible to the diverse students who enter them. By drawing on experiences from our own teaching as well as research on student-centered, (...)
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  7.  92
    Diversity Is Not Enough: The Importance of Inclusive Pedagogy.Melissa Jacquart, Rebecca Scott, Kevin Hermberg & Stephen Bloch-Schulman - 2019 - Teaching Philosophy 42 (2):107-139.
    In philosophy, much attention has rightly been paid to the need to diversify teaching with regard to who teaches, who is taught, and which authors and questions are the focus of study. Less attention, however, has been paid to inclusive pedagogy—the teaching methods that are used, and how they can make or fail to make classes as accessible as possible to the diverse students who enter them. By drawing on experiences from our own teaching as well as research on student-centered, (...)
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  8.  12
    Using Focus Groups to Explore the Underrepresentation of Female-Identified Undergraduate Students in Philosophy.Claire A. Lockard, Helen Meskhidze, Sean Wilson, Nim Batchelor, Stephen Bloch-Schulman & Ann J. Cahill - 2017 - Feminist Philosophy Quarterly 3 (4):1-29.
    This paper is part of a larger project designed to examine and ameliorate the underrepresentation of female-identified students in the philosophy department at Elon University. The larger project involved a variety of research methods, including statistical analysis of extant registration and grade distribution data from our department as well as the administration of multiple surveys. Here, we provide a description and analysis of one aspect of our research: focus groups. We ran three focus groups of female-identified undergraduate students: one group (...)
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  9.  7
    An Invitation to Scholarly Teaching: Some Annotations on the Scholarship of Teaching and (Especially) Learning for Philosophers.Helen Meskhidze, Claire A. Lockard & Stephen Bloch-Schulman - 2019 - American Association of Philosophy Teachers Studies in Pedagogy 5:169-199.
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  10. 1. Front Matter Front Matter.Zach VanderVeen, Elinor Ostrom, David Ellerman, Albert W. Dzur, Bruce R. Sievers & Stephen Bloch-Schulman - 2010 - Journal of Speculative Philosophy 24 (4).
     
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  11. Thinking Through Questions: A Concise Invitation to Critical, Expansive, and Philosophical Inquiry.Anthony Weston & Stephen Bloch-Schulman - 2020 - Hackett Publishing Company.
    _Thinking Through Questions_ is an accessible and compact guide to the art of questioning, covering both the use and abuse of questions. Animated by wide-ranging and engaging exercises and examples, the book helps students deepen their understanding of how questions work and what questions do, and builds the skills needed to ask better questions. Cowritten by two of today's leading philosopher-teachers, _Thinking Through Questions_ is specifically designed to complement, connect, and motivate today’s standard curricula, especially for classes in critical thinking, (...)
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