Results for 'Teaching Philosophy'

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  1. Teaching Philosophy Through Lincoln-Douglas Debate.Jacob Nebel, Ryan W. Davis, Peter van Elswyk & Ben Holguin - 2013 - Teaching Philosophy 36 (3):271-289.
    This paper is about teaching philosophy to high school students through Lincoln-Douglas (LD) debate. LD, also known as “values debate,” includes topics from ethics and political philosophy. Thousands of high school students across the U.S. debate these topics in class, after school, and at weekend tournaments. We argue that LD is a particularly effective tool for teaching philosophy, but also that LD today falls short of its potential. We argue that the problems with LD are (...)
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  2.  77
    Teaching Philosophy of Science to Scientists: Why, What and How.Till Grüne-Yanoff - 2014 - European Journal for Philosophy of Science 4 (1):115-134.
    This paper provides arguments to philosophers, scientists, administrators and students for why science students should be instructed in a mandatory, custom-designed, interdisciplinary course in the philosophy of science. The argument begins by diagnosing that most science students are taught only conventional methodology: a fixed set of methods whose justification is rarely addressed. It proceeds by identifying seven benefits that scientists incur from going beyond these conventions and from acquiring abilities to analyse and evaluate justifications of scientific methods. It concludes (...)
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  3.  58
    Teaching Philosophy with Team-Based Learning.Kimberly Van Orman - 2015 - American Association of Philosophy Teachers Studies in Pedagogy 1:61-81.
    Team-Based Learning is a comprehensive approach to using groups purposefully and effectively. Because of its focus on decision making, it is well suited to helping students learn to do philosophy and not simply talk about it. Much like the “flipped classroom” approach, it is structured so that students are held responsible for “covering content” through the reading outside of class so that class meeting times can be spent practicing philosophical decisions, allowing for frequent feedback from the professor. This chapter (...)
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  4.  6
    Teaching Philosophy with Team-Based Learning.Kimberly Van Orman - 2015 - Aapt Studies in Pedagogy 1:61-81.
    Team-Based Learning is a comprehensive approach to using groups purposefully and effectively. Because of its focus on decision making, it is well suited to helping students learn to do philosophy and not simply talk about it. Much like the “flipped classroom” approach, it is structured so that students are held responsible for “covering content” through the reading outside of class so that class meeting times can be spent practicing philosophical decisions, allowing for frequent feedback from the professor. This chapter (...)
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  5.  42
    On Teaching Philosophy.Laura Arcila Villa - 2009 - Cultura 6 (1):93-101.
    Wittgenstein's conception of philosophy raises two questions about the teaching of philosophy and its place in a liberal arts curriculum. First, Wittgenstein denies that philosophy is a body of doctrine, affirms that it is an activity, and assumes that the two alternatives are incompatible. This implies that teaching a body of content is not teaching philosophy and leaves open the question whether there is any relevant sense of "teaching" appropriate to the activity. (...)
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  6.  32
    Teaching, Philosophy, and Eros: Love as a Relation to Truth.Kal Alston - 1991 - Educational Theory 41 (4):385-395.
  7. Teaching Philosophy Today. Edited by Terrell Ward Bynum and Sidney Reisberg. --.Terrell Ward Bynum, Sidney Reisberg & National Information and Resource Center for the Teaching of Philosophy - 1977 - The National Information and Resource Center for the Teaching of Philosophy, by the Philosophy Documentation Center.
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  8.  40
    Teaching Philosophy.Michael Goldman - 2005 - Teaching Philosophy 28 (3):277-279.
  9.  51
    Teaching Philosophy on Television.Joan B. Fiscella - 1983 - Teaching Philosophy 6 (2):223-228.
  10.  42
    Preparing Teachers to 'Teach' Philosophy for Children.Laurance J. Splitter - 2014 - Journal of Philosophy in Schools 1 (1).
    Like many others, I have resisted the idea that education, in general, is a form of training. We always talk about training for something, while an educated person is not educated for any one thing. But for this very reason, I do not wish to abandon the term ‘teacher training’ in favor of ‘teacher education’, although ideally I would prefer to speak of ‘teacher preparation’ because the term ‘training’ always reminds me of monkeys. I shall use the terms ‘training’ and (...)
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  11.  36
    Teaching Philosophy Vs Teaching to Philosophise.Pablo Estarellas - 2007 - Philosophy Now 63:12-15.
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  12.  43
    Hobbes: Teaching Philosophy to Speak English.William Sacksteder - 1978 - Journal of the History of Philosophy 16 (1):33-45.
  13.  5
    Philosophical Questions About Teaching Philosophy: What's at Stake in High School Philosophy Education?Trevor Norris - unknown
    What is at stake in high school philosophy education, and why? Why is it a good idea to teach philosophy at this level? This essay seeks to address some issues that arose in revising the Ontario grade 12 philosophy curriculum documents, significant insights from philosophy teacher education, and some early results of recent research funded by the federal Social Sciences and Humanities Research Council in Canada. These three topics include curricular disputes, stories of transformation from (...) student to philosophy teacher, and preliminary research findings. All underscore the importance and complexity of philosophy education, as well as its challenges and benefits, including the cross-curricular benefits philosophy education imparts to the study of other subject areas. Collectively, these serve as a springboard for asking some larger and broader philosophical questions about the teaching and learning of philosophy, and they demonstrate that this is a promising new area of study and of teaching for philosophers of education. I will raise some questions about philosophy that will help frame the next stage in the SSHRC research into the teaching and learning of philosophy in Ontario, and which I contend are new and fundamental questions to ask about philosophy itself. (shrink)
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  14.  50
    A Cognitive Approach to Teaching Philosophy.Emily Esch - 2013 - Teaching Philosophy 36 (2):107-124.
    Our knowledge of how the mind works is growing rapidly. One area of particular interest to philosophy teachers is research on reasoning and decision making processes. I explore one model of human cognition that offers new ways of thinking about how to teach philosophical skills. The bulk of the paper is dedicated to exposition of the model and the evidence that supports it; at the end of the paper, I suggest ways these findings might be incorporated into the classroom.
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  15.  44
    Teaching Philosophy by Teaching Philosophy Teaching.Thomas E. Wartenberg - 2003 - Teaching Philosophy 26 (3):283-297.
    Standard approaches to teaching philosophy tend to focus on teaching aspects of philosophy that are important to doing professional philosophy. This paper suggests an alternative to this approach by preparing college students to teach philosophy to elementary school children. After arguing that classics in children’s literature ought to be the primary vehicle for initiating philosophical discussion in elementary school children, an upper-level seminar for undergraduates at Mount Holyoke College that takes this alternative approach is (...)
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  16.  30
    The Generic Argument for Teaching Philosophy.Philip Cam - 2018 - Journal of Philosophy in Schools 5 (1):59-75.
    John Dewey wished to place development of the ability to think at the core of school education. The kind of thinking that Dewey had in mind was based on his conception of scientific inquiry. Matthew Lipman was likewise committed to an education centred on thinking, but he claimed that we should turn to philosophy rather than to science in order to secure this end. In his view, philosophy has a stronger claim to this mantle than does science, or (...)
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  17.  58
    Teaching Philosophy as a Life Skill.Robert W. Bailor - 1998 - Teaching Philosophy 21 (2):119-130.
    This paper addresses the problem of the perceived irrelevance of philosophy to undergraduate students and advances a pedagogical strategy for making philosophy relevant. Teaching philosophy as the pursuit of life as meaningful, that is, as a life skill, frames philosophy as a relevant study of significant benefit to them. The overall goal of a course which approaches philosophy this way is to develop a “creative aptitude” in students. Thus, students do not learn philosophical lessons (...)
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  18.  12
    Teaching Philosophy by Teaching Philosophy Teaching.Thomas E. Wartenberg - 2003 - Teaching Philosophy 26 (3):283-297.
    Standard approaches to teaching philosophy tend to focus on teaching aspects of philosophy that are important to doing professional philosophy. This paper suggests an alternative to this approach by preparing college students to teach philosophy to elementary school children. After arguing that classics in children’s literature ought to be the primary vehicle for initiating philosophical discussion in elementary school children, an upper-level seminar for undergraduates at Mount Holyoke College that takes this alternative approach is (...)
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  19. Teaching Philosophy Through a Role-Immersion Game.Kathryn E. Joyce, Andy Lamey & Noel Martin - 2018 - Teaching Philosophy 41 (2):175-98.
    A growing body of research suggests that students achieve learning outcomes at higher rates when instructors use active-learning methods rather than standard modes of instruction. To investigate how one such method might be used to teach philosophy, we observed two classes that employed Reacting to the Past, an educational role-immersion game. We chose to investigate Reacting because role-immersion games are considered a particularly effective active-learning strategy. Professors who have used Reacting to teach history, interdisciplinary humanities, and political theory agree (...)
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  20.  55
    Teaching Philosophy Outside of the Classroom: One Alternative to Service Learning.Sarah K. Donovan - 2008 - Teaching Philosophy 31 (2):161-177.
    In this article I describe my experience teaching a moral problems course to first-year students within a Learning Community model. I begin with the learning goals and the mechanics of both my Learning Community and my moral problems course. I then focus on the experiential learning requirement of my Learning Community which is based on a field trip model instead of a service learning model. I describe how two field trips in particular—one to an Arab American community in Brooklyn, (...)
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  21. Using Peer Instruction to Teach Philosophy, Logic, and Critical Thinking.Sam Butchart, Toby Handfield & Greg Restall - 2009 - Teaching Philosophy 32 (1):1-40.
    Peer Instruction is a simple and effective technique you can use to make lectures more interactive, more engaging, and more effective learning experiences. Although well known in science and mathematics, the technique appears to be little known in the humanities. In this paper, we explain how Peer Instruction can be applied in philosophy lectures. We report the results from our own experience of using Peer Instruction in undergraduate courses in philosophy, formal logic, and critical thinking. We have consistently (...)
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  22.  34
    Teaching Philosophy to Chinese Students in Mainland China as a Foreign Professor.Paul J. D'Ambrosio - 2017 - Teaching Philosophy 40 (4):407-435.
    In recent years, universities throughout the People’s Republic of China have begun actively seeking foreign professors to work full-time in their philosophy departments. This, coupled with the decrease in the number of job openings in philosophy across western Europe and North America, might very well lead to a sharp rise in the number of foreign faculty members in philosophy departments across mainland China. In this article I will outline three of the major difficulties facing philosophy teachers (...)
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  23.  24
    Teaching Philosophy of the City.Gerald J. Erion - 2018 - Teaching Philosophy 41 (2):137-150.
    This paper reviews goals, content materials, and other essential elements of a new, experimental philosophy course on the built environment of cities now being developed in Buffalo, New York. Applying traditional philosophical methods, the course adds experiential components and expands philosophy’s scope in ways that promote deep learning about the city. A model unit on the work of Frederick Law Olmsted receives special attention here, as Olmsted’s work in Buffalo and elsewhere invites philosophical treatment—analysis, critical examination, and so (...)
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  24.  68
    Teaching Philosophy in Second Life: Where the Virtual World and Philosophy Instruction Meet.Chris Calvert-Minor - 2011 - Teaching Philosophy 34 (1):1-16.
    Second Life is a free, three-dimensional, multi-user, online virtual world program created in 2003 by Linden Research Inc. In this paper, I recount the Introduction to Philosophy course I taught in Second Life for the University of Wisconsin-Whitewater and address five areas of interest: traditional vs. non-traditional learning environments, communication, illustrative props, student feedback, and and potential concerns. My conclusion is that philosophy courses can be taught online in Second Life effectively and that philosophy instructors need to (...)
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  25.  72
    Teaching Philosophy in Britain’s Open University.Godfrey Vesey - 1975 - Teaching Philosophy 1 (2):125-133.
  26.  62
    Teaching Philosophy in Britain's Open University.Godfrey Vesey - 1975 - Teaching Philosophy 1 (1):21-28.
  27.  38
    Teaching Philosophy as an Exercise in Popular Culture.Jane Duran - 1983 - Teaching Philosophy 6 (2):103-107.
  28.  33
    Moral Commitment and Teaching Philosophy.Diane Raymond - 1982 - Teaching Philosophy 5 (2):97-108.
  29.  62
    Teaching Philosophy in Central Asia: Effects on Moral and Political Education.Elena Popa - 2019 - Interchange 50 (2):187-203.
    This paper investigates how an introductory philosophy course influences the moral and political development of undergraduate students in a Liberal Arts university in Central Asia. Within a context of rapid changes characteristic of transitional societies—reflected in the organization of higher education—philosophy provides students with the means to reason about moral and political values in a way that overcomes the old ideological tenets as well as contemporary reluctance to theoretical inquiry. Studying philosophy provides a remedy for deficiencies in (...)
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  30.  42
    Teaching Philosophy Online.Isabelle Sabau - 2006 - The Proceedings of the Twenty-First World Congress of Philosophy 4:123-128.
    Philosophical inquiry and thinking skills are of paramount necessity in our troubled and rapidly changing world. Technological advances provide new methods for teaching philosophy, especially through the computer interface of online education. Online courses can open new opportunities and achieve the same quality of education as more traditional practices. In order to ensure success and quality, online pedagogies require great attention to discussion and collaboration. This paper explores some important elements in developing successful online philosophy courses.
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  31.  31
    VI. Teaching Philosophy of Science in an Interdisciplinary Context.Robert J. Baum - 1977 - Teaching Philosophy 2 (2):126-130.
  32.  43
    What is 'Teaching Philosophy'?John Wilson - 1982 - Teaching Philosophy 5 (3):193-201.
  33.  32
    Teaching Philosophy.Ron Rembert - 1984 - Teaching Philosophy 7 (1):43-47.
  34.  42
    Teaching Philosophy of Biology.Lindley Darden - 1977 - Teaching Philosophy 2 (2):153-161.
  35.  10
    Teaching Philosophy: Theoretical Reflections and Practical Suggestions. [REVIEW]Michael Goldman - 2005 - Teaching Philosophy 28 (3):277-279.
  36.  11
    Teaching Philosophy to Adolescents.Jacob Needleman - 1982 - Thinking: The Journal of Philosophy for Children 3 (3-4):26-30.
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  37.  34
    Teaching Philosophy in Africa.Chukwudum B. Okolo - 1987 - Teaching Philosophy 10 (3):239-247.
  38.  50
    Teaching Philosophy and Teaching Values.David T. Ozar - 1977 - Teaching Philosophy 2 (3/4):237-245.
  39.  39
    Teaching Philosophy in Africa.M. Akin Makinde - 1987 - Teaching Philosophy 10 (3):227-238.
  40.  1
    Teaching Philosophy: An Optimization-Liquidation or a New Start?V. M. Rozin - 2019 - Russian Journal of Philosophical Sciences 62 (2):42-57.
    In the article, I analyze the current situation in the field of teaching philosophy and also other social sciences and humanities. The point is that in higher school, under various pretexts, many departments and philosophy councils are closed, hours for teaching philosophical courses and seminars are reduced. Teachers of philosophy and other disciplines in higher education, in addition to being overwhelmed, have to spend a lot of time on unnecessary reporting, which for the most part (...)
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  41. Teaching Philosophy and HPS to Science Students.Geoffrey Cantor - 2001 - Discourse: Learning and Teaching in Philosophical and Religious Studies 1 (1):14-24.
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  42.  42
    Teaching Philosophy to High School Students: Indiana University's Summer Philosophy Institute.Stephen Hicks & Monica Holland - 1989 - Teaching Philosophy 12 (2):115-130.
    A week-long, intensive introduction to philosophy during the summer. The program's content, methods, and results.
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  43.  26
    IV. Teaching Philosophy of Science at a State University.David L. Hull - 1977 - Teaching Philosophy 2 (2):119-121.
  44.  24
    Teaching Philosophy World-Wide: The FISP Committee.David Evans - 1992 - Teaching Philosophy 15 (3):301-304.
  45.  29
    Teaching Philosophy: A Guide, by Steven M. Cahn.Frank Fair - 2018 - Teaching Philosophy 41 (3):323-326.
  46.  2
    Teaching Philosophy in the Comprehensive School.W. Scott - 1982 - Thinking: The Journal of Philosophy for Children 3 (3-4):31-34.
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  47.  56
    Teaching Philosophy, Being a Philosopher.Joel Marks - 1993 - Teaching Philosophy 16 (2):99-104.
  48.  36
    Teaching Teaching Philosophy.Michael Martin - 1975 - Teaching Philosophy 1 (2):141-146.
  49.  9
    Teaching Philosophy: A Dialogue.John Wilson, Barbara Cowell & Ron Rembert - 1984 - Teaching Philosophy 7 (1):43-47.
  50.  12
    Teaching Philosophy in Cyberspace.Susan Stuart - 1999 - Inquiry: Critical Thinking Across the Disciplines 18 (4):55-63.
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