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1. Teaching Philosophy: Volume > 27 > Issue: 4
Carol V. A. Quinn

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This paper discusses issues involved with revealing one’s sexual orientation, cultural background, or religious beliefs to one’s students. The author takes a Deweyian approach to learning, where learning is an active, embedded practice rooted in life. As such, coming out in the classroom can have positive benefits for learning since the practice of revealing one’s sexual orientation to a group of students can be used to help students think philosophically about their life choices and, in addition, promote a more supportive intellectual community.
2. Teaching Philosophy: Volume > 27 > Issue: 4
Richard Schmitt

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This paper examines the merits of the Socratic maxim that the unexamined life is not worth living. First, the maxim is considered in its purely subjective sense, viz., that a particular individual’s life is not worth living due to factors like intense pain or illness. Second, two objective interpretations of the maxim are considered: a “strongly objective sense” where failure to examine one’s life means that one is wasting it and a “moderately objective sense” where it is reasonable to recommend that examining one’s life goals comes will come with a greater understanding of appreciation of said goals (with the caveat that other reasonable people may reject these goals as being worthwhile). After delineating the different senses in which the maxim can be understood, the author distinguishes two different varieties of self-examination and considers in what sense the Socratic maxim rings true and in what sense it exaggerates.
3. Teaching Philosophy: Volume > 27 > Issue: 4
Steven M. Cahn

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This paper describes a fourteen-week course titled “Teaching Philosophy” whose goal was to prepare new teachers on how to provide effective instruction to undergraduates. The author recounts a number of the benefits that result from teaching new instructors how to teach: slower and clearer instruction, better attention to motivating topics, as well as the capacity to present material in a more organized way. In addition to providing feedback from students who took the course, the author contends that these types of courses provide an important step toward more effective teaching.
4. Teaching Philosophy: Volume > 27 > Issue: 4
Katarzyna Paprzycka

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This paper describes existing and potential short animated presentations that may be helpful in introductory logic courses (particularly in conjunction with Virginia Klenk’s "Understanding Symbolic Logic"), e.g. the progression of a proof, the distinction between inference and replacement rules, propositional variables, the use of truth tables, etc. The author offers reasons why animated presentations of various concepts and derivation rules ought to be short and simple rather than long and complex, provides an overview of some of the technical limitations associated with such presentations, and discusses the prospects for developing future presentations.
5. Teaching Philosophy: Volume > 27 > Issue: 4
Karen D. Hoffman

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Whereas many philosophy courses focus upon the problem that skeptical doubts can play in knowledge claims, Kierkegaard suggests that the problem of despair is a much more significant as it encompasses not only the intellect but the entire person. This paper details this problem in the context of Kierkegaard’s “The Sickness Unto Death”, Camus’s “The Plague”, and Orwell’s “1984” (a list of suggested pages from these books is also provided). While the author discusses how this problem was broached in a seminar on Kierkegaard, themes of this course could be integrated into a number of other philosophy courses, e.g. Existentialism, Philosophy of Literature, Introduction to Philosophy, and the Philosophy of Religion.
6. Teaching Philosophy: Volume > 27 > Issue: 4
David W. Concepción

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This paper argues that explicit reading instruction should be part of lower level undergraduate philosophy courses. Specifically, the paper makes the claim that it is necessary to provide the student with both the relevant background knowledge about a philosophical work and certain metacognitive skills (e.g. their ability to reflect on the learning process) that enrich the reading process and their ability to organize the content of a philosophical text with other aspects of knowledge. A “How to Read Philosophy” handout and student reactions to the handout are provided.

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7. Teaching Philosophy: Volume > 27 > Issue: 4
Seth Casana

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8. Teaching Philosophy: Volume > 27 > Issue: 4
Nils Ch. Rauhut

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9. Teaching Philosophy: Volume > 27 > Issue: 4
Marcos Bisticas-Cocoves

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10. Teaching Philosophy: Volume > 27 > Issue: 4
Noëlle McAfee

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11. Teaching Philosophy: Volume > 27 > Issue: 4
Donald J. Morse

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12. Teaching Philosophy: Volume > 27 > Issue: 4
Christina Hendricks

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13. Teaching Philosophy: Volume > 27 > Issue: 4
Edmund F. Byrne

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14. Teaching Philosophy: Volume > 27 > Issue: 4
Winfried Corduan

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15. Teaching Philosophy: Volume > 27 > Issue: 4
Daniel W. Smith

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16. Teaching Philosophy: Volume > 27 > Issue: 4
Christopher Adamo

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17. Teaching Philosophy: Volume > 27 > Issue: 4
Justin E. H. Smith

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18. Teaching Philosophy: Volume > 27 > Issue: 4

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19. Teaching Philosophy: Volume > 27 > Issue: 4

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articles

20. Teaching Philosophy: Volume > 27 > Issue: 3
Mitch Avila

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This paper describes how the film “Guess Who’s Coming to Dinner” can be used in the classroom. Drawing on Gilligan’s theory of moral psychology, the paper begins by putting forward a new interpretation of the film. While the central theme of the film is that of miscegenation, another salient topic in the film concerns how to maintain patriarchal privilege in a society that has racial equality. The paper then proceeds to illustrate different ways the film can be used in the classroom, most importantly to illustrate the justice/care distinction. Finally, the pedagogical practice of showing films that support certain ideologies is critically examined.