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1. Teaching Philosophy: Volume > 44 > Issue: 2
Alejandro Arango, Orcid-ID Maria Howard Orcid-ID

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What is a philosophy class like? What roles do teachers and students play? Questions like these have been answered time and again by philosophers using images and metaphors. As philosophers continue to develop pedagogical approaches in a more conscious way, it is worth evaluating traditional metaphors used to understand and structure philosophy classes. In this article, we examine two common metaphors—the sage on the stage, and philosophy as combat—and show why they fail pedagogically. Then we propose five metaphors—teaching philosophy as world-traveling, wondering, conducting an orchestra, storytelling, and coaching—that can better respond to the needs of increasingly diverse student bodies. Further, these metaphors find their ground in long-standing beliefs about what philosophy is, how it is done, and what it can do for those willing to engage in it. While no single one of them is comprehensive, we think that these models can help us enliven our own thinking about our teaching and the roles we and our students play in our classrooms.
2. Teaching Philosophy: Volume > 44 > Issue: 2
Ben Baker Orcid-ID

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This piece offers a critique of what is commonly the structure of introductory philosophy textbooks, syllabi, and courses. The basic criticism is that this structure perpetuates the systematic devaluing of the views of historically marginalized and exploited people. The form my critique takes is that of a referee report on a hypothetical manuscript for an introductory philosophy textbook, authored by “Dr. Unspecified.” I examine what the manuscript chooses to focus on and what it chooses to omit from discussion. I thereby outline much of the content typically used to introduce newcomers to philosophy, while illustrating that presenting exclusively that content supports a prejudiced view of philosophy. I try to show how this representation of philosophy marginalizes the concerns and insights of many and reinforces the disproportionate extent to which those who can do philosophy for a living are white, straight, men with typical body morphology. My report also identifies various ways that the content of an introductory philosophy textbook or course could be modified or supplemented in light of the sort of critique my report makes.
3. Teaching Philosophy: Volume > 44 > Issue: 2
Graham P. McDonough

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This paper examines how philosophy of education textbooks present Jean-Jacques Rousseau’s views on women and socialization. It reviews ten texts, involving nine authors, and finds that they generally focus on the concepts of Nature, Negative Education, and Child Development from Books I-III of Emile, but severely restrict mentioning its Book V and The Social Contract. While these results implicitly reflect Rousseau’s historical influence on “progressive” educators, they do not seriously attend to well-established critiques of Rousseau’s sexism and omit acknowledging his intent that Emile’s Negative Education in Nature leads toward his socialization in the General Will.
4. Teaching Philosophy: Volume > 44 > Issue: 2
Kit Rempala, Katrina Sifferd, Joseph Vukov

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Conversation is a foundational aspect of philosophical pedagogy. Too often, however, philosophical research becomes disconnected from this dialogue, and is instead conducted as a solitary endeavor. We aim to bridge the disconnect between philosophical pedagogy and research by proposing a novel framework. Philosophy labs, we propose, can function as both a pedagogical tool and a model for conducting group research. Our review of collaborative learning literature suggests that philosophy labs, like traditional STEM labs, can harness group learning models such as Positive Interdependence Theory (PIT) to engage in meaningful discussion and execute projects and research. This article distills PIT into four essential tenets which we argue support student success at both the individual and group levels. Our argument is grounded in two case studies detailing our experiences facilitating different philosophy labs, and demonstrations of how they can foster the continued evolution of philosophical research and pedagogy beyond the single-occupancy armchair.

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5. Teaching Philosophy: Volume > 44 > Issue: 2
Jake Camp

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6. Teaching Philosophy: Volume > 44 > Issue: 2
Emily Esch

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7. Teaching Philosophy: Volume > 44 > Issue: 2
Liz Goodnick

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8. Teaching Philosophy: Volume > 44 > Issue: 2
Catlyn Keenan

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9. Teaching Philosophy: Volume > 44 > Issue: 2
Steven Kelts

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10. Teaching Philosophy: Volume > 44 > Issue: 2
John Kinsey

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11. Teaching Philosophy: Volume > 44 > Issue: 2
Jeffrey P. Ogle

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12. Teaching Philosophy: Volume > 44 > Issue: 2
Jess Otto

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13. Teaching Philosophy: Volume > 44 > Issue: 2
Marni Pickens

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14. Teaching Philosophy: Volume > 44 > Issue: 2
Xuanpu Zhuang Orcid-ID

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