Displaying: 1-20 of 101 documents


1. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 8
Jake Wright Orcid-ID

view |  rights & permissions | cited by

2. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 8
Zachary Odermatt, Orcid-ID Robert Weston Siscoe Orcid-ID

abstract | view |  rights & permissions | cited by
Inspired by the practice of dialogue in ancient philosophical schools, the Philosophy as a Way of Life (PWOL) Project at the University of Notre Dame has sought to put dialogue back at the center of philosophical pedagogy. Impromptu philosophical dialogue, however, can be challenging for students who are new to philosophy. Anticipating this challenge, the Project has created a series of manuals to help instructors conduct dialogue groups with novice philosophy students. Using these guidelines, we incorporated PWOL-style dialogue groups into our Spring 2021 course “The Philosophy of Race, Class, and Gender” with the hope that, through having conversations about these challenging topics, our students would both be able to practice having philosophical dialogues as well as form their views on race and gender in light of contributions from their diverse peers. This article examines several strategies for how instructors can seek to incorporate similar dialogues into their own introductory classroom.

3. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 8
Paul Blaschko, Evan Dutmer, Haley Dutmer, Blake Ziegler

abstract | view |  rights & permissions | cited by
In this paper we argue that God and the Good Life, a prominent philosophy as a way of life (PWOL) undergraduate course, serves the needs of novices in philosophy classrooms, whether they plan to continue in the study of philosophy or not. We draw from both philosophy and educational psychology in making our case and highlight four distinctive components of God and the Good Life pedagogy at the University of Notre Dame: 1) transformative learning goals, 2) immersive experiences, 3) deep personal connections to students’ everyday lives, and 4) cooperative relationships of mutual support in a community of dialogue. We end with a coda on even wider relevance for PWOL pedagogies in bringing about the pluralistic society we hope for, even in our deeply polarized societal moment.

4. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 8
Amy Collins-Warfield Orcid-ID

abstract | view |  rights & permissions | cited by
First-generation college students are a unique population of undergraduates with different backgrounds, strengths, and challenges compared to their continuing generation (not first-generation) peers. These students have the potential to perform well as novice philosophers but may require some additional supports. First-generation students are especially at risk for not being retained by their university at the end of their first year. Given that introductory philosophy courses tend to be taken by first-year students, instructors of these courses can impact student retention, both at the institution and within the discipline. This essay outlines the characteristics of first-generation students, the role instructors play in their success, and specific considerations for working with this undergraduate population in introductory philosophy classrooms.

5. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 8
James William Lincoln

abstract | view |  rights & permissions | cited by
The act of welcoming is often the first step in shaping the participatory contours of a collective’s social landscape. How and if individuals are invited into a space is often a product of the formal and informal social mechanisms used to facilitate newcomer or returner inclusion or exclusion. Notably, philosopher Iris Marion Young points out that greetings, as everyday communicative gestures, amount to acts of public acknowledgment. Moreover, during a successful greeting, Young argues that greeters announce themselves as “ready to listen” and “takes responsibility for her relationship to her interlocutors,” in addition to meeting the greeted’s basic need for recognition. In light of these observations, this paper argues that we have good reasons to think that welcomings, as a subcategory of greetings, require us to adapt our classroom communication norms, policies, assignments, and curricula in important ways. Specifically, they should change to publicly acknowledge our students’ dignity as potential knowers; to see them as contributors to the classroom space. Additionally, this paper offers a non-exhaustive list of three guidelines that can be useful when navigating these efforts and the challenges associated with the practice of welcoming.

quick hits

6. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 8
Mary Beth Willard

view |  rights & permissions | cited by
7. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 8
Gavin Engles

view |  rights & permissions | cited by
8. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 8
Rich Eva

view |  rights & permissions | cited by
9. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 8
Haley Dutmer

view |  rights & permissions | cited by
10. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 8
Collin Rice Orcid-ID

view |  rights & permissions | cited by
11. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 8
Rich Eva

view |  rights & permissions | cited by
12. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 8
Mark H. Herman

view |  rights & permissions | cited by
13. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 8
Karl Aho Orcid-ID

view |  rights & permissions | cited by
14. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 8
Brett Gaul

view |  rights & permissions | cited by
15. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 8
Meredith Gilman

view |  rights & permissions | cited by
16. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 8
Renée J. Smith

abstract | view |  rights & permissions | cited by
Distance Learning (DL) courses have become ubiquitous, especially since the pandemic. Having had some experience with DL in high school, first-year students might be inclined to enroll in DL courses. Other students take DL because of completing demands on their time, such as work, family, or athletics participation, and some students just like the flexibility afforded by DL courses. However, many college students are unprepared for the self-regulative practices, including time management and assistance-seeking behaviors, required for success in a DL course.
17. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 8
Derek McAllister

view |  rights & permissions | cited by
18. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 8
Melissa Jacquart Orcid-ID

view |  rights & permissions | cited by
19. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 8
Jerry Green Orcid-ID

view |  rights & permissions | cited by
20. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 8
Paul J. Kelly

view |  rights & permissions | cited by