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1. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 8
Rich Eva

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2. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 8
Mark H. Herman

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3. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 8
Karl Aho Orcid-ID

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4. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 8
Brett Gaul

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5. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 8
Meredith Gilman

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6. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 8
Renée J. Smith

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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.
7. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 8
Derek McAllister

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8. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 8
Melissa Jacquart Orcid-ID

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9. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 8
Jerry Green Orcid-ID

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10. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 8
Paul J. Kelly

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11. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 8
Cara Furman

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12. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 8
David W. Concepción

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13. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 8
Ryan Miller

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14. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 8
Merritt Rehn-DeBraal

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15. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 8
Kristin Rodier

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

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17. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 8

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18. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 6
Jane Drexler, Ryan J. Johnson

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19. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 6
Matthew Sharpe Orcid-ID

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In this essay, I sketch a third possibility between teaching PWL solely as history of philosophy (which seems to inescapably pull against its own conception of philosophizing), and the fascinating recent attempts by scholars to experiment with introducing modes of teaching and assessment which would reactivate ancient spiritual exercises within the modern university. This third way takes for granted that, for the foreseeable future (and if academic philosophy widely survives the twenty-first century’s recalibration of the university), it will do so as a primarily theoretical discipline. Nevertheless, it proposes that insights from PWL’s re-conception of philosophy as a situated, social as well as ethical activity can and ideally should be integrated into such modern syllabi. This can be done by introducing and teaching (a) capstone unit(s) for advanced students which would reflect critically on what it is to be an academic philosopher today and the ways that the fact that philosophy is institutionalized as a professional discipline in neoliberal universities creates pressures towards particular forms of intellectual and ethical vice and sophistry. Based on a course taught at the author’s home university, it examines how Plato’s Republic, Bacon’s Novum Organum, and Kivisto’s Vices of Learning prompt students, respectively, to consider the place of the philosopher in the “city,” their own (and everyone’s) propensities towards forms of epistemic bias and partiality, and the ways that institutionalized competition for status can promote forms of pride, vanity, and misanthropy in scholars. Encountering and discussing these texts, it is argued, can prepare students for the realities of philosophizing in the professional universities of the twenty-first century, helping them to identify ways philosophers can go wrong, and helping them to identify chastened, more Socratically self-aware ways of thinking, reading, arguing, and understanding what philosophers do.

20. American Association of Philosophy Teachers Studies in Pedagogy: Volume > 6
Jake Wright Orcid-ID

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I argue that Philosophy as a Way of Life (PWOL) represents a distinct pedagogy that differs from philosophy’s signature pedagogy because of PWOL’s differing views of what philosophy is and how it is successfully practiced. I further argue that this pedagogy is radical in two senses. First, PWOL is technically radical because it naturally incorporates cutting-edge pedagogical techniques that promote student success. Second, I argue that PWOL is transformatively radical because it seeks to transform students’ understanding of themselves and the world around them. Following this argument, I discuss my own experiences implementing a PWOL-based course as a case study of PWOL’s radical nature.