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21. Teaching Philosophy: Volume > 46 > Issue: 4
Ian Schnee, Kristi Straus, José M. Guzmán, Ariane Gauvreau Orcid-ID

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Teaching through discussion is perhaps the most fundamental pedagogical technique of philosophy. When done well, discussion can promote long-term, durable learning. It supports an active-learning classroom, sparks higher-order cognition, and helps students construct their own understanding of the material. Yet it is often not done well: it is easily dominated by a few students; it can waste time on tangents and minutiae; it can fail to motivate students to prepare adequately; and it is not easily scalable. In this paper we present a technique, the random discussion leader (RDL), which addresses all of these shortcomings of traditional discussion. Qualitative and quantitative evidence from our quasi-experimental study (n = 279) suggests that RDL leads to better preparation, better engagement with the material, more equitable participation, and higher quality discussions. Additionally, we provide a toolkit for instructors interested in trying RDL, showing how the technique can be adapted to various course settings and materials.

book reviews

22. Teaching Philosophy: Volume > 46 > Issue: 4
Zoe Anthony

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23. Teaching Philosophy: Volume > 46 > Issue: 4
Andrei-Valentin Bacrau

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24. Teaching Philosophy: Volume > 46 > Issue: 4
Ley David Elliette Cray

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25. Teaching Philosophy: Volume > 46 > Issue: 4
Emily Esch

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26. Teaching Philosophy: Volume > 46 > Issue: 4
Michael Gifford

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27. Teaching Philosophy: Volume > 46 > Issue: 4
Michael Goldman

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28. Teaching Philosophy: Volume > 46 > Issue: 4
Tim Juvshik

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29. Teaching Philosophy: Volume > 46 > Issue: 4
Asha Lancaster-Thomas

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30. Teaching Philosophy: Volume > 46 > Issue: 4
Miriana Maio

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31. Teaching Philosophy: Volume > 46 > Issue: 4
Antonio L. Sartori

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32. Teaching Philosophy: Volume > 46 > Issue: 4
Daniel Weltman

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articles

33. Teaching Philosophy: Volume > 46 > Issue: 3
Benjamin Hole, Orcid-ID Monica Janzen, Ramona C. Ilea

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Tragedy feels disempowering and the confluence of tragedies since the beginning of 2020 can overwhelm one’s sense of agency. This paper describes how we use a civic engagement (CE) project to nurture radical hope for our students. Radical hope involves a desire for a positive outcome surpassing understanding, as well as an activity to strive to achieve that outcome despite its uncertainty. Our CE project asks students to identify ethical issues they care about and respond in a fitting way, questioning the assumption that their efforts do not matter, and imagining creative ways to make a difference that are in their power. We scaffold our CE project in order to nurture hopeful possibilities for students by offering real-world, feasible pathways for addressing systemic problems.
34. Teaching Philosophy: Volume > 46 > Issue: 3
W. John Koolage, Orcid-ID Natalie C. Anderson

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In this article, we defend the view that problematic epistemological extremism, which presents puzzles for many learners new to philosophy, is a result of earlier learning at the K–12 level. Confirming this hunch serves as a way of locating the problem and suggesting that recent learning interventions proposed by Christopher Edelman (2021) and Galen Barry (2022) are on the right track. Further, we offer that this extremism is plausibly described as what Miranda Fricker (2007) calls an epistemic injustice. This suggests that disrupting the problem is a boon for learners, the discipline, and good citizenship. In our discussion we introduce work by Derek Muller suggesting that it is important to address the misconceptions involved in epistemological extremism (and its precursors) lest we simply reinforce these problematic misconceptions for the worse—inhibiting student learning, reproducing challenges to good citizenship, and leading to a discounting of many ways of knowing.
35. Teaching Philosophy: Volume > 46 > Issue: 3
Menno van Calcar Orcid-ID

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Teaching philosophy online in secondary schools differs from offline teaching. The explanations usually offered for this difference show the cognitivist assumptions of mainstream pre-university philosophy education, meaning that philosophy education assumes that the aim of its practice is the enhancement of internal mental abilities. This paper argues that this view of the goal of education is unwarranted and unnecessarily restrictive, and that it implies an undesirable dichotomy between learning to be competent and being competent. An alternative, based on ecological and enactive views of cognition, is presented as a better conception of philosophical cognitive competence in general, and of the difference between offline and online teaching in particular. This alternative suggests that the difference resembles the difference between life in a zoo and life in the jungle, and that we should teach pupils to do wild philosophy.
36. Teaching Philosophy: Volume > 46 > Issue: 3
Hasko von Kriegstein Orcid-ID

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At or near the beginning of many textbooks and syllabi in applied or professional ethics is a unit on philosophical moral theories (such as utilitarianism, deontology, and virtue ethics). However, teaching such theories is of questionable value in this context. This article introduces the moral vocabulary approach. Instead of burdening students with complex ethical theories, they are introduced to the logic of elementary moral concepts. This avoids many of the drawbacks of teaching ethical theories, while preserving the benefit of equipping students with the conceptual tools they need to critically analyse ethical issues.
37. Teaching Philosophy: Volume > 46 > Issue: 3
Hasko von Kriegstein Orcid-ID

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This article is an introduction to moral concepts. Its purpose is to introduce and explain vocabulary that can be used both in examining ethical theories, and in talking about the ethically significant aspects of concrete situations. We begin by distinguishing descriptive and normative claims, and explaining how moral claims are a special type of normative claims. We then introduce terms for the moral evaluation of actions, states of affairs, and motives. Focusing on the question ‘what should be done?,’ we talk at some length about factors that influence the moral evaluation of actions, such as rights, duties, and consequences. We also cover related concepts such as justifications, excuses, praise, and blame. Finally, we discuss ethical reasoning and the roles played therein by principles, values, and theories.

book reviews

38. Teaching Philosophy: Volume > 46 > Issue: 3
Russell W. Askren

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39. Teaching Philosophy: Volume > 46 > Issue: 3
Martin Benjamin

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40. Teaching Philosophy: Volume > 46 > Issue: 3
Angelo Bottone

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