Teaching Philosophy: Theoretical Reflections and Practical Suggestions: Jonathan E. Adler: Rowman & Littlefield Publishers

Teaching Philosophy

Theoretical Reflections and Practical Suggestions

Teaching Philosophy

Theoretical Reflections and Practical Suggestions

Description

The difference in the practical approach to teaching philosophy can mean the difference between an engaging class and an excruciating one. In this expanded edition of In the Socratic Tradition (1997) Kasachkoff adds new sections on teaching philosophy with computers, teaching philosophical explanation, and teaching philosophy of gender. Chapters in the collection share the pedagogical insights of more than two dozen distinguished philosophers, offering practical suggestions on such issues as how to motivate students, construct syllabi and creative examinations for specific courses, and teach complex philosophical concepts. Like its predecessor, Teaching Philosophy will be an indispensable resource for teachers of all levels and fields of philosophy, and will be particularly helpful in lending inspiration to graduate students and professors called upon to teach courses outside of their specialty areas.

Part 1 I Introducing Students to Philosophy
Chapter 2 Teaching Introductory Philosophy
Chapter 3 Introducing Philosophy
Chapter 4 Teaching Introductory Philosophy: A Restricted Topical Approach
Part 5 II Helping Our Students Improve
Chapter 6 How to Improve Your Teaching
Chapter 7 Reading and Interpretation: A Heuristic for Improving Students' Comprehension of Philosophy Texts
Chapter 8 Improving Student Papers in 'Introduction to Philosophy' Courses
Chapter 9 Using Essay Exams to Teach and Not Merely to Assess
Part 10 III Teaching Applied Ethics
Chapter 11 From the "Applied" to the Practical: Teaching Ethics for Use
Chapter 12 A Social Dilemma Game for an Ethics Class
Part 13 IV Teaching Philosophy with Computers
Chapter 14 Teaching With a Screen
Part 15 V Teaching Aesthetics
Chapter 16 The Case Method Approach to the Teaching of Aesthetics
Part 17 VI Teaching Philosophy of Religion
Chapter 18 Teaching Philosophy of Religion (either as a full course or as part of an 'Introduction to Philosophy')
Chapter 19 Three Courses in Philosophy of Religion
Part 20 VII Teaching Critical Thinking
Chapter 21 Using Pseudoscience in a Critical Thinking Class
Chapter 22 A Critical Thinking Portfolio
Part 23 VIII Teaching Philosophy Through History
Chapter 24 The Teaching of Philosophy-Historically
Part 25 IX Teaching Kant/Teaching Hegel
Chapter 26 A User-Friendly Copernican Revolution
Chapter 27 Charting Kant
Chapter 28 On Teaching Hegel: Problems and Possibilities
Chapter 29 Hegel and Family Values
Part 30 X Teaching Existentialism/Teaching Continental Philosophy
Chapter 31 Teaching Existentialism
Chapter 32 Teaching Recent Continental Philosophy
Part 33 XI Teaching Philosophical Explanation
Chapter 34 Teaching 'Inference to the Best Philosophical Explanation'
Part 35 XII Teaching Philosophy of Gender
Chapter 36 Teaching Gender Issues-Philosophically
Part 37 XIII Looking at What We Do in the Classroom
Chapter 38 Uncovering the "Hidden Curriculum": A Laboratory Course in Philosophy of Education
Chapter 39 A Graduate Seminar on Teaching Philosophy
Part 40 About the Contributors
Part 41 About the Editor

Product details

Published	Mar 24 2004
Format	Paperback
Edition	1st
Extent	302
ISBN	9780742514492
Imprint	Rowman & Littlefield Publishers
Dimensions	9 x 6 inches
Publisher	Bloomsbury Publishing

Anthology Editor

Tziporah Kasachkoff

Contributor

Jonathan E. Adler

Contributor

Martin Benjamin

Contributor

James P. Cadello

Contributor

Steven M. Cahn

Contributor

Joan C. Callahan

Contributor

Jo A. Chern

Contributor

Stephen H. Daniel

Contributor

Juli Eflin

Contributor

Carrie Figdor

Contributor

Newton Garver

Contributor

Theodore A. Gracyk

Contributor

Lawrence H. Hinman

Contributor

Eugene Kelly

Contributor

David Martens

Contributor

Michael Martin

Contributor

John McCumber

Contributor

John J. McDermott

Contributor

Marshall Missner

Contributor

Kathleen Dean Moore

Contributor

Ronald Moore

Contributor

Louis P. Pojman

Contributor

Anthony Weston

Contributor

Merold Westphal

Contributor

V Alan White

Contributor

Celia Wolf-Devine

It is not only students who need an occasional injection of new approaches in the classroom to motivate and enhance their learning. Both beginning and seasoned philosophy teachers also welcome fresh ideas and will find these essays a great resource for energizing their teaching.

Rosalind Ekman Ladd, Professor of Philosophy Emerita, Wheaton College, Massachusetts