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Teaching is a moral enterprise through which we reflect our most deeply held values. Thoughtful teaching begins before the syllabus is written and continues well beyond the end of the semester. In this book a team of over 30 renowned and innovative US philosophy teachers offer accessible reflections and practical suggestions for constructing a philosophy course. Our classroom can mimic dynamics that emerge in the broader society, or it can teach students new ways of engaging with one another. From syllabus design and classroom management to exercises and assessments, each chapter answers…mehr
Teaching is a moral enterprise through which we reflect our most deeply held values. Thoughtful teaching begins before the syllabus is written and continues well beyond the end of the semester. In this book a team of over 30 renowned and innovative US philosophy teachers offer accessible reflections and practical suggestions for constructing a philosophy course.
Our classroom can mimic dynamics that emerge in the broader society, or it can teach students new ways of engaging with one another. From syllabus design and classroom management to exercises and assessments, each chapter answers frequently asked questions: How do we balance lecture with discussion? What are our goals? When we're leading a discussion and a student (or several students) say false things, what should we do? What are the costs of correcting them? Here is an in-depth exploration of topics such as content selection, assessment design, mentorship, and making teaching count professionally.
Each contribution balances reflective values with concrete advice emerging from tried-and-tested practices. Insightful discussions about theories of philosophy pedagogy feature throughout. Divided into The Philosophy Course, The Philosophy Classroom, Exercises and Assignments, and What Comes Next, chapters include insights from students on what they have learned from studying philosophy. For teachers of philosophy at any stage of their career this is a must-have resource.
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Autorenporträt
Brynn Welch is Associate Professor of Philosophy at the University of Alabama at Birmingham, USA. She received the Excellence in Teaching Award from Emory & Henry in 2016, the Dean's Award for Excellence in Teaching at UAB in 2021, and the UAB Disability Support Services Outstanding Faculty Award in 2022.
Inhaltsangabe
Introduction Brynn F. Welch Part I. The Philosophy Course 1. De-Centering the Professor (Not by Design) Karen Adkins (Regis University USA) 2. Freedom Anchoring: Teaching Philosophy as a Dialogic Endeavor Corey Reed (Butler University USA) 3. Syllabus Design and World-Making Rima Basu (Claremont McKenna College USA) 4. Deadlines Learner-Centeredness and Non Ideal Pedagogy Christopher Blake-Turner (Oklahoma State University USA) 5. Philosophy Through Spectacle Meg Wallace (University of Kentucky USA) 6. Ethics for Everyday Life: Designing a Core Philosophy Class K. Lindsey Chambers (University of Kentucky USA) 7. Less is More: How and Why to Avoid a Content-Driven Course Heather Anne Phillips (Georgia State University USA) 8. The (Un)Political Classroom: How Content and Positionality Intersect to Encourage Students to be Agents of Change John R. Torrey (SUNY Buffalo State USA) 9. A Student's Reflections Zyaire Hadrian Agee (University of Alabama at Birmingham USA) Part II. The Philosophy Classroom 10. Save the 1001 Cats! Lecture as a Performance Art Jimmy Goodrich (University of Wisconsin USA) 11. Flatten that Hierarchy: Everyone Wins When We All Teach (and Learn) Together W. John Koolage (Eastern Michigan University USA) 12. Trust in the Classroom Barrett Emerick (St. Mary's College of Maryland USA) 13. What to Do When Students Don't Do Course Readings Alida Liberman (Southern Methodist University USA) 14. When Conversation Goes Wrong: Managing Student Errors Russell Marcus and Alessandro Moscarítolo Palacio (Hamilton College USA) 15. Gender Dynamics in the Philosophy Classroom Harry Brighouse (University of Wisconsin USA) 16. Cultivating Playfulness for Unlearning in the Philosophy Classroom Rebecca Scott (Harper College USA) 17. When Crito and Plato Came to Class: Gameful Learning in the Philosophy Classroom Greta LaFore (Gonzaga University USA) 18. Not Just for the Kids: Using Children's Literature and P4C Methods in the College Classroom Karen S. Emmerman (University of Washington USA) 19. Participation as Gratitude Practice Stephen Bloch-Schulman (Elon University USA) 20. In Conclusion I Don't Know: Humility as the Beginning and End of Every Class Brynn F. Welch (University of Alabama at Birmingham) 21. A Student's Reflections Anna Ulrey (UAB Heersink School of Medicine USA) Part III. Exercises and Assessments 22. A Primer for Discussing Dispositional Growth David W. Concepción (Ball State University USA) 23. Dialogue Virtue and Assessment: Teaching for More than Technical Proficiency Kristopher G. Phillips (Eastern Michigan University USA) 24. Student Transformation through Civic Engagement Projects Monica "Mo" Janzen and Ramona Ilea (Anoka-Ramsey Community College and Pacific University Oregon USA) 25. Discussion Self-Assessment and the Discussion Moves Framework Christopher Blake-Turner (Oklahoma State University USA) 26. Argument Diagramming as a Teaching Tool for Philosophy Maralee Harrell (University of California San Diego USA). 27. A Jigsaw Lesson for Symbolic Logic Russell Marcus (Hamilton College USA) 28. Teaching with Puzzles David O'Brien (Tulane University USA) 29. Students Make Pudding Stephen Bloch-Schulman (Elon University USA) 30. Prisoner's Dilemma and Delight: A Simple Activity that Helps Students Understand the Complexity of Others Joshua DiPaolo (California State University Fullerton USA) 31. Will the Gendered Division of Labor Be An Issue in Your Generation? An Exercise Harry Brighouse (University of Wisconsin USA) 32. Feminist Critiques of the Original Position Susan Kennedy (Santa Clara University USA) 33. The Clear and Concise AF Assignment Dustin Locke (Claremont McKenna College USA) 34. Emile and Sophie on Tinder: Using Social Media as an Assessment for Philosophy Claire Katz (Texas A&M University USA) 35. On Writing Fun Joyful Open-Ended Exams C. Thi Nguyen (University of Utah USA) 36. It's Not "Stephen's Final" Project Stephen Bloch-Schulman (Elon University USA) 37. A Student's Reflections Micah Williams (University of Rochester USA) Part IV. What Comes Next 38. The Why and How of Mentoring in Undergraduate Philosophy Teaching Emma Prendergast (Utah Tech University USA) 39. Making Teaching Count Britta Clark and Gina Schouten (Harvard University USA) Index
Introduction Brynn F. Welch Part I. The Philosophy Course 1. De-Centering the Professor (Not by Design) Karen Adkins (Regis University USA) 2. Freedom Anchoring: Teaching Philosophy as a Dialogic Endeavor Corey Reed (Butler University USA) 3. Syllabus Design and World-Making Rima Basu (Claremont McKenna College USA) 4. Deadlines Learner-Centeredness and Non Ideal Pedagogy Christopher Blake-Turner (Oklahoma State University USA) 5. Philosophy Through Spectacle Meg Wallace (University of Kentucky USA) 6. Ethics for Everyday Life: Designing a Core Philosophy Class K. Lindsey Chambers (University of Kentucky USA) 7. Less is More: How and Why to Avoid a Content-Driven Course Heather Anne Phillips (Georgia State University USA) 8. The (Un)Political Classroom: How Content and Positionality Intersect to Encourage Students to be Agents of Change John R. Torrey (SUNY Buffalo State USA) 9. A Student's Reflections Zyaire Hadrian Agee (University of Alabama at Birmingham USA) Part II. The Philosophy Classroom 10. Save the 1001 Cats! Lecture as a Performance Art Jimmy Goodrich (University of Wisconsin USA) 11. Flatten that Hierarchy: Everyone Wins When We All Teach (and Learn) Together W. John Koolage (Eastern Michigan University USA) 12. Trust in the Classroom Barrett Emerick (St. Mary's College of Maryland USA) 13. What to Do When Students Don't Do Course Readings Alida Liberman (Southern Methodist University USA) 14. When Conversation Goes Wrong: Managing Student Errors Russell Marcus and Alessandro Moscarítolo Palacio (Hamilton College USA) 15. Gender Dynamics in the Philosophy Classroom Harry Brighouse (University of Wisconsin USA) 16. Cultivating Playfulness for Unlearning in the Philosophy Classroom Rebecca Scott (Harper College USA) 17. When Crito and Plato Came to Class: Gameful Learning in the Philosophy Classroom Greta LaFore (Gonzaga University USA) 18. Not Just for the Kids: Using Children's Literature and P4C Methods in the College Classroom Karen S. Emmerman (University of Washington USA) 19. Participation as Gratitude Practice Stephen Bloch-Schulman (Elon University USA) 20. In Conclusion I Don't Know: Humility as the Beginning and End of Every Class Brynn F. Welch (University of Alabama at Birmingham) 21. A Student's Reflections Anna Ulrey (UAB Heersink School of Medicine USA) Part III. Exercises and Assessments 22. A Primer for Discussing Dispositional Growth David W. Concepción (Ball State University USA) 23. Dialogue Virtue and Assessment: Teaching for More than Technical Proficiency Kristopher G. Phillips (Eastern Michigan University USA) 24. Student Transformation through Civic Engagement Projects Monica "Mo" Janzen and Ramona Ilea (Anoka-Ramsey Community College and Pacific University Oregon USA) 25. Discussion Self-Assessment and the Discussion Moves Framework Christopher Blake-Turner (Oklahoma State University USA) 26. Argument Diagramming as a Teaching Tool for Philosophy Maralee Harrell (University of California San Diego USA). 27. A Jigsaw Lesson for Symbolic Logic Russell Marcus (Hamilton College USA) 28. Teaching with Puzzles David O'Brien (Tulane University USA) 29. Students Make Pudding Stephen Bloch-Schulman (Elon University USA) 30. Prisoner's Dilemma and Delight: A Simple Activity that Helps Students Understand the Complexity of Others Joshua DiPaolo (California State University Fullerton USA) 31. Will the Gendered Division of Labor Be An Issue in Your Generation? An Exercise Harry Brighouse (University of Wisconsin USA) 32. Feminist Critiques of the Original Position Susan Kennedy (Santa Clara University USA) 33. The Clear and Concise AF Assignment Dustin Locke (Claremont McKenna College USA) 34. Emile and Sophie on Tinder: Using Social Media as an Assessment for Philosophy Claire Katz (Texas A&M University USA) 35. On Writing Fun Joyful Open-Ended Exams C. Thi Nguyen (University of Utah USA) 36. It's Not "Stephen's Final" Project Stephen Bloch-Schulman (Elon University USA) 37. A Student's Reflections Micah Williams (University of Rochester USA) Part IV. What Comes Next 38. The Why and How of Mentoring in Undergraduate Philosophy Teaching Emma Prendergast (Utah Tech University USA) 39. Making Teaching Count Britta Clark and Gina Schouten (Harvard University USA) Index
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