Results for 'teaching'

998 found
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  1. Teaching Gloria Anzaldúa as an American Philosopher.Alexander Stehn - 2020 - In Margaret Cantú-Sánchez, Candace de León-Zepeda & Norma Elia Cantú (eds.), Teaching Gloria E. Anzaldúa: Pedagogy and Practice for Our Classrooms and Communities. pp. 296-313.
    Many of my first students at Anzaldúa’s alma mater read Borderlands/La Frontera and concluded that Anzaldúa was not a philosopher. Hostile comments suggested that Anzaldúa’s intimately personal and poetic ways of writing were not philosophical. In response, I created “American Philosophy and Self-Culture” using backwards course design and taught variations of it in 2013, 2016, and 2018. Students spend nearly a month exploring Anzaldúa’s works, but only after reading three centuries of U.S.-American philosophers who wrote in deeply personal and literary (...)
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  2. Teaching the Right Letter Pronunciation in Reciting the Holy Quran Using Intelligent Tutoring System.Alaa N. Akkila & Samy S. Abu Naser - 2017 - International Journal of Advanced Research and Development 2 (1):64-68.
    An Intelligent Tutoring System (ITS) is a computer system that offers an instant, adapted instruction and customized feedback to students without human teacher interference. Reciting "Tajweed" the Holy Quran in the appropriate way is very important for all Muslims and is obligatory in Islamic devotions such as prayers. In this paper, the researchers introduce an intelligent tutoring system for teaching Reciting "Tajweed". Our "Tajweed" tutoring system is limited to "Tafkhim and Tarqiq in TAJWEED" the Holy Quran, Rewaya: Hafs from (...)
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  3. Reconceptualising Teaching as Transformative Practice: Alasdair MacIntyre in the South African Context.Dominic Griffiths & Maria Prozesky - 2020 - Journal of Education 2 (79):4-17.
    In its ideal conception, the post-apartheid education landscape is regarded as a site of transformation that promotes democratic ideals such as citizenship, freedom, and critical thought. The role of the educator is pivotal in realising this transformation in the learners she teaches, but this realisation extends beyond merely teaching the curriculum to the educator herself, as the site where these democratic ideals are embodied and enacted. The teacher is thus centrally placed as a moral agent whose behaviour, in the (...)
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  4.  30
    Teaching Climate Change: A Systematic Review From 2019-2021.Marlon Adlit & Marlene F. Adlit - 2022 - International Journal of Advanced Research and Publications (IJARP) 5 (5):12-19.
    Climate change as a social issue challenged the disciplinary and methodological traditions of research. Moreover, climate change becomes more problematic as schools must be able to engage learners in learning situations that are challenging and rooted in geographical pedagogical traditions. Though it is present in the curriculum, the present study systematically reviews the teaching of climate change from selected literature from 2019 to 2021. The objective of this study is to investigate approaches and strategies in the teaching and (...)
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  5. Teaching the Debate.Brian Besong - 2016 - Teaching Philosophy 39 (4):401-412.
    One very common style of teaching philosophy involves remaining publicly neutral regarding the views being debated—a technique commonly styled ‘teaching the debate.’ This paper seeks to survey evidence from the literature in social psychology that suggests teaching the debate naturally lends itself to student skepticism toward the philosophical views presented. In contrast, research suggests that presenting one’s own views alongside teaching the debate in question—or ‘engaging the debate’—can effectively avoid eliciting skeptical attitudes among students without sacrificing (...)
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  6. Teaching Virtue: Changing Attitudes.Alessandra Tanesini - 2016 - Logos and Episteme 7 (4):503-527.
    In this paper I offer an original account of intellectual modesty and some of its surrounding vices: intellectual haughtiness, arrogance, servility and self-abasement. I argue that these vices are attitudes as social psychologists understand the notion. I also draw some of the educational implications of the account. In particular, I urge caution about the efficacy of direct instruction about virtue and of stimulating emulation through exposure to positive exemplars.
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  7.  65
    Teaching & Learning Guide For: Carbon Pricing Ethics.Kian Mintz-Woo - 2022 - Philosophy Compass 17 (2):e12816.
    This teaching and learning guide accompanies the following article: Mintz-Woo, K., 2022. Carbon Pricing Ethics. Philosophy Compass 17(1):article e12803. doi:10.1111/phc3.12803. [Open access].
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  8. Teaching Philosophy Through a Role-Immersion Game.Kathryn E. Joyce, Andy Lamey & Noel Martin - 2018 - Teaching Philosophy 41 (2):175-98.
    A growing body of research suggests that students achieve learning outcomes at higher rates when instructors use active-learning methods rather than standard modes of instruction. To investigate how one such method might be used to teach philosophy, we observed two classes that employed Reacting to the Past, an educational role-immersion game. We chose to investigate Reacting because role-immersion games are considered a particularly effective active-learning strategy. Professors who have used Reacting to teach history, interdisciplinary humanities, and political theory agree that (...)
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  9. Teaching Philosophy Through Lincoln-Douglas Debate.Jacob Nebel, Ryan W. Davis, Peter van Elswyk & Ben Holguin - 2013 - Teaching Philosophy 36 (3):271-289.
    This paper is about teaching philosophy to high school students through Lincoln-Douglas (LD) debate. LD, also known as “values debate,” includes topics from ethics and political philosophy. Thousands of high school students across the U.S. debate these topics in class, after school, and at weekend tournaments. We argue that LD is a particularly effective tool for teaching philosophy, but also that LD today falls short of its potential. We argue that the problems with LD are not inevitable, and (...)
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  10.  43
    Teaching Argument Diagrams to a Student Who Is Blind.Marc Champagne - 2018 - In Diagrammatic Representation and Inference. Cham, Switzerland: pp. 783–786.
    This paper describes how bodily positions and gestures were used to teach argument diagramming to a student who cannot see. After listening to short argumentative passages with a screen reader, the student had to state the conclusion while touching his belly button. When stating a premise, he had to touch one of his shoulders. Premises lending independent support to a conclusion were thus diagrammed by a V-shaped gesture, each shoulder proposition going straight to the conclusion. Premises lending dependent support were (...)
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  11. LOGIC TEACHING IN THE 21ST CENTURY.John Corcoran - 2016 - Quadripartita Ratio: Revista de Argumentación y Retórica 1 (1):1-34.
    We are much better equipped to let the facts reveal themselves to us instead of blinding ourselves to them or stubbornly trying to force them into preconceived molds. We no longer embarrass ourselves in front of our students, for example, by insisting that “Some Xs are Y” means the same as “Some X is Y”, and lamely adding “for purposes of logic” whenever there is pushback. Logic teaching in this century can exploit the new spirit of objectivity, humility, clarity, (...)
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  12. Diagrammatic Teaching: The Role of Iconic Signs in Meaningful Pedagogy.Catherine Legg - 2017 - In Inna Semetsky (ed.), Edusemiotics: A Handbook. Dordrecht: Springer. pp. 29-45.
    Charles S. Peirce’s semiotics uniquely divides signs into: i) symbols, which pick out their objects by arbitrary convention or habit, ii) indices, which pick out their objects by unmediated ‘pointing’, and iii) icons, which pick out their objects by resembling them (as Peirce put it: an icon’s parts are related in the same way that the objects represented by those parts are themselves related). Thus representing structure is one of the icon’s greatest strengths. It is argued that the implications of (...)
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  13. Teaching and Learning Philosophy in Ontario High Schools.Trevor Norris & Pinto Bialystok, Norris - 2019 - Journal of Curriculum Studies 8.
    Primary objective: This study represents the first large-scale research on high school philosophy in a public education curriculum in North America. Our objective was to identify the impacts of high school philosophy, as well as the challenges of teaching it in its current format in Ontario high schools. Research design: The qualitative research design captured the perspectives of students and teachers with respect to philosophy at the high school level. All data collection was structured around central questions to provide (...)
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  14. Teaching & Learning Guide For: The Relationship Between Belief and Credence.Elizabeth G. Jackson - 2020 - Philosophy Compass 15 (6).
    This guide accompanies the following article(s): Jackson, E., Philosophy Compass 15/6 (2020) pp. 1-13 10.1111/phc3.12668.x.
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  15. What Imagination Teaches.Amy Kind - 2020 - In John Schwenkler & Enoch Lambert (eds.), Becoming Someone New: Essays on Transformative Experience, Choice, and Change.
    David Lewis has argued that “having an experience is the best way or perhaps the only way, of coming to know what that experience is like”; when an experience is of a sufficiently new sort, mere science lessons are not enough. Developing this Lewisian line, L.A. Paul has suggested that some experiences are epistemically transformative. Until an individual has such an experience it remains epistemically inaccessible to her. No amount of stories and theories and testimony from others can teach her (...)
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  16.  73
    Teaching Ethics in the High Schools: A Deweyan Challenge.Shane Ralston - 2008 - Teaching Ethics 9 (1):73-86.
    Should ethics be taught in the high schools? Should high school faculty teach it themselves or invite college and university professors (or instructors) into the classroom to share their expertise? In this paper, I argue that the challenge to teach ethics in the high schools has a distinctly Deweyan dimension to it, since (i) Dewey proposed that it be attempted and (ii) he provided many valuable resources with which to proceed. The paper is organized into four sections. In the first, (...)
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  17.  57
    Logic Teaching at the University of Oxford From the Sixteenth to the Early Eighteenth Century.E. Jennifer Ashworth - 2015 - Noctua 2 (1-2):24-62.
    This paper considers the nature of the changes that took place in logic teaching at the University of Oxford from the beginning of the sixteenth century, when students attended university lectures on Aristotle’s texts as well as studying short works dealing with specifically medieval developments, to the beginning of the eighteenth century when teaching was centred in the colleges, the medieval developments had largely disappeared, and manuals summarizing Aristotelian logic were used. The paper also considers the reasons for (...)
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  18. Teaching Ethics, Happiness, and The Good Life: An Upbuilding Discourse in the Spirits of Soren Kierkegaard and John Dewey.Alexander Stehn - 2018 - In Steven M. Cahn, Alexandra Bradner & Andrew Mills (eds.), Philosophers in the Classroom: Essays on Teaching. Indianapolis, IN, USA: pp. 170-184.
    This essay narrates what I have learned from Søren Kierkegaard & John Dewey about teaching philosophy. It consists of three sections: 1) a Deweyan pragmatist’s translation of Kierkegaard’s religious insights on Christianity, as a way of life, into ethical insights on philosophy, as a way of life; 2) a brief description of the introductory course that I teach most frequently: Ethics, Happiness, & The Good Life; and 3) an exploration of three spiritual exercises from the course: a) self-cultivation by (...)
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  19. Teaching Firefly: Companion Material. A Class Schedule for a Course on Joss Whedon and Philosophy.James Rocha - 2018 - Journal of Science Fiction and Philosophy 1:1-10.
    Philosophers often rely on their own examples and intuitions, which can be problematic since philosophers are a small group with their own set of biases and limitations. Science fiction can assist with this problem through the provision of examples that are both designed by non-philosophers and intended to be thought-provoking and plausible. In particular, when philosophers teach, we can use science fiction for examples that raise relevant issues in interesting contexts, while also being fully fleshed out. In this paper, I (...)
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  20.  48
    Teaching Learners with Autism in the South African Inclusive Classroom: Pedagogic Strategies and Possibilities.Moleli Nthibeli, Dominic Griffiths & Tanya Bekker - 2022 - African Journal of Disability 1 (11):1-12.
    Background: Although inclusive education is widely discussed, its implementation has not, arguably, been far-reaching. There remains a lack of specific, targeted approaches towards fully including learners with physical and mental impairments in the educational space. Objectives: This study investigated the extent of the inclusion of learners with autism spectrum disorder (ASD) in three schools in Johannesburg. Method: A qualitative interpretivist design was adopted. Teachers who work with learners with ASD were interviewed using open-ended questions. The sampled data were analysed using (...)
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  21. Teaching Peirce to Undergraduates.James Campbell, Cornelis de Waal & Richard Hart - 2008 - Transactions of the Charles S. Peirce Society 44 (2):189-235.
    Fourteen philosophers share their experience teaching Peirce to undergraduates in a variety of settings and a variety of courses. The latter include introductory philosophy courses as well as upper-level courses in American philosophy, philosophy of religion, logic, philosophy of science, medieval philosophy, semiotics, metaphysics, etc., and even an upper-level course devoted entirely to Peirce. The project originates in a session devoted to teaching Peirce held at the 2007 annual meeting of the Society for the Advancement of American Philosophy. (...)
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  22. Teaching & Learning Guide For: Duality and Ontology.Baptiste Le Bihan & James Read - 2018 - Philosophy Compass 13 (12):e12555.
    Dualities are a pervasive phenomenon in contemporary physics, in which two physical theories are empirically equivalent, yet prima facie make different ontological claims about the world (potentially very different claims—differing in e.g. the number and radius of dimensions of the universe). Dualities thus present a particular instantiation of the well-known notion of underdetermination of theory by evidence. Many different philosophical proposals have been made for how such putative underdetermination might be resolved—this continues to be a programme of active research.
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  23.  32
    Teaching Firefly: Companion Material. A Class Schedule for a Course on Joss Whedon and Philosophy.James Rocha - 2018 - Journal of Science Fiction and Philosophy 1:1-3.
    This schedule, provided as a companion to my “Teaching Firefly” article, was used for a sophomore level philosophy course that was populated mostly by non-majors. The original idea for the course was to develop a popular culture philosophy course that would attract students from all over campus, which was meant to both introduce them to multiple philosophical ideas and theories and hopefully convince some of them to major or minor in philosophy. The course was quite successful at drawing Whedon (...)
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  24. Teaching Children to Think Ethically.Susan T. Gardner - 2012 - Analytic Teaching and Philosophical Praxis 32 (2):75-81.
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  25. Teaching Workplace Ethics.Michael Davis - 1990 - Thinking: The Journal of Philosophy for Children 8 (4):33-42.
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  26. TEACHING AIDS AND MODES IN ACADEMIC PHILOSOPHY.Desh Raj Sirswal - 2013 - University News 51 (18):21-23.
    Philosophy is the study of the most general and fundamental problems of human life. The main areas of study in philosophy includes metaphysics, epistemology, logic, ethics and aesthetics etc. there are other several branches of philosophy which characterize different branches of knowledge. Philosophy being a very abstract branch of study, has not much scope of using equipment on a large scale to supplement the normal lecture schedules. However, in some papers/areas there are comparatively better scope to make the lectures more (...)
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  27. LOGIC TEACHING IN THE 21ST CENTURY.John Corcoran - manuscript
    We are much better equipped to let the facts reveal themselves to us instead of blinding ourselves to them or stubbornly trying to force them into preconceived molds. We no longer embarrass ourselves in front of our students, for example, by insisting that “Some Xs are Y” means the same as “Some X is Y”, and lamely adding “for purposes of logic” whenever there is pushback. Logic teaching in this century can exploit the new spirit of objectivity, humility, clarity, (...)
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  28. Teaching Dance and Philosophy to Non Majors: The Integration of Movement Practices and Thought Experiments to Articulate Big Ideas.Megan Brunsvold Mercedes & Kristopher G. Phillips - 2021 - In Rebecca Farinas & Julie Van Camp (eds.), The Bloomsbury Handbook of Dance and Philosophy. London, UK: pp. 20-35.
    Philosophers sometimes wonder whether academic work can ever be truly interdisciplinary. Whether true interdisciplinarity is possible is an open question, but given current trends in higher education, it seems that at least gesturing toward such work is increasingly important. This volume serves as a testament to the fact that such work can be done. Of course, while it is the case that high-level theoretical work can flourish at the intersection of dance and philosophy, it remains to be seen how we (...)
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  29. Is Teaching Children Young Earth Creationism Child Abuse?Helen De Cruz - 2013 - The Philosophers' Magazine 63:21-23.
    Richard Dawkins has argued on several occasions that bringing up your child religiously is a form of child abuse. According to Dawkins, teaching children about religion is fine (it helps them to understand cultural references, for instance), but indoctrinating children – by which Dawkins means any form of education that teaches religious beliefs as facts – is morally wrong and harmful. Dawkins is not alone: the American theoretical physicist Lawrence Krauss, for instance, recently argued that teaching Young Earth (...)
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  30. Humility, Listening and ‘Teaching in a Strong Sense’.Andrea R. English - 2016 - Logos and Episteme 7 (4):529-554.
    My argument in this paper is that humility is implied in the concept of teaching, if teaching is construed in a strong sense. Teaching in a strong sense is a view of teaching as linked to students’ embodied experiences (including cognitive and moral-social dimensions), in particular students’ experiences of limitation, whereas a weak sense of teaching refers to teaching as narrowly focused on student cognitive development. In addition to detailing the relation between humility and (...)
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  31.  44
    Informing, Teaching or Propagandising? Combining Environmental and Science Studies for Undergraduates.Sean Johnston & Mhairi Harvey - 2002 - Discourse: Learning and Teaching in Philosophical and Religious Studies 1 (2):130-140.
    This article discusses experiences in the integrated teaching of Environmental Studies and Science Studies in a generalist curriculum at a university campus in Scotland. At the University of Glasgow Crichton Campus, a mixed curriculum has been developed to combine coherently Environmental and Science Studies, perhaps the first such curriculum in the UK and equally uncommon in America. The Crichton curricum is intentionally multi-disciplinary, drawing closely on the successful nineteenth-century Scottish model exported to America. This generalist approach, emphasising broad philosophical (...)
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  32. Teaching Applied Ethics to the Righteous Mind.Peter Murphy - 2014 - Journal of Moral Education 43 (4):413-428.
    What does current empirically informed moral psychology imply about the goals that can be realistically achieved in college-level applied ethics courses? This paper takes up this question from the vantage point of Jonathan Haidt’s Social Intuitionist Model of human moral judgment. I summarize Haidt’s model, and then consider a variety of pedagogical goals. I begin with two of the loftiest goals of ethics education, and argue that neither is within realistic reach if Haidt’s model is correct. I then look at (...)
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  33.  47
    Catholic Social Teachings: Toward a Meaningful Work.Ferdinand Tablan - 2015 - Journal of Business Ethics 128 (2):291-303.
    Meaningful work is both a moral issue and an economic one. Studies show that workers’ experience of meaninglessness in their jobs contributes to job dissatisfaction which has negative effects to business. If having a meaningful work is essential for the well-being of workers, providing them with one is an ethical requirement for business establishments. The essay aims to articulate an account of meaningful work in the Catholic social teachings. CST rejects the subjectivist and relativist notion of work which affirms the (...)
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  34. Teaching Logic to Blind Students.Patrick Girard & Jonathan McKeown-Green - manuscript
    This paper is about teaching elementary logic to blind or visually impaired students. The targeted audience are teachers who all of sudden have a blind or visually impaired student in their introduction to logic class, find limited help from disability centers in their institution, and have no idea what to do. We provide simple techniques that allow direct communication between a teacher and a visually impaired student. We show how the use of what is known as Polish notation simplifies (...)
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  35. Dialogic Teaching: Discussing Theoretical Contexts and Reviewing Evidence From Classroom Practice.Sue Lyle - 2008 - Language and Education 22 (3):222-240.
    Drawing on recent developments in dialogic approaches to learning and teaching, I examine the roots of dialogic meaning-making as a concept in classroom practices. Developments in the field of dialogic pedagogy are reviewed and the case for dialogic engagement as an approach to classroom interaction is considered. The implications of dialogic classroom approaches are discussed in the context of educational research and classroom practice. Dialogic practice is contrasted with monologic practices as evidenced by the resilient of the IRF as (...)
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  36. Teaching and Learning Guide For: Explanation in Mathematics: Proofs and Practice.William D'Alessandro - 2019 - Philosophy Compass 14 (11).
    This is a teaching and learning guide to accompany "Explanation in Mathematics: Proofs and Practice".
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  37. Teaching & Researching Big History: Exploring a New Scholarly Field.Leonid Grinin, David Baker, Esther Quaedackers & Andrey V. Korotayev - 2014 - Volgograd: "Uchitel" Publishing House.
    According to the working definition of the International Big History Association, ‘Big History seeks to understand the integrated history of the Cosmos, Earth, Life and Humanity, using the best available empirical evidence and scholarly methods’. In recent years Big History has been developing very fast indeed. Big History courses are taught in the schools and universities of several dozen countries. Hundreds of researchers are involved in studying and teaching Big History. The unique approach of Big History, the interdisciplinary genre (...)
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  38. Research, Teaching and Service: Why Shouldn't Women's Work Count?Shelley M. Park - 1996 - Journal of Higher Education 67 (1):46-84.
    This article examines one way institutionalized sexism operates in the university setting by examining the gender roles and gender hierarchies implicit in (allegedly gender-neutral) university tenure and promotion policies. Current working assumptions regarding (1) what constitutes good research, teaching, and service and (2) the relative importance of each of these endeavors reflect and perpetuate masculine values and practices, thus preventing the professional advancement of female faculty both individually and collectively. A gendered division of labor exists within (as outside) the (...)
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  39. Teaching Empathic Concern and Altruism in the Smartphone Age.Brian N. Fry & Jason D. Runyan - 2018 - Journal of Moral Education 47 (1):1-16.
    Numerous studies show empathic concern promotes altruistic motivation and prosocial behavior. Here, we discuss empathic concern, its relation to altruistic motivation, and how empathic concern is invoked in experimental studies. We do this with an eye toward applying laboratory techniques in the classroom, and everyday life, to foster empathic concern and altruistic responding. This goes beyond teaching about empathic concern to setting up conditions that help people experience this psychological state, and its benefits, firsthand. Smartphone-based ecological momentary interventions can (...)
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  40. Teaching Philosophy in Central Asia: Effects on Moral and Political Education.Elena Popa - 2019 - Interchange 50 (2):187-203.
    This paper investigates how an introductory philosophy course influences the moral and political development of undergraduate students in a Liberal Arts university in Central Asia. Within a context of rapid changes characteristic of transitional societies—reflected in the organization of higher education—philosophy provides students with the means to reason about moral and political values in a way that overcomes the old ideological tenets as well as contemporary reluctance to theoretical inquiry. Studying philosophy provides a remedy for deficiencies in both secondary and (...)
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  41. Teaching and Learning Philosophy in the Open.Christina Hendricks - 2015 - American Association of Philosophy Teachers Studies in Pedagogy 1:17-32.
    Many teachers appreciate discussing teaching and learning with others, and participating in a community of others who are also excited about pedagogy. Many philosophy teachers find meetings such as the biannual AAPT workshop extremely valuable for this reason. But in between face-to-face meetings such as those, we can still participate in a community of teachers and learners, and even expand its borders quite widely, by engaging in activities under the general rubric of “open education.” Open education can mean many (...)
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  42. Teaching Evolution While Aiming at the Cautious Middle. [REVIEW]Massimo Pigliucci - 2015 - Science & Education 24 (7-8):1043-1046.
    As astounding as it sounds, especially to people outside of the USA (and the Middle East, and much of Africa), 13 % of US high school teachers actively advocate creationism and so-called intelligent design theory in their classrooms; another 28 % does the right thing and teaches evolution, but a whopping 60 % falls in the middle: These teachers accept evolutionary theory (though they may be fuzzy on the details), and yet do not teach it in their classrooms, in order (...)
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  43. Teaching Philosophy Through Paintings: A Museum Workshop.Savvas Ioannou, Kypros Georgiou & Ourania Maria Ventista - 2017 - Analytic Teaching and Philosophical Praxis 38 (1):62-83.
    There is wide research about the Philosophy for/with Children program. However, there is not any known attempt to investigate how a philosophical discussion can be implemented through a museum workshop. The present research aims to discuss aesthetic and epistemological issues with primary school children through a temporary art exhibition in a museum in Cyprus. Certainly, paintings have been used successfully to connect philosophical topics with the experiences of the children. We suggest, though, that this is not as innovative as the (...)
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  44.  77
    Teaching & Learning Guide For: Basic Needs in Normative Contexts.Thomas Pölzler - 2021 - Philosophy Compass 16 (5):e12732.
    From the day on which humans are born they need things. Some of these needs seem “basic,” such as our needs for food, water or shelter. Everybody has these needs. We cannot escape them. We also cannot escape the serious harm that arises when these needs remain unsatisfied. It is thus no wonder that in thinking about what we ought to do some researchers have suggested to first and foremost focus on people's basic needs. Such need‐based theories must answer three (...)
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  45.  32
    A Contextualist Approach to Teaching Antisemitism in Philosophy Class.Elisabeth Widmer - 2022 - Journal of Didactics of Philosophy 6 (1).
    This paper argues for a ‘contextualist’ approach to teaching antisemitism in philosophy class. The traditional ‘systematic’ approach emphasizes recognizing and dismantling antisemitic aspects in canonical philosophical texts. The introduced contextualist approach broadens the perspective, treating philosophy as a continuous debate embedded in cultural realities. It focuses on historical controversies rather than isolated arguments, includes the voice and the perspectives of the oppressed, and so has the potential to broaden traditional philosophical canons. In the second half of the paper, we (...)
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  46. What Time-Travel Teaches Us About Future-Bias.Kristie Miller - 2021 - Philosophies 6 (38):38.
    Future-biased individuals systematically prefer positively valenced events to be in the future (positive future-bias) and negatively valenced events to be in the past (negative future-bias). The most extreme form of future-bias is absolute future-bias, whereby we completely discount the value of past events when forming our preferences. Various authors have thought that we are absolutely future-biased (Sullivan (2018:58); Parfit (1984:173) and that future-bias (absolute or otherwise) is at least rationally permissible (Prior (1959), Hare (2007; 2008), Kauppinen (2018), Heathwood (2008)). The (...)
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  47. What Time Travel Teaches Us About Moral Responsibility.Taylor Cyr & Neal Tognazzini - forthcoming - Journal of Ethics and Social Philosophy.
    This paper explores what the metaphysics of time travel might teach us about moral responsibility. We take our cue from a recent paper by Yishai Cohen, who argues that if time travel is metaphysically possible, then one of the most influential theories of moral responsibility (i.e., Fischer and Ravizza’s) is false. We argue that Cohen’s argument is unsound but that Cohen’s argument can serve as a lens to bring reasons-responsive theories of moral responsibility into sharper focus, helping us to better (...)
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  48. An Intelligent Tutoring System for Teaching Advanced Topics in Information Security.Ali O. Mahdi, Mohammed I. Alhabbash & Samy S. Abu Naser - 2016 - World Wide Journal of Multidisciplinary Research and Development 2 (12):1-9.
    Recently there is an increasing technological development in intelligent tutoring systems. This field has become interesting to many researchers. In this paper, we present an intelligent tutoring system for teaching information security. This intelligent tutoring systems target the students enrolled in Advanced Topics in Information Security in the faculty of Engineering and Information Technology at Al-Azhar University in Gaza. Through which the student will be able to study the course and solve related problems. An evaluation of the intelligent tutoring (...)
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  49. Teaching Critical Thinking and Metacognitive Skills Through Philosophical Enquiry. A Practitioner's Report on Experiments in the Classroom.Emma Worley & Peter Worley - 2019 - Childhood and Philosophy 15.
    Although expert consensus states that critical thinking (CT) is essential to enquiry, it doesn’t necessarily follow that by practicing enquiry children are developing CT skills. Philosophy with children programmes around the world aim to develop CT dispositions and skills through a community of enquiry, and this study compared the impact of the explicit teaching of CT skills during an enquiry, to The Philosophy Foundation's philosophical enquiry (PhiE) method alone (which had no explicit teaching of CT skills). Philosophy with (...)
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  50. What Acquaintance Teaches.Alex Grzankowski & Michael Tye - 2019 - In Thomas Raleigh & Jonathan Knowles (eds.), Acquaintance: New Essays. Oxford University Press. pp. 75–94.
    In her black and white room, Mary doesn’t know what it is like to see red. Only after undergoing an experience as of something red and hence acquainting herself with red can Mary learn what it is like. But learning what it is like to see red requires more than simply becoming acquainted with it. To be acquainted with something is to know it, but such knowledge, as we argue, is object-knowledge rather than propositional-knowledge. To know what it is like (...)
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