The Art of Teaching Philosophy

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 everything you need to know about content selection, writing exams, developing teaching statements for professional reviews, 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, each unit concludes with 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.>

Auteur
Brynn Welch is Associate Professor of Philosophy at the University of Alabama at Birmingham, USA.

Texte du rabat

"From a team of renowned and innovative philosophy teachers, this volume offers accessible reflections and practical suggestions for constructing a successful philosophy course. The collection covers syllabus design, classroom management, and exercises and assessments, with each section concluding with insights from students on what they have learned from studying philosophy. An essential resource for teachers of philosophy at any stage of their career, each contribution balances reflective values with concrete practices and presents a valuable discussion about theories of philosophy pedagogy"--

Contenu
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