Post-graduates and PhD Students taking Teaching Philosophy seminars together with faculty.
What am I doing here, and what do I want this class to be? What kind of class am I designing, and why? What does a meaningfully inclusive classroom look like? Innovations in Teaching Philosophy tackles the current challenges in higher education with bite-size chapters offering practical advice on a variety of issues.
Here you will find guidance from award-winning teachers about what they have tried in the classroom, how it worked, and why they did it. Motivated by a recognition of the ever-changing landscape philosophy teachers face, the conversational tone of the short chapters emphasize accessibility and practicality. Standalone chapters allow you to gravitate toward what worries or inspires you the most.
The focus throughout is on the most pressing features of the current teaching environment: the role of technology and the desire to make classrooms more inclusive. Contributors encourage and make space for building a community, rethinking who teachers and students are and what a philosophy class can and should look like. A final section written exclusively by students considers the wonders and woes of the various styles of teaching they have encountered.
This essential companion is packed with tried and tested tools ready to be modified and adopted to suit your goals as an instructor. Here is a chance to better understand what you want for your course, for the students and for the immensely rewarding experience of teaching philosophy.
Arvustused
These essays offer sharp insights into (and helpful practical advice about) some of the most important and underexplored pedagogical issues facing philosophy teachers in particular. You may question your presumptions or rethink your classroom approaches; you will inevitably be left with ideas that you immediately want to implement in your own classes. * Alida Liberman, Associate Professor and Altshuler Distinguished Teaching Professor, Southern Methodist University, USA * The essays in this collection showcase transformative potential of a philosophy classroom. In this second collection, Brynn F. Welch expands our teaching toolkit by bringing together contributions reflecting on the role of classroom communities, student embodiments, supporting students needs, and our purpose as philosophy teachers. Innovations in Teaching Philosophy demonstrates how philosophers can bring to lifeboth in our classroom practices and in our students we teachthe bell hooks quote: The classroom remains the most radical space of possibility in the academy. * Melissa Jacquart, University of Cincinnati, USA *
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An essential companion tackling the current challenges in higher education with bite-size chapters that offer practical advice on a variety of issues, from the role of technology to inclusive classrooms
List of Figures
List of Tables
Acknowledgments
Introduction, by Brynn F. Welch
Part I: Teaching with Purpose
1. Good Enough Pedagogy, by Emily Lange, Abram Capone, and Claire
Lockard
2. Rethinking Backwards Design and Learning Outcomes, by Rebecca Scott
3. Learning to Fail, by Joanna Lawson and Christopher Blake-Turner
4. Thinking about Doing Rather than Telling: The Purpose of Philosophy
via Experiential Learning, by Madeline Ahmed Cronin
5. Philosophy in the K-12 Philosophy and College Classroom, by Claire
Katz
6. Welcoming The Animal: Including Other-than-Humans in the Philosophy
Classroom, by Karen S. Emmerman
7. Teaching for the Process of Learning, by Renée J. Smith
Part II: Community in the Classroom
8. Philosophy and Intersectionality, by Anwar Uhuru
9. Integrative Pedagogy is Inclusive Pedagogy, by Becky Vartabedien
10. Story Time: On Making Sense and Nurturing Empathy in the Philosophy
Classroom, by Carlos Alberto Sánchez
11. I Dont Have the Guts for This: How Losing Twenty Percent of My Small
Intestine Changed My Teaching, by John Wolfe
12. Taming In-Class Participation: How to Use Participation to Foster
Belonging and Deep Philosophical Engagement in the Classroom, by Aliosha
Barranco Lopez
13. The Socratic Method Reclaimed and Reformed, by Heather Anne Phillips
14. Neuro-Inclusive Pedagogy in Philosophy Classrooms, by Amelia Hicks and
JayJay Mudridge
15. From Accommodation to Access: Decentering Ableism and Respectability
Culture in the Classroom, by Quill R Kukla
Part III: Expanding the Teaching Toolkit
16. AI in the Classroom: Friend, Foe, or Forget About It? by John Basl and
Vance Ricks
17. Reading Together: Using Perusall to Help Students Learn How to Engage
with Readings, by K. Lindsey Chambers
18. Using Packback to Bring Back the Fun of Discussion Boards, by Brynn F.
Welch
19. Using Audio and Video Feedback on Student Writing, by Julia Staffel
20. Applying Ethics: Engaging with Virtual Reality, by Lauren Traczykowski
21. Just Ask Them! by Danielle (Dani) Clevenger
22. Teaching Critical Thinking with Directional Analysis, by Teresa Kouri
Kissel
23. Mitigating Misconceptions about Hypotheticals, by David OBrien
24. Philosophy Goes to Couples Therapy: A Tool for Teaching Ethical
Dialogue, by Joshua May
25. Whose Argument is it Anyway: Integrating Improv Games into the
Philosophy Classroom, by Russell Marcus, Nathalie Martinez, and Ashley
Pryor
26. Expanding our Pedagogical Toolbox: Using Personas to Achieve Course
Goals, by Andrew P. Mills, Monica Mo Janzen, and Sarah K. Donovan
Part IV: Teaching in Motion
27. Mentoring the First Big Project: Two Pages at a Time, by Karen Adkins
28. When Computers Crash and Dogs Eat Your Homework: Teaching Students to
Rewrite from Scratch, by Barbara Cohn
29. Virtuous Dialogues in Epistemic Communities: Helping Students Understand
the Value of Citations, by Cassie Finley and Kristopher G. Phillips
30. Readiness Testing in the Philosophy Classroom, by Dustin Locke
31. Failing in Front of Your Peers: A New Pedagogy of Logic, by Sara L.
Uckelman
32. A Plea for More Collaborative Student Assignments, by Candice Delmas
33. Students Need Need: Against inertand towards catalyzingdialogue and
presentations, by Stephen Bloch-Schulman and Ann J. Cahill
34. Curiosity and Creative Conversations: Meeting Students Where They Are,
by W. John Koolage
Part V: Student Reflections
35. Reflections from a Non-Traditional Student, by Amy Soulis
36. The Role of Students in Teaching Philosophy, by Nadira Jeethandran
37. Navigating Discussions of Identity, by Jordan Price
38. Students Are Philosophers If You Invite Them To Be, by Aiyana Race
39. Graduate Students are Educators, Too, by Henry C. Curcio
Part VI: Making It Count
40. Making the Case for the Value of Teaching Through Self-Authorship: From
What Does the Discipline Want of Me? to Who Do I Want to Be?, by Stephen
Bloch-Schulman
Notes on Contributors
Index
Brynn F. 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 Deans Award for Excellence in Teaching at UAB in 2021, and the UAB Disability Support Services Outstanding Faculty Award in 2022. She is the editor of The Art of Teaching Philosophy (2023).
