Showing papers in "Teaching Philosophy in 2016"
83 citations
7 citations
7 citations
6 citations
TL;DR: In this article, a case study of how one school introduced a one-credit course for philosophy majors focused on effective searching for and critical evaluation of primary and secondary sources is presented, which is also aligned with the Association of College and Research Libraries (ACRL) standards.
Abstract: This article presents a case study of how one school introduced a one-credit course for philosophy majors focused on effective searching for and critical evaluation of primary and secondary sources. The course curriculum is based on departmental learning outcomes, and is also aligned with the Association of College and Research Libraries (ACRL) standards.
6 citations
TL;DR: The authors explored the state of teacher training in philosophy graduate programs in the English-speaking world and concluded that philosophers want more and better teacher training, and collectively we know how to deliver and support it.
Abstract: This paper explores the state of teacher training in philosophy graduate programs in the English-speaking world. Do philosophy graduate programs offer training regarding teaching? If so, what is the nature of the training that is offered? Who offers it? How valuable is it? We conclude that philosophers want more and better teacher training, and that collectively we know how to deliver and support it.
5 citations
3 citations
Abstract: This paper explores the benefits of video feedback for teaching philosophy. Our analysis, based on results from a self-report student survey along with our own experience, indicates that video feedback possesses a number of advantages over traditional written comments. In particular we argue that video feedback is conducive to providing high-quality formative feedback, increases detail and clarity, and promotes student engagement. In addition, we argue that the advantages of video feedback make the method an especially apt tool for addressing challenges germane to teaching philosophy. Video feedback allows markers to more easily explain and illustrate philosophical goals and methods. It allows markers to model the doing of philosophy and thereby helps students to see philosophy’s value. Video feedback is a promising tool for addressing both cognitive and affective barriers to learning philosophy. Such advantages are especially valuable in the context of a student-centered, intentional learning framework. In light of these advantages, we find that video feedback is underappreciated and underutilized.
3 citations
3 citations