We already have an article scheduled on how to teach critical thinking. In the next few years, I hope to publish 'How to Teach ...' articles on the following courses:
- ancient philosophy
- modern philosophy
- the Continental tradition
- Asian philosophy
- philosophy of science
- feminist philosophy
- bioethics, medical ethics, health care ethics
- information technology ethics
If you might be interested in writing such a piece, please contact me: mjcholbi*at*csupomona*dot*edu.
Below the fold are additional guidelines for the 'How to Teach...' articles.
TP: Guidelines for “How to Teach” articles
The aim of How to Teach articles is for instructors experienced in teaching a particular philosophy course to provide guidance in how to teach such a course, especially to those teaching such a course for the first time.
How to Teach articles should address five main areas of concern:
1. Goals: What are some common learning goals of this course? Authors should emphasize both course-specific goals (e.g., in an epistemology course, that students understand disputes between internalists and externalists about justification, etc.) and more general pedagogical or disciplinary goals (e.g., that students read primary historical sources). Authors are free to emphasize the goals that ground the course as they teach it, but should also acknowledge other legitimate approaches to learning goals in the course.
2. Topics: What topics are sensibly covered in such a course for undergraduates? Here authors should indicate which topics are, in their estimation, more fundamental or central and which less so, so as to enable readers teaching on different calendars (quarter versus semester) or with different student populations (community colleges versus elite colleges, etc.) to adapt the article’s advice to their own teaching environment. If the course is one that is often offered at different levels (introductory versus advanced undergraduate), authors should indicate how the course might be modified accordingly. (NOTE: Authors may suggest particular texts or teaching materials, but this should not be a primary point of emphasis in the article. TP publishes review articles comparing different textbooks in a given area, so authors may refer readers to these for advice on texts.)
3. Evaluation: How are students best evaluated in the course? Which evaluations are most valid and focus student learning efforts?
4. Strategies: Are there teaching strategies (in-class exercises, assignments, group work, etc.) that are especially effective in this course? Especially ineffective?
5. Challenges and rewards: What makes this course challenging? What will instructors coming to the course for the first time find to be the most daunting or frustrating? What makes this course rewarding?
Authors can choose to use these five areas of concern as explicit guides, with sections of the article corresponding to each area, or they may write a more freeform piece so long as these five areas are addressed. The maximum length for How to Teach articles is 8,000 words.