Teaching Philosophy is pleased to announce a new essay prize, the Arnold Wilson Prize. Details here and below the fold.
Teaching Philosophy is pleased to announced the establishment of the Arnold Wilson Prize. The prize will be awarded within one year of a topic being announced for the best essay concerning an issue related to the significance, goals, or nature of philosophy teaching. The winning essay will receive a $1,000 prize, along with publication in Teaching Philosophy. Entries besides the essay selected for the prize may also be published in the journal. The journal may also split the prize among several winners or award more than one prize if multiple entries warrant doing so.
The 2014-15 topic is “The Place of Philosophy in the Humanities.” Submissions should be e-mailed to the journal editor, Michael Cholbi (email@example.com), by October 1, 2015. Essays will be judged and ranked by an awards committee with five members: the two editors of Teaching Philosophy; two Board members of Teaching Philosophy, Inc.; and one person from the Editorial Board of Teaching Philosophy. The winning essay will be announced by January 1, 2016.
Essays submitted for the Wilson Prize should address some of the following:
- · The claim that the humanities are “in crisis” has been voiced in many quarters in recent years. Is this claim credible? If so, what are the nature and sources of this crisis? Is philosophy undergoing this crisis as well?
- · How should the disciplines thought to comprise the humanities be characterized? Should philosophy be classified among the humanities or as a “humanistic” discipline? If not, what are philosophy’s closest disciplinary cousins or allies?
- · Philosophy has become cross-disciplinary in recent decades, highly informed by the natural sciences, social sciences, and other humanities disciplines. What implications does the cross-disciplinary nature of contemporary philosophy carry for thinking of philosophy’s place in the humanities?
- · Is philosophy well-served by being placed in the humanities? Could philosophers more effectively advocate for their field without reference to the humanities?
- · What is the significance of the place of philosophy in the humanities for philosophy teaching? Should philosophy be taught as a humanities? If so, what are the guiding aims and characteristic methods of “humanistic” philosophy teaching? What are the similarities and differences between these aims and methods and the aims and methods through which philosophy is typically taught?