tag:blogger.com,1999:blog-80703556955304344502024-03-15T01:21:19.466-07:00In Socrates' WakeA philosophy teaching blogMichael Cholbihttp://www.blogger.com/profile/02012523929044363216noreply@blogger.comBlogger728125tag:blogger.com,1999:blog-8070355695530434450.post-23359024584344881862017-12-18T06:09:00.000-08:002017-12-18T06:09:00.291-08:001000-Word Philosophy - Call for Essays <div style="background-color: white; color: #33383d; font-family: "Open Sans", sans-serif; font-size: small;">
<i>This is a call for essays for materials that are ideal for teaching philosophy in many contexts:</i></div>
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<span style="color: #666666; font-family: Baskerville, "Playfair Display", "Times New Roman", serif; font-size: 18px;"><a href="https://1000wordphilosophy.com/" target="_blank">1000-Word Philosophy</a> is a constantly-growing collection of original essays on important philosophical topics. These essays are introductions rather than argumentative articles. Each essay is as close to 1000 words (while never going over!) as the author can get it. A 1000-word essay takes between five and ten minutes to read. That’s about the length of a bus ride or a waiting room stay or the lead-up to a class meeting.</span></div>
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We’re always looking for authors to contribute and seek a diverse set of essays, on a wide range of philosophical issues, questions, figures and traditions. If you’re interested in contributing a 1000-word essay (or essays) on a philosophical topic that interest you and that you think would interest our readers, <span style="border: 0px; font-family: inherit; font-style: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px; text-decoration-line: underline; vertical-align: baseline;"><a href="mailto:1000WordPhilosophy@gmail.com" rel="noopener" style="border: 0px; color: #333333; font-family: inherit; font-style: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px; text-decoration-line: none; transition: all 0.4s ease-in-out; vertical-align: baseline;" target="_blank">email us</a></span>. Please either send us your full essay for review, <em style="border: 0px; font-family: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">or</em> an essay proposal, <em style="border: 0px; font-family: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">or</em> any other inquiries regarding the appropriateness and desirability of your topic and approach.</div>
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We are especially interested in essays on topics frequently addressed in introductory courses, as well as topics that are difficult to cover in introductory courses because the relevant literature is difficult for first-year students. We especially welcome material addressing under-represented philosophical traditions, including global philosophy, philosophy of race, LGBTQIA issues, and more. </div>
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Why contribute? 1000-Word Philosophy currently has a few hundred online visitors each day, and we are working to increase those numbers, so your essay will be highly visible to a global readership. We are also looking into ways to try to track the use of the essays, for example, in teaching and as sources for online discussion. We are also planning to eventually compile the essays into an open-access and open-source print collection that will be ideal for classroom use, as well as the general reader. If you are interested in developing ideal materials for both teaching and public philosophy, then 1000-Word Philosophy is for you.</div>
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<span style="color: #666666; font-family: Baskerville, Playfair Display, Times New Roman, serif;"><span style="font-size: 18px;"><a href="https://1000wordphilosophy.com/" target="_blank">https://1000wordphilosophy.com/ </a></span></span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8070355695530434450.post-79961449535543260682017-05-24T06:05:00.000-07:002017-05-24T06:05:11.074-07:00Essay Rubric<span data-offset-key="b40th-0-0" style="background-color: white; color: #1d2129; white-space: pre-wrap;"><span data-text="true"><span style="font-family: inherit;">If you are looking for an awesome essay rubric, here's one, in a number of formats, by <a href="http://micahlewin.blogspot.com/p/teaching-philosophy.html" target="_blank">Micah Lewin</a>:</span></span></span><br />
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<span data-offset-key="b40th-0-0" style="background-color: white; color: #1d2129; white-space: pre-wrap;"><span data-text="true"><span style="font-family: inherit;"><span style="color: #444444; white-space: normal;"><u><a href="https://drive.google.com/file/d/0B8bgHt_KMbvANXNLY1dsdjZHVTg/view?usp=sharing" style="color: #4d469c; text-decoration-line: none;">Philosophy Paper Grading Rubric</a></u> (on </span><a href="https://drive.google.com/file/d/0B8bgHt_KMbvAY2dGRkpnSVBxNFU/view?usp=sharing" style="color: #4d469c; text-decoration-line: none; white-space: normal;">One 11x17 PDF Page</a><span style="color: #444444; white-space: normal;">, on </span><a href="https://drive.google.com/file/d/0B8bgHt_KMbvAY3hIYzBJQmJYX1E/view?usp=sharing" style="color: #4d469c; text-decoration-line: none; white-space: normal;">Multiple 8.5x11 PDF Pages</a><span style="color: #444444; white-space: normal;">, or as <a href="https://drive.google.com/open?id=0B8bgHt_KMbvAQ3YydE5IRXdLbmM" style="color: #4d469c; text-decoration-line: none;">a JPEG</a>). </span></span></span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdt9tPCI1gz1_0XTK9-PL4Xmsl3vztK_MtkXkVujpShHqy89l6JjOJGWTgHEdraRfx6X2_KCSfkxZj0uNR0OXf_r3zc10r-3xemD2SjZmnQqFV5uuU8mO_N5KOrpjX9Ck1y6-K3UN-4jo/s1600/Micah+T.+Lewin+-+Philosophy+Paper+Grading+Rubric+%2528One+XL+Page%2529.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1118" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdt9tPCI1gz1_0XTK9-PL4Xmsl3vztK_MtkXkVujpShHqy89l6JjOJGWTgHEdraRfx6X2_KCSfkxZj0uNR0OXf_r3zc10r-3xemD2SjZmnQqFV5uuU8mO_N5KOrpjX9Ck1y6-K3UN-4jo/s640/Micah+T.+Lewin+-+Philosophy+Paper+Grading+Rubric+%2528One+XL+Page%2529.jpg" width="446" /></a></div>
<span data-offset-key="b40th-0-0" style="background-color: white; color: #1d2129; white-space: pre-wrap;"><span data-text="true"><span style="font-family: inherit;"><span style="color: #444444; white-space: normal;"><br /></span></span></span></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8070355695530434450.post-19527386557755739482017-02-26T12:00:00.000-08:002017-02-26T12:00:47.993-08:00Philosophy is a Great Major . com A new page of interest and value! Philosophy is a Great Major . com<br />
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@ <a href="http://www.philosophyisagreatmajor.com/">www.PhilosophyIsAGreatMajor.com</a><br />
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(See also <a href="http://www.whystudyphilosophy.com/">www.WhyStudyPhilosophy.com</a>)Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8070355695530434450.post-80227659868974704922017-01-29T06:39:00.001-08:002017-01-29T08:17:56.605-08:00Call for Outstanding Philosophy Teachers<span id="docs-internal-guid-e2e44a13-eb04-4f06-f7dd-f1b4497464f4"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt; text-align: center;">
<span style="font-family: Arial; font-size: 16.6667px; vertical-align: baseline; white-space: pre-wrap;">Open call for </span><span style="font-family: Arial; font-size: 16.6667px; font-style: italic; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Philosophers in the Classroom: Essays on Teaching</span></div>
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<span style="font-family: Arial; font-size: 16.6667px; vertical-align: baseline; white-space: pre-wrap;">We write to solicit names of outstanding teachers who might be interested in contributing to a volume of reflective essays on the teaching of philosophy to be published by Hackett Publishing Company in 2019. We are primarily seeking dedicated philosophy teachers who have received an institution-wide teaching award (or some equivalent recognition) for their work in the classroom.</span></div>
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<span style="font-family: Arial; font-size: 16.6667px; vertical-align: baseline; white-space: pre-wrap;">Essays will be approximately 4,000 to 7,000 words and reflect upon some aspect of the philosopher's experience as a teacher. Essays might address: </span></div>
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<span style="font-size: 16.6667px; vertical-align: baseline; white-space: pre-wrap;">the teaching of a particular class (e.g. intro, ancient, modern, logic or critical reasoning);</span></div>
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<span style="font-size: 16.6667px; vertical-align: baseline; white-space: pre-wrap;">the teaching of a particular student population (e.g. first-years, advanced majors, pre-college students, economically disenfranchised students, religious students, graduate students, or prisoners);</span></div>
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<span style="font-size: 16.6667px; vertical-align: baseline; white-space: pre-wrap;">the impact philosophy teaching can have in the world; </span></div>
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<span style="font-size: 16.6667px; vertical-align: baseline; white-space: pre-wrap;">a specific experience that has come to have broader significance for the author; or</span></div>
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<span style="font-size: 16.6667px; vertical-align: baseline; white-space: pre-wrap;">some other topic that will educate and inspire teachers of philosophy. </span></div>
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<span style="font-family: Arial; font-size: 16.6667px; vertical-align: baseline; white-space: pre-wrap;">This will not be an anthology of SOTL (scholarship of teaching and learning) papers or "how-to" papers, but an anthology of literary, narrative essays on the lives of distinguished philosophy teachers and their love for teaching.</span></div>
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<span style="font-family: Arial; font-size: 16.6667px; vertical-align: baseline; white-space: pre-wrap;">Please recommend your best philosophy teachers for this project by e-mailing their names, and, if possible cvs, to </span><a href="mailto:alexandrabradner@gmail.com" style="text-decoration: none;"><span style="color: black; font-family: Arial; font-size: 16.6667px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">alexandrabradner@gmail.com</span></a><span style="font-family: Arial; font-size: 16.6667px; vertical-align: baseline; white-space: pre-wrap;"> with the subject line "Hackett teaching book" by Wednesday, February 8, 2017. If you've received an institution-wide teaching award (or some equivalent recognition) and have an idea for an essay, please send your cv, along with a paragraph or two about your idea, to that same e-mail address by Wednesday, February 8, 2017. </span></div>
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<span style="font-family: Arial; font-size: 16.6667px; vertical-align: baseline; white-space: pre-wrap;">Decisions will be announced sometime in May 2017. We plan to assemble our final list of contributors through our review of the submissions generated by this call and through some number of invitations. We are aiming for a list that is diverse in all respects: institutional affiliation, career status, philosophical orientation, gender, ethnicity, etc.</span></div>
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<span style="font-family: Arial; font-size: 16.6667px; vertical-align: baseline; white-space: pre-wrap;">Best,</span></div>
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<span style="font-family: Arial; font-size: 16.6667px; vertical-align: baseline; white-space: pre-wrap;">Steven M. Cahn, Former Chair, APA Committee on the Teaching of Philosophy</span></div>
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<span style="font-family: Arial; font-size: 16.6667px; vertical-align: baseline; white-space: pre-wrap;">Alexandra Bradner, Chair, APA Committee on the Teaching of Philosophy</span></div>
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<span style="font-family: Arial; font-size: 16.6667px; vertical-align: baseline; white-space: pre-wrap;">Andrew Mills, President, American Association of Philosophy Teachers</span></div>
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</span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8070355695530434450.post-59549017921899395572016-08-11T07:52:00.001-07:002016-08-11T07:52:30.567-07:00Calls for Abstracts<div style="background-color: white; color: #222222; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 12px;">
The American Philosophical Association Committee on the Teaching of Philosophy invites abstracts for two sessions to take place at the APA Eastern Division meeting, <span class="aBn" data-term="goog_1281253740" style="border-bottom: 1px dashed rgb(204, 204, 204); position: relative; top: -2px; z-index: 0;" tabindex="0"><span class="aQJ" style="position: relative; top: 2px; z-index: -1;">January 4–7, 2017</span></span>, in Baltimore, MD.</div>
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<b style="color: #dd3010; text-decoration: none;"><a data-saferedirecturl="https://www.google.com/url?hl=en&q=http://www.apaonline.org/link.asp?e%3Dnathan.nobis@gmail.com%26job%3D2560414%26ymlink%3D34063616%26finalurl%3Dhttp%253A%252F%252Fwww%252Eapaonline%252Eorg%252F%253Fpage%253D2017EMeetCFA%2523teachingphilosophycfa&source=gmail&ust=1471013451871000&usg=AFQjCNF5HpcGSZNGCwnVgyZhTk8xbPvPpg" href="http://www.apaonline.org/link.asp?e=nathan.nobis@gmail.com&job=2560414&ymlink=34063616&finalurl=http%3A%2F%2Fwww%2Eapaonline%2Eorg%2F%3Fpage%3D2017EMeetCFA%23teachingphilosophycfa" style="color: #dd3010; text-decoration: none;" target="_blank">Teaching Philosophy across the Pre-College/College Boundary</a></b></div>
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This session, organized with the APA Committee on Pre-College Instruction in Philosophy and the American Association of Philosophy Teachers, will explore the teaching of philosophy across the boundary between pre-college and college classrooms. We invite conversation about pedagogy among philosophers who have some experience teaching philosophy in both of these settings: What practices in the college classroom might transfer well to the K–12 philosophical inquiry classroom? What pedagogical practices specific to philosophy for children might engage college students?</div>
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<b>The deadline to submit abstracts for this session is <span class="aBn" data-term="goog_1281253741" style="border-bottom: 1px dashed rgb(204, 204, 204); position: relative; top: -2px; z-index: 0;" tabindex="0"><span class="aQJ" style="position: relative; top: 2px; z-index: -1;">Monday, August 29</span></span>.</b> More information about the session, including detailed instructions on how to apply, is available on the <a data-saferedirecturl="https://www.google.com/url?hl=en&q=http://www.apaonline.org/link.asp?e%3Dnathan.nobis@gmail.com%26job%3D2560414%26ymlink%3D34063616%26finalurl%3Dhttp%253A%252F%252Fwww%252Eapaonline%252Eorg%252F%253Fpage%253D2017EMeetCFA%2523teachingphilosophycfa&source=gmail&ust=1471013451871000&usg=AFQjCNF5HpcGSZNGCwnVgyZhTk8xbPvPpg" href="http://www.apaonline.org/link.asp?e=nathan.nobis@gmail.com&job=2560414&ymlink=34063616&finalurl=http%3A%2F%2Fwww%2Eapaonline%2Eorg%2F%3Fpage%3D2017EMeetCFA%23teachingphilosophycfa" style="color: #dd3010; text-decoration: none;" target="_blank">APA website</a>.</div>
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<b style="color: #dd3010; text-decoration: none;"><a data-saferedirecturl="https://www.google.com/url?hl=en&q=http://www.apaonline.org/link.asp?e%3Dnathan.nobis@gmail.com%26job%3D2560414%26ymlink%3D34063616%26finalurl%3Dhttp%253A%252F%252Fwww%252Eapaonline%252Eorg%252F%253Fpage%253D2017EMeetCFA%2523underfirecfa&source=gmail&ust=1471013451871000&usg=AFQjCNFWS5WNxeTwC9uhSgLfn0w4sEaFxQ" href="http://www.apaonline.org/link.asp?e=nathan.nobis@gmail.com&job=2560414&ymlink=34063616&finalurl=http%3A%2F%2Fwww%2Eapaonline%2Eorg%2F%3Fpage%3D2017EMeetCFA%23underfirecfa" style="color: #dd3010; text-decoration: none;" target="_blank">Philosophy under Fire: How to Convey to Stakeholders the Value of Teaching Philosophy</a></b></div>
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This session, organized with the APA Committee on the Status and Future of the Profession and the American Association of Philosophy Teachers, will approach ways to articulate and convey the value of philosophy teaching to administrators, board members, and government officials. We are looking, in particular, to share the experiences of philosophers who recently have had to fight for the survival of their departments.</div>
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<b>The deadline to submit abstracts for this session is <span class="aBn" data-term="goog_1281253742" style="border-bottom: 1px dashed rgb(204, 204, 204); position: relative; top: -2px; z-index: 0;" tabindex="0"><span class="aQJ" style="position: relative; top: 2px; z-index: -1;">Wednesday, August 31</span></span>.</b> More information about the session, including detailed instructions on how to apply, is available on the <a data-saferedirecturl="https://www.google.com/url?hl=en&q=http://www.apaonline.org/link.asp?e%3Dnathan.nobis@gmail.com%26job%3D2560414%26ymlink%3D34063616%26finalurl%3Dhttp%253A%252F%252Fwww%252Eapaonline%252Eorg%252F%253Fpage%253D2017EMeetCFA%2523underfirecfa&source=gmail&ust=1471013451871000&usg=AFQjCNFWS5WNxeTwC9uhSgLfn0w4sEaFxQ" href="http://www.apaonline.org/link.asp?e=nathan.nobis@gmail.com&job=2560414&ymlink=34063616&finalurl=http%3A%2F%2Fwww%2Eapaonline%2Eorg%2F%3Fpage%3D2017EMeetCFA%23underfirecfa" style="color: #dd3010; text-decoration: none;" target="_blank">APA website</a>.</div>
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We look forward to receiving your submissions!</div>
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Best wishes,</div>
<div style="background-color: white; color: #222222; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 12px;">
Alexandra Bradner<br />Chair, APA Committee on the Teaching of Philosophy</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8070355695530434450.post-27801843389907699652016-02-25T06:26:00.001-08:002016-02-25T06:26:08.087-08:00The Character ExperimentDuring the Spring 2015 semester in my introductory ethics courses, I tried something new that I first heard about through my friend<a href="http://www.csus.edu/indiv/d/disilvestror/" target="_blank"> Russell DiSilvestro</a>. I suspect this assignment will sound strange to many philosophy professors. I asked the students to complete a project, “The Character Experiment,” in which they would pick 3 virtues to attempt to cultivate over the course of the semester.<br />
<blockquote class="tr_bq">
“The purpose of our examination is not to know what virtue is, but to become good, since otherwise our inquiry would be of no benefit to us.” <br />-Aristotle </blockquote>
Prior to describing and giving them the assignment, we read Greg Bassham’s “Virtue-Centered Approaches to Education: Prospects and Pitfalls,” <a href="http://amzn.to/1Q40Kh7" target="_blank"><i>Virtues in Action</i></a>, Michael W. Austin, ed. (Palgrave Macmillan, 2013), pp. 11-22. This set the stage and offered a rationale for completing this type of experiment, recognizing some of its potential strengths and weaknesses. We also read James Gould, “Becoming Good: The Role of Spiritual Practice,” <i>Philosophical Practice </i>1, no. 3 (2005): 135–47, to offer a framework and some practical suggestions. And we discussed the relevance of the experiment to the theories and issues we studied over the course of the semester.<br />
<br />
<a name='more'></a><br />My hope was that experiment would benefit my students personally, now and in the future. My more limited hope was that by completing the assignments related to the experiment, they would at least get a better grasp of virtue ethics and the connections between character and daily life.<br />
<br />Rather than saying a lot about the experience, <a href="https://www.dropbox.com/s/efotfbo6akm5rnv/The%20Character%20Experiment%202015.pdf?dl=0" target="_blank">here is a description of the aims and purpose of the assignment</a>. I’d be interested if others have tried anything like this, and what the results were. Overall, the student reaction was positive. Several said they didn’t initially like the idea, but ended up getting into it over the semester.<br />
<br />A key component of making this a successful exercise is giving them maximal freedom with respect to the intellectual and/or moral virtues they select. I gave them <a href="http://www.virtuesforlife.com/virtues-list/" target="_blank">a link with a list of virtues/traits to consider</a>, and we discussed others in class.<br />
<br />I will try this again, with some minor revisions. But overall I was happy with how it went. I felt a little awkward at the beginning of the semester when discussing the assignment, but I’m convinced that studying ethics should at least sometimes include opportunities for students to grow in the moral domain of life.Mike Austinhttp://www.blogger.com/profile/02489700864050607425noreply@blogger.com5tag:blogger.com,1999:blog-8070355695530434450.post-87560950602428641472016-02-25T05:30:00.000-08:002016-02-25T05:30:05.010-08:00"Teaching Practical and Applied Ethics" Facebook Group <span style="font-family: inherit;"><a href="http://www.davidkilloren.com/" target="_blank">David Killoren</a> has created an engaging Facebook group "<span style="background-color: white; color: #141823; line-height: 18.6px; text-indent: 2px; white-space: pre;"><a href="https://www.facebook.com/groups/teachingappliedethics/" target="_blank">Teaching Practical and Applied Ethics</a>" with this description: </span></span><br />
<blockquote class="tr_bq">
<span style="font-family: inherit;"><span style="background-color: white; color: #333333; line-height: 16px;">This is a group for people who teach applied ethics (including b</span><span class="text_exposed_show" style="background-color: white; color: #333333; display: inline; line-height: 16px;">iomedical ethics, business ethics, etc.). Let's share articles and news stories that are relevant to applied ethics, discuss pedagogical problems and their solutions, tell funny stories from the classroom, and so on.</span></span></blockquote>
<span style="font-family: inherit;">It is a "closed" group, but anyone can ask to be added. (Shared with David's permission!)</span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8070355695530434450.post-91604619274419412052016-02-22T08:22:00.000-08:002016-02-24T07:17:15.365-08:00Your one-stop Intro to Philosophy shop<i>Update:</i> This site has been given an attractive redesign and is now edited by Erin Tarver.<br />
<br />
Villanova's John Immerwahr, an ISW reader and enthusiast, has alerted me to his attractive new website, <a href="http://www.teachphilosophy101.org/Default.aspx?tabid=36">Teach Philosophy 101</a>. As its name suggests, Tø101 is an open source collection of materials and resources for teaching to Introduction to Philosophy, with good stuff both for those new to the special challenges of Intro and those looking to refresh or revamp their Intro courses. John's site is nicely organized and he's looking for other links and resources related to teaching Intro. I'd encourage everyone to head over and check it out.<br />
<br />
<span class="fullpost"><br /></span>Michael Cholbihttp://www.blogger.com/profile/02012523929044363216noreply@blogger.com3tag:blogger.com,1999:blog-8070355695530434450.post-34638313016294950802016-02-19T08:45:00.001-08:002016-02-19T08:50:41.356-08:00Undergraduate Diversity Institutes in Philosophy<table align="center" bgcolor="#ffffff" border="0" cellpadding="0" cellspacing="0" style="color: #222222; font-family: arial, sans-serif; font-size: 12.8px; width: 650px;"><tbody>
<tr><td align="left" style="border: none; margin: 0px;" valign="top"><img alt="American Philosophical Association" class="CToWUd" height="73" src="https://blogger.googleusercontent.com/img/proxy/AVvXsEh3xSgg6zXPj_FuBmZetrxwm4Q-X8wSRL4qJK6DB_4R-1zCMk_XRA-eC-5dUZ7S8ppA17F6XaoJsyz7cN0PDl402xHI8eoPS8Z8BOQMG8VdJTEu4r97kuuZHdfiwIOlltjL6vCl6bOREdaFZ5LEBHaeZ4RsGGtbsVJjsGMpkkIyinPP84rAkBdM=s0-d-e1-ft" title="American Philosophical Association" width="400" /></td></tr>
<tr><td align="left" style="font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 12px; margin: 0px; padding: 10px;" valign="top" width="650"><br />
A number of undergraduate diversity institutes in philosophy are<br />
now accepting applications for their 2016 sessions. These institutes<br />
operate independent of one another, but they share the overarching<br />
goal to encourage and support undergraduates from underrepresented<br />
groups in philosophy. Each institute normally accepts 10-20 students<br />
per year.<br />
<br />
The following institutes are now accepting applications:<br />
<br />
<div style="margin: 0in 0in 7.5pt;">
<a href="http://www.apaonline.org/link.asp?e=nathan.nobis@gmail.com&job=2291586&ymlink=4640047&finalurl=http%3A%2F%2Fwww%2Epiksi%2Eorg%2F" style="color: #dd3010; text-decoration: none;" target="_blank"><strong>Philosophy in an Inclusive Key (PIKSI)</strong></a> –<br />
PIKSI-Rock (<span class="aBn" data-term="goog_310842481" style="border-bottom-color: rgb(204, 204, 204); border-bottom-style: dashed; border-bottom-width: 1px; position: relative; top: -2px; z-index: 0;" tabindex="0"><span class="aQJ" style="position: relative; top: 2px; z-index: -1;">June 13-22, 2016</span></span>) and<br />
PIKSI-Boston (<span class="aBn" data-term="goog_310842482" style="border-bottom-color: rgb(204, 204, 204); border-bottom-style: dashed; border-bottom-width: 1px; position: relative; top: -2px; z-index: 0;" tabindex="0"><span class="aQJ" style="position: relative; top: 2px; z-index: -1;">July 17-23, 2016</span></span>).<br />
Application deadline: <span class="aBn" data-term="goog_310842483" style="border-bottom-color: rgb(204, 204, 204); border-bottom-style: dashed; border-bottom-width: 1px; position: relative; top: -2px; z-index: 0;" tabindex="0"><span class="aQJ" style="position: relative; top: 2px; z-index: -1;">March 21, 2016</span></span>.</div>
<div style="margin: 0in 0in 7.5pt;">
<a href="http://www.apaonline.org/link.asp?e=nathan.nobis@gmail.com&job=2291586&ymlink=4640047&finalurl=http%3A%2F%2Fwww%2Ephilosophy%2Erutgers%2Eedu%2Fevents%2D335%2Fsummer%2Dinstitute" style="color: #dd3010; text-decoration: none;" target="_blank"><strong>Rutgers Summer Institute for Diversity in Philosophy</strong></a> –<br />
<span class="aBn" data-term="goog_310842484" style="border-bottom-color: rgb(204, 204, 204); border-bottom-style: dashed; border-bottom-width: 1px; position: relative; top: -2px; z-index: 0;" tabindex="0"><span class="aQJ" style="position: relative; top: 2px; z-index: -1;">July 10-17, 2016</span></span>.<br />
Application deadline:<span class="aBn" data-term="goog_310842485" style="border-bottom-color: rgb(204, 204, 204); border-bottom-style: dashed; border-bottom-width: 1px; position: relative; top: -2px; z-index: 0;" tabindex="0"><span class="aQJ" style="position: relative; top: 2px; z-index: -1;">May 9, 2016</span></span>.</div>
<div style="margin: 0in 0in 7.5pt;">
<a href="http://www.apaonline.org/link.asp?e=nathan.nobis@gmail.com&job=2291586&ymlink=4640047&finalurl=http%3A%2F%2Fwww%2Esippatbrown%2Ecom%2F" style="color: #dd3010; text-decoration: none;" target="_blank"><strong>Summer Immersion Program in Philosophy </strong></a><br />
<a href="http://www.apaonline.org/link.asp?e=nathan.nobis@gmail.com&job=2291586&ymlink=4640047&finalurl=http%3A%2F%2Fwww%2Esippatbrown%2Ecom%2F" style="color: #dd3010; text-decoration: none;" target="_blank"><strong>at Brown University (SIPP@Brown)</strong></a> –<br />
<span class="aBn" data-term="goog_310842486" style="border-bottom-color: rgb(204, 204, 204); border-bottom-style: dashed; border-bottom-width: 1px; position: relative; top: -2px; z-index: 0;" tabindex="0"><span class="aQJ" style="position: relative; top: 2px; z-index: -1;">July 17-30, 2016</span></span>. Application deadline: <span class="aBn" data-term="goog_310842487" style="border-bottom-color: rgb(204, 204, 204); border-bottom-style: dashed; border-bottom-width: 1px; position: relative; top: -2px; z-index: 0;" tabindex="0"><span class="aQJ" style="position: relative; top: 2px; z-index: -1;">March 15, 2016</span></span>.</div>
<div style="margin: 0in 0in 7.5pt;">
<a href="http://www.apaonline.org/link.asp?e=nathan.nobis@gmail.com&job=2291586&ymlink=4640047&finalurl=http%3A%2F%2Fspwp%2Eucsd%2Eedu%2F" style="color: #dd3010; text-decoration: none;" target="_blank"><strong>UCSD Summer Program for Women in Philosophy</strong></a> –<br />
<span class="aBn" data-term="goog_310842488" style="border-bottom-color: rgb(204, 204, 204); border-bottom-style: dashed; border-bottom-width: 1px; position: relative; top: -2px; z-index: 0;" tabindex="0"><span class="aQJ" style="position: relative; top: 2px; z-index: -1;">June 20-July 1, 2016</span></span>. Application deadline:<span class="aBn" data-term="goog_310842489" style="border-bottom-color: rgb(204, 204, 204); border-bottom-style: dashed; border-bottom-width: 1px; position: relative; top: -2px; z-index: 0;" tabindex="0"><span class="aQJ" style="position: relative; top: 2px; z-index: -1;">March 1, 2016</span></span>.</div>
<div style="margin: 0in 0in 7.5pt;">
<a href="http://www.apaonline.org/link.asp?e=nathan.nobis@gmail.com&job=2291586&ymlink=4640047&finalurl=http%3A%2F%2Fwww%2Eumassd%2Eedu%2Flogic%2F" style="color: #dd3010; text-decoration: none;" target="_blank"><strong>UMass Dartmouth Summer Program for Diversity: Logic</strong></a> –<br />
<span class="aBn" data-term="goog_310842490" style="border-bottom-color: rgb(204, 204, 204); border-bottom-style: dashed; border-bottom-width: 1px; position: relative; top: -2px; z-index: 0;" tabindex="0"><span class="aQJ" style="position: relative; top: 2px; z-index: -1;">May 22-28, 2016</span></span>. Application deadline:<span class="aBn" data-term="goog_310842491" style="border-bottom-color: rgb(204, 204, 204); border-bottom-style: dashed; border-bottom-width: 1px; position: relative; top: -2px; z-index: 0;" tabindex="0"><span class="aQJ" style="position: relative; top: 2px; z-index: -1;">April 18, 2016</span></span>.</div>
Undergraduates and recent graduates from underrepresented groups,<br />
including women, African Americans, Chicano/as and Latino/as, Native<br />
Americans, Asian Americans, Pacific Islanders, LGBTs, individuals from<br />
economically disadvantaged communities, and people with disabilities,<br />
are urged to apply.<br />
We encourage you to spread the word about these and other opportunities<br />
to your undergraduate students, and to consider serving as their sponsor.<br />
Faculty sponsors mentor students, helping them to prepare their applications,<br />
and, when possible and appropriate, work with the students after the summer<br />
institute to help further the gains the students have made.<br />
<br />
All the best,<br />
<br />
Amy E. Ferrer<br />
Executive Director</td></tr>
</tbody></table>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8070355695530434450.post-4233664581527159842016-02-04T06:54:00.002-08:002016-02-04T06:54:33.736-08:00Don't Forget to Participate in the APA's Teaching WorkshopDon't forget to participate in the APA's Teaching Workshop over at the APA <a href="http://blog.apaonline.org/2016/02/04/the-teaching-workshop-teaching-a-mixed-level-class/" target="_blank">Blog</a>. Jennifer M Mortonhttp://www.blogger.com/profile/00605594189543742740noreply@blogger.com0tag:blogger.com,1999:blog-8070355695530434450.post-22568276183453668672016-01-19T10:02:00.000-08:002016-01-19T10:02:00.448-08:00Teaching QuestionsThe APA's Teaching Committee has been working hard to launch a <a href="http://blog.apaonline.org/2016/01/14/introducing-the-teaching-workshop/" target="_blank">Teaching Workshop</a> as part of the newly minted APA blog. This initiative is an important way to make sure that supporting pedagogical development remain central to the APA's mission and to the profession. Please consider submitting your questions to us. And if you're interested in contributing answers, please get in touch as well.<br />
<br />
PhilTeacherWorkshop (at) gmail.com<br />
<br />
<br />
<br />
Jennifer M Mortonhttp://www.blogger.com/profile/00605594189543742740noreply@blogger.com0tag:blogger.com,1999:blog-8070355695530434450.post-69319569358217878622015-09-03T17:39:00.000-07:002015-09-03T17:39:17.220-07:00Critical thinking and democracy?<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Readers,</span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Can any of you point me to work linking critical thinking and democracy? I'm particularly interested in work that proposes that education in critical thinking is a particularly apt or essential goal for education in democratic societies. Thanks!</span>Michael Cholbihttp://www.blogger.com/profile/02012523929044363216noreply@blogger.com3tag:blogger.com,1999:blog-8070355695530434450.post-18413553718824757782015-09-02T15:44:00.000-07:002015-09-03T15:44:07.412-07:00Announcing new Wilson Prize for essay on philosophy teaching<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><i>REMINDER: The submission deadline is October 1, 2015.</i></span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Teaching Philosophy is pleased to announce a new essay prize, the Arnold Wilson Prize. Details <a href="http://bit.ly/1rHT3F4">here</a> and below the fold.</span><br />
<br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><i>T</i><i>eaching Philosophy </i>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 <i>Teaching Philosophy.</i> 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.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 16.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">The 2014-15 topic is “The Place of Philosophy in the Humanities.”
Submissions should be e-mailed to the journal editor, Michael Cholbi (<a href="mailto:mjcholbi@csupomona.edu"><span style="color: windowtext; text-decoration: none; text-underline: none;">mjcholbi@csupomona.edu</span></a>), by October 1,
2015. Essays will be judged and ranked by an awards committee with five
members: the two editors of <i>Teaching</i> <i>Philosophy</i>; two
Board members of Teaching Philosophy, Inc.; and one person from the Editorial
Board of <i>Teaching Philosophy</i>. The winning essay will be announced
by January 1, 2016.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Essays submitted for the Wilson Prize should address some of the following:<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; tab-stops: 11.0pt .5in; text-autospace: none; text-indent: -.25in;">
</div>
<ul>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span style="text-indent: -0.25in;">·<span style="font-stretch: normal;">
</span></span><span style="text-indent: -0.25in;">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?</span></span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span style="text-indent: -0.25in;">·<span style="font-stretch: normal;">
</span></span><span style="text-indent: -0.25in;">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?</span></span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span style="text-indent: -0.25in;">·<span style="font-stretch: normal;">
</span></span><span style="text-indent: -0.25in;">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?</span></span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span style="text-indent: -0.25in;">·<span style="font-stretch: normal;">
</span></span><span style="text-indent: -0.25in;">Is philosophy well-served by being placed in the
humanities? Could philosophers more effectively advocate for their field
without reference to the humanities?</span></span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span style="text-indent: -0.25in;">·<span style="font-stretch: normal;">
</span></span><span style="text-indent: -0.25in;">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?</span></span></li>
</ul>
<!--[if !supportLists]--><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><o:p></o:p></span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><o:p></o:p></span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><o:p></o:p></span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><o:p></o:p></span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><o:p></o:p></span></div>
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<!--EndFragment-->Michael Cholbihttp://www.blogger.com/profile/02012523929044363216noreply@blogger.com0tag:blogger.com,1999:blog-8070355695530434450.post-65989839838551582402015-09-01T09:34:00.000-07:002015-09-01T09:34:15.345-07:00Call for abstracts: 'Our Obligations to Adjuncts'<div class="MsoNormal" style="line-height: normal; text-align: left;">
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><b>Call for
Abstracts: 2016 Pacific APA Session</b><o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; text-align: left;">
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><b>“Our
Obligations to Adjuncts”</b><o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; text-align: left;">
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Organized by
the APA Committee on the Teaching of Philosophy<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; text-align: left;">
<b><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Deadline: Friday,
October 2, 2015<o:p></o:p></span></b></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">The American Philosophical Association (APA)
Committee on the Teaching of Philosophy invites abstracts for its upcoming
session, “Our Obligations to Adjuncts,” planned for the 2016 Pacific
Division Meeting of the APA on <b style="mso-bidi-font-weight: normal;">March
30-April 3, 2016, in San Francisco, CA. <o:p></o:p></b></span></div>
<div class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">According to the AAUP Research Office, <strong><span style="font-weight: normal;">non-tenure-track faculty now comprise more than 70%
of the professoriate (</span></strong><a href="http://www.aaup.org/sites/default/files/Faculty_Trends_0.pdf">http://www.aaup.org/sites/default/files/Faculty_Trends_0.pdf</a><strong><span style="font-weight: normal;">). In the humanities, the most recent data from the Delphi
Project suggest that 46.2% of all humanists teach part-time, while 22.2% teach
full-time, but off the tenure track (</span></strong><a href="http://faqs.thechangingfaculty.org/">http://faqs.thechangingfaculty.org/</a><strong><span style="font-weight: normal;">). We suspect these numbers are on the rise. In this
session, we’re calling upon the philosophical community to think about these statistics
and the individuals hidden behind them.<o:p></o:p></span></strong></span></div>
<div class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">The Committee is particularly interested
both in presentations from ethicists and social-political philosophers who
might use their expertise to think about our obligations to contingent faculty and
in presentations from department chairs at institutions with particularly
humane adjunct policies. In the spirit of active learning, the Committee
asks that presenters not read a paper, but plan a more interactive
way to engage their audience of peers.<o:p></o:p></span></div>
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<br /></div>
<a name='more'></a><br />
<div class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Questions to consider might include, but are
not limited to, the following:<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-left: .75in; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none; text-indent: -.25in;">
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">• <span style="mso-tab-count: 1;"> </span>What do contingent faculty need, in order to
do their jobs well? What are they owed?<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: .75in; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none; text-indent: -.25in;">
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">•<span style="mso-tab-count: 1;"> </span>How should we figure per-course and
full-time salaries for adjunct faculty? What benefits should they receive?<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: .75in; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none; text-indent: -.25in;">
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">• <span style="mso-tab-count: 1;"> </span>How does the treatment of contingent faculty vary
among public and private institutions? What are the sources of these
differences and can they be overcome? <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: .75in; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none; text-indent: -.25in;">
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">• <span style="mso-tab-count: 1;"> </span>What policies and programs have other
professional organizations initiated to support their adjunct populations?<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: .75in; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none; text-indent: -.25in;">
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">•<span style="mso-tab-count: 1;"> </span>How should contingent faculty be represented
in institutional governance?<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: .75in; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none; text-indent: -.25in;">
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">•<span style="mso-tab-count: 1;"> </span>Reformers have supported the use of accrediting
agencies, unions, and high school guidance counselors to bring about change (<a href="http://chronicle.com/article/Accreditation-Is-Eyed-as-a/131292/">http://chronicle.com/article/Accreditation-Is-Eyed-as-a/131292/</a>), while
others have focused on reducing the number of doctoral students. Which of these
and other strategies hold promise for philosophers and why?<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">To apply, please submit as an
email attachment a <b>250-500-word abstract prepared for blind
review and a cv to </b><b style="mso-bidi-font-weight: normal;">Wendy Turgeon (</b><a href="mailto:turgeon@optonline.net"><b style="mso-bidi-font-weight: normal;"><span style="color: windowtext; text-decoration: none;">turgeon@optonline.net</span></b></a><b style="mso-bidi-font-weight: normal;">) </b><b>by Friday, October
2, 2015. </b>In addition to articulating the topic of your
presentation, your abstract should explain the way in which you plan to
engage your audience interactively. In the body of the email, please include your
name, affiliation, and contact information. Individual submissions and
joint/co-authored submissions are welcome. The Committee will strive to
assemble a panel that is diverse in all relevant respects. We are planning to
notify authors with a decision by Friday, October 9, 2015. If you have any
questions, please feel free to contact me.<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Thanks,<o:p></o:p></span></div>
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<span style="line-height: 115%;"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Alexandra Bradner, Chair, APA Committee on
the Teaching of Philosophy<o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><u><span style="line-height: 115%;"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Reminders<o:p></o:p></span></span></u></b></div>
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<span style="line-height: 115%;"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Deadline to submit abstracts for the
Committee’s session on <b style="mso-bidi-font-weight: normal;">how to read
philosophy</b> at the 2016 Central Division meeting of the APA: <b style="mso-bidi-font-weight: normal;">Monday, September 14<sup>th</sup>.</b> <o:p></o:p></span></span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span style="line-height: 115%;">For
more information about APA sessions organized by the Committee on the Teaching
of Philosophy, please see our calls posted at: </span><a href="http://www.apaonline.org/group/teaching"><span style="line-height: 115%;">http://www.apaonline.org/group/teaching</span></a></span><span style="font-family: Cambria; line-height: 115%; mso-ascii-theme-font: major-latin; mso-bidi-font-size: 12.0pt; mso-hansi-theme-font: major-latin;"><o:p></o:p></span></div>
Michael Cholbihttp://www.blogger.com/profile/02012523929044363216noreply@blogger.com0tag:blogger.com,1999:blog-8070355695530434450.post-2029114406747119492015-08-06T17:10:00.002-07:002015-08-06T17:10:32.316-07:00CFA: Teaching students to read philosophy<div align="center" class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; mso-pagination: none; text-align: center; text-autospace: none;">
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><b>Call for
Abstracts: Central APA Session</b><o:p></o:p></span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><b>“Teaching
Students How to Read Philosophy”</b><o:p></o:p></span></div>
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<div class="MsoNormal" style="line-height: normal; text-align: center;">
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Organized by
the APA Committee on the Teaching of Philosophy<o:p></o:p></span></div>
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<b><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Deadline:
Monday, September 14, 2015</span></b></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">The American Philosophical Association (APA)
Committee on the Teaching of Philosophy invites abstracts for its upcoming
session “Teaching Students How to Read Philosophy,” planned for the
2016 Central Division Meeting of the APA, March 2-5, 2016, Chicago,
IL. With this session, we are interested in exploring challenges and
techniques associated with teaching students how to read philosophy’s
dense, antiquated, and/or translated texts. The Committee is particularly
interested in fresh approaches to this problem and in pedagogical
strategies that instructors have employed successfully in the classroom.
In the spirit of active learning, the Committee asks that presenters
not read a paper, but plan a more interactive way to engage their
audience of peers.</span></div>
<a name='more'></a><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><o:p></o:p></span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Questions to consider might include, but are
not limited to, the following:<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">• <span style="mso-tab-count: 1;"> </span>What skills must students bring to the
reading of philosophy and what skills should they take away? What
should we do when our students lack the prerequisite skills?<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: .75in; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none; text-indent: -.25in;">
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">• <span style="mso-tab-count: 1;"> </span>What techniques might help introductory
students when they first encounter our texts? How can we build in our
students the confidence required to engage a philosophical text?<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: .75in; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none; text-indent: -.25in;">
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">• <span style="mso-tab-count: 1;"> </span>What can we do to improve the reading
skills of advanced students, majors, and graduate students?<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: .75in; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none; text-indent: -.25in;">
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">• <span style="mso-tab-count: 1;"> </span>How has your teaching of philosophical
reading changed and developed throughout your career?<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: .75in; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none; text-indent: -.25in;">
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">• <span style="mso-tab-count: 1;"> </span>What is the relationship
between teaching students how to read philosophy and teaching students how
to write philosophy?<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: .75in; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none; text-indent: -.25in;">
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">• <span style="mso-tab-count: 1;"> </span>What can philosophers learn
from teachers in other close-reading disciplines, such as comparative
literature, English, classics, and religion? Are there philosophy-specific
close reading skills?<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">To apply, please submit as an
email attachment a <b>500-750-word abstract prepared for blind
review to Michelle Saint (<a href="mailto:mesaint@d.umn.edu"><span style="color: #386eff;">mesaint@d.umn.edu</span></a>) by Monday, September
14, 2015. </b>In addition to articulating the topic of your
presentation, your abstract should explain the way in which you plan to
engage your audience interactively. In the body of the e-mail, please include your
name, affiliation, and contact information. Individual submissions and
joint/co-authored submissions are welcome. The Committee will strive to
assemble a diverse panel, including presentations from
different institutional settings, course levels, and subfields of
philosophy. Authors can expect a decision by late September 2015.
If you have any questions, please feel free to contact me.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Thanks,<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="line-height: 115%;"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Alexandra Bradner, Chair, APA Committee on
the Teaching of Philosophy<o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u><span style="line-height: 115%;"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Reminders<o:p></o:p></span></span></u></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="line-height: 115%;"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Deadline to submit abstracts for the
Committee’s session on <b style="mso-bidi-font-weight: normal;">the</b> <b style="mso-bidi-font-weight: normal;">philosophy</b> <b style="mso-bidi-font-weight: normal;">major</b> at the 2016 Eastern Division meeting of the APA: <b style="mso-bidi-font-weight: normal;">Monday, August 10<sup>th</sup>.</b> <o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="line-height: 115%;"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Deadline to apply to serve as a panelist in the
Committee’s session on <b style="mso-bidi-font-weight: normal;">the teaching demo</b>
at the 2016 Eastern Division meeting of the APA: <b style="mso-bidi-font-weight: normal;">Monday, August 17<sup>th</sup>.</b><o:p></o:p></span></span></div>
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<br /></div>
<div class="MsoNormal">
<span style="line-height: 115%;"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">For
more information about APA sessions organized by the Committee on the Teaching
of Philosophy, please see our calls posted at: <a href="http://www.apaonline.org/group/teaching">http://www.apaonline.org/group/teaching</a><o:p></o:p></span></span></div>
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Michael Cholbihttp://www.blogger.com/profile/02012523929044363216noreply@blogger.com0tag:blogger.com,1999:blog-8070355695530434450.post-60422811114703028432015-07-14T14:00:00.000-07:002015-07-14T14:00:27.236-07:00Philosophers' Magazine -- on teaching<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><i><a href="https://www.facebook.com/PhilosophersMag?fref=nf">The Philosophers' Magazine</a></i>, a well-known UK publication, will focus its next issue on teaching. Preview below the cut:</span><br />
<br />
<a name='more'></a>
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<blockquote class="tr_bq">
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span class="s1"><i>The Philosophers’ Magazine</i> aims bring readable philosophical writing to the wider world. The next issue features a number of articles about teaching philosophy, in addition to the usual mix of articles, opinion pieces, columns, news, and book and film reviews. </span><span class="s1"> </span><span class="s1">In it, Jennifer M Morton argues that philosophy ought to go beyond critical thinking and help disadvantaged people think about building a better world, Michael Cholbi makes a case for the view that grading students is itself unphilosophical. There’s a piece by Rodger Jackson about trust, education as a business, and the teacher-student relationship that’s actually very funny. David W. Concepción considers the way studying philosophy can transform students. Michael Lacewing takes up the difference between doing philosophy and studying philosophy. And Emily Esch writes about teaching philosophy as a way to inculcate rational dispositions. There’s a really interesting practical piece by Peter Worley, about <a href="http://www.philosophersmag.com/index.php/tpm-mag-articles"><span class="s2">how to teach children, which is available on our site here</span></a> – there are a number of tricks worth learning, useful if you teach children or adults.</span></span></blockquote>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"> Our articles cover mainstream topics in philosophy often written by philosophers of international standing. We also publish opinion pieces and book and film reviews which are good springboards for classroom discussion. <a href="http://www.philosophersmag.com/index.php/subscribe"><span class="s2">There’s subscription information here</span></a> – in short, it’s $40 for four issues and digital, searchable access to nearly 20 years of the magazine via desktop or app. <a href="http://www.exacteditions.com/browseEditions.do?titleId=431&sid=6927"><span class="s2">Institutional subscriptions are available here too</span></a>.</span></blockquote>
Michael Cholbihttp://www.blogger.com/profile/02012523929044363216noreply@blogger.com0tag:blogger.com,1999:blog-8070355695530434450.post-68674262121518822672015-07-02T10:52:00.003-07:002015-07-02T10:52:43.776-07:00AAPT: Workshop on Teaching and Learning in Philosophy<div class="p1">
<span class="s1"><b><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">CALL FOR APPLICATIONS</span></b></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">The American Association of Philosophy Teachers (AAPT)</span></span></div>
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<span class="s1"><i><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">“To Improve The Quality Of Instruction In Philosophy At All Levels”</span></i></span></div>
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<span class="s1"><b><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Teaching & Learning in Philosophy: Dallas/Ft.Worth</span></b></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Location: North Texas University, Denton, TX</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Date: Saturday, September 26, 2015</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Time: 9am – 5pm</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Application Deadline: August 15, 2015</span></span></div>
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<span class="s2"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Description</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Participants will read some of the best literature regarding how learning happens, how to design maximally effective courses, and how to improve classroom practice. The goal is not only to provide tips, although we will provide some. Rather, the seminar is designed to enhance participants’ ability to make effective pedagogical choices. The interactive sessions provide opportunities for participants to reflect with colleagues on how to individualize evidence-based best teaching practices to one’s own idiosyncratic teaching contexts. Participants will learn how to identify and select challenging and transformative learning objectives and how to design and assess sequences of learning activities to make the achievement of those goals highly likely. </span></span></div>
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<span class="s2"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><u>Comments from Past Participants</u></span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">“The seminar shifted and honed the way I think about and practice teaching in substantial ways”</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">“Inspiring, fascinating, and incredibly helpful”</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">“A must for anyone who cares about students”</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">“An intensive boot-camp for learner-centered education”</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">“Not at all like the typical (mostly useless) “teaching orientation” that most graduate students get”</span></span></div>
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<span class="s2"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Eligibility & Fees</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">There is no charge for members of the American Association of Philosophy Teachers. However, only members may attend. Become a member today. Student membership is $25 and regular membership is $40. To join the AAPT at the same time you apply to participate in this workshop, go to: <a href="http://www.pdcnet.org/aapt/American-Association-of-Philosophy-Teachers-(AAPT"><span class="s3">http://www.pdcnet.org/aapt/American-Association-of-Philosophy-Teachers-(AAPT</span></a>)</span></span></div>
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<span class="s1"><b><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">APPLICATION</span></b></span></div>
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<span class="s1"><b><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">AAPT</span></b></span></div>
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<span class="s1"><b><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Workshop on Teaching and Learning in Philosophy</span></b></span></div>
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<span class="s1"><b><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">September 26, 2015</span></b></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">To apply please send the following two items to David W. Concepción, <a href="mailto:dwconcepcion@bsu.edu"><span class="s3">dwconcepcion@bsu.edu</span></a></span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">(1) Provide the following information </span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Name:</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Email:</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Institutional Affiliation (if any):</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Major Field(s) of Interest:</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">(2) In no more than 500 words total, provide both of the following:<br />
(i) A statement of your interest in the seminar or description of what you hope to gain from the seminar.</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">(ii) A very brief description of your previous teaching experience and current teaching context.</span></span></div>
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<span class="s2"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Contact Information</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">• For additional information regarding the workshop, please contact David W. Concepción, <a href="mailto:dwconcepcion@bsu.edu"><span class="s3">dwconcepcion@bsu.edu</span></a>. </span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">• For additional information regarding the AAPT please see the AAPT website at: <a href="http://www.philosophyteachers.org/"><span class="s3">http://www.philosophyteachers.org</span></a> or contact Emily Esch, Executive Director, <a href="mailto:eesch@csbsju.edu"><span class="s3">eesch@csbsju.edu</span></a>.</span></span></div>
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<span class="s1"><b><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">APPLICATION DEADLINE: August 15, 2015</span></b></span></div>
Michael Cholbihttp://www.blogger.com/profile/02012523929044363216noreply@blogger.com0tag:blogger.com,1999:blog-8070355695530434450.post-85849832849626073852015-07-02T09:49:00.001-07:002015-07-02T09:49:27.340-07:00APA session: The philosophy major<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">The APA Committee on Teaching Philosophy is seeking participants for a panel on the philosophy major, to be held at the Eastern Division meeting (January 2016, Washington D.C.). The deadline to volunteer is August 10. More details <a href="http://bit.ly/1Nztw6F">here</a>.</span>Michael Cholbihttp://www.blogger.com/profile/02012523929044363216noreply@blogger.com0tag:blogger.com,1999:blog-8070355695530434450.post-73230980724022006902015-07-02T09:29:00.003-07:002015-07-02T09:29:47.357-07:00APA session: Advice for job candidates on the teaching demo<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">The APA Committee on Teaching Philosophy is seeking participants for a panel (Eastern meeting, January 2016, Washington DC) to advise job candidates on teaching demonstrations. The deadline to volunteer is August 17. More details <a href="http://bit.ly/1T8lmpq">here</a>.</span>Michael Cholbihttp://www.blogger.com/profile/02012523929044363216noreply@blogger.com0tag:blogger.com,1999:blog-8070355695530434450.post-72767645908555711962015-06-09T09:45:00.001-07:002015-06-09T09:45:29.961-07:00CFP: Teaching Philosophy, etc., at Indiana Philosophical Association<div class="p1">
Call for Papers</div>
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<b>Indiana Philosophical Association</b></div>
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Fall Meeting, 13-14 November 2015</div>
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Earlham College (Richmond, Indiana)</div>
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Keynote Speaker</div>
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<i>Walter Brogan</i></div>
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<i>Villanova University</i></div>
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Papers in any area of philosophy are welcome. Submitted papers should be (i) no more than</div>
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3000 words, (ii) prepared for anonymous review, and (iii) accompanied by a separate page that</div>
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includes title, author information (name, affiliation, and contact information), and an abstract</div>
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not exceeding 150 words. Materials should be submitted to Prof. Sam Kahn at</div>
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indianacfp@gmail.com. Suggestions for commentators and sessions chairs (including self-nominations) are also welcome.</div>
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In an effort to draw more diverse submissions, the IPA will host four Special Sessions. They will</div>
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address respectively:</div>
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</div>
<ul>
<li>Teaching Philosophy</li>
<li>Feminist Philosophies</li>
<li>Environmental Philosophy</li>
<li>Ancient Greek Political Philosophy</li>
</ul>
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If you are applying for a special session, please indicate so in your e-mail and on your cover</div>
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page.</div>
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<b>Graduate Paper Prize</b></div>
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The IPA will present an award to the best paper submitted by a graduate student. The award will be</div>
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accompanied by a cash prize of $100. Graduate student papers submitted for the competition should be identified as such on the title sheet.</div>
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Deadline for Submissions: 1 September 2015</div>
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Deadline for Notifications: 1 October 2015</div>
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http://ipa-online.info</div>
Michael Cholbihttp://www.blogger.com/profile/02012523929044363216noreply@blogger.com0tag:blogger.com,1999:blog-8070355695530434450.post-35901482052850577082015-05-27T06:46:00.000-07:002015-05-27T06:46:29.526-07:00Why Study Philosophy?<span style="color: #141823; font-family: helvetica, arial, lucida grande, sans-serif;"><span style="background-color: white; line-height: 17.5636348724365px;">Here is a likely useful resource for philosophy teachers, to help respond to the question, "Why study philosophy?" </span></span><br />
<span style="background-color: white; color: #141823; font-family: helvetica, arial, 'lucida grande', sans-serif; line-height: 17.5636348724365px;"><br /></span>
<span style="background-color: white; color: #141823; font-family: helvetica, arial, 'lucida grande', sans-serif; line-height: 17.5636348724365px;"><i>"Why study philosophy?" "</i>See </span><a href="http://www.whystudyphilosophy.com/" rel="nofollow" style="background-color: white; color: #3b5998; cursor: pointer; font-family: helvetica, arial, 'lucida grande', sans-serif; line-height: 17.5636348724365px; text-decoration: none;" target="_blank">http://www.WhyStudyPhilosophy.com</a><span style="background-color: white; color: #141823; font-family: helvetica, arial, 'lucida grande', sans-serif; line-height: 17.5636348724365px;"></span><span aria-label="hashtag" class="_58cl" style="background-color: white; color: #6d84b4; cursor: pointer; font-family: helvetica, arial, 'lucida grande', sans-serif; line-height: 17.5636348724365px;"><a class="_58cn" data-ft="{"tn":"*N","type":104}" href="https://www.facebook.com/hashtag/philosophy?source=feed_text&story_id=10206398527460382" style="color: #3b5998; cursor: pointer; line-height: 17.5636348724365px; text-decoration: none;"></a> !"</span><br />
<a href="https://www.blogger.com/"><span style="color: #6d84b4; font-family: helvetica, arial, lucida grande, sans-serif;"><span style="line-height: 17.5636348724365px;"><span id="goog_1223653912"></span><br /></span></span><span aria-label="hashtag" class="_58cl" style="background-color: white; color: #6d84b4; cursor: pointer; font-family: helvetica, arial, 'lucida grande', sans-serif; line-height: 17.5636348724365px; text-decoration: none;"></span></a>
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<span style="margin-left: 1em; margin-right: 1em;"><a href="http://www.whystudyphilosophy.com/" target="_blank"><img border="0" height="115" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgE0CdP51iHSumnDcFKgZXNd4Qyb2CAovfBUDo2qvy-QqSDcYsU3rG64oyKC7TmI5MhynNFMa9-6VXJHrPdBCB1FJmvK38B5jbUl0mKBsYH1vQyytyC_1jAGcAVq6UIxzvuI8phbwBJ2KM/s400/hex-phi-gold-crop2.png" width="400" /></a></span></div>
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<a name='more'></a><span style="font-family: Arial, Helvetica, sans-serif;">Anyone interested in contributing to the page, and helping improve it, can contact <a href="mailto:nathan.nobis@gmail.com" target="_blank">Nathan</a>. </span>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-8070355695530434450.post-61409239549049583092015-05-04T06:11:00.000-07:002015-05-04T06:11:51.158-07:00College Success Books?Has anyone ever assigned a "college success" or "how to be a successful college student"-type book in any of their classes and has any recommendations on good ones? <a href="http://www.amazon.com/s/ref=nb_sb_ss_i_1_15?url=search-alias%3Dstripbooks&field-keywords=college%20success&sprefix=college+success%2Cstripbooks%2C126" target="_blank">Many are available</a> and I am wondering there are any that anyone has found to be especially useful in providing guidance for students about how to do better in college. Thanks!Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-8070355695530434450.post-23262230554921361112015-04-28T11:31:00.000-07:002015-04-28T11:31:18.273-07:00CFP: Children, Food, and Philosophy<div class="p1">
<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">CALL FOR PAPERS</span></span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span class="s1"></span><br /></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">The American Philosophical Association Committee for Pre-College Instruction in Philosophy (CPIP) is sponsoring a session on Children, Food, and Philosophy to be held at the APA Eastern Division Meeting January 6-9, 2016 in Washington, D.C. </span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">The CPIP invites presentation proposals about the intersection between children and food. This may include any of the following topics: ethics and food, food justice from farm to table, food activism, the aesthetics of food, local food, the global food system, or food and health.</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Send title of presentation, abstract (500 words), and academic or professional affiliation to:</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Dr. Beth Dixon</span></span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span class="s2"><a href="mailto:beth.dixon@plattsburgh.edu">beth.dixon@plattsburgh.edu</a></span><span class="s3"> </span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">AND</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Dr. Sara Goering</span></span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span class="s2"><a href="mailto:sgoering@uw.edu">sgoering@uw.edu</a></span><span class="s3"> </span></span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span class="s1"></span><br /></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Deadline for submission is May 15th, 2015</span></span></div>
Michael Cholbihttp://www.blogger.com/profile/02012523929044363216noreply@blogger.com0tag:blogger.com,1999:blog-8070355695530434450.post-27876286896484859582015-04-28T11:27:00.001-07:002015-04-28T11:28:00.848-07:00Handfield: Reflections on the Flipped Classroom<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><i>A guest post from Toby Handfield, Monash University:</i></span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">There is much buzz around my university at the moment about the promise of the flipped classroom. The idea is that the lecture is not an effective method of delivering content, relative to the alternatives we now have. We can deliver content better via videos, <a href="http://www.khanacademy.org/">Khan academy</a> style, and we can then use our class time for more interactive work with students. Give them questions, have them complete assignments in class, work with them one on one, or get them into small group discussions. So content delivery becomes homework; homework becomes classwork.</span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">There is currently so much confidence that this is a better way to teach that I have more than once heard administrators speak as though the adoption of a flipped classroom paradigm is evidence, in and of itself, of superior teaching quality. No doubt, that is exaggerated. Any pedagogical approach can be implemented badly.</span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">But scepticism aside, many aspects of the flipped classroom are very appealing. Of course we should be using class time in ways that make the most of interactions between teacher and student, and many of us no doubt are trying to do that already. What began to excite me about flipped learning was when I experienced firsthand how powerful a series of short screencasts can be as a means of teaching content. My first exposure was teaching my daughter some mathematics, using the Khan academy. I could see how empowering it was for her to have a series of short videos that could be paused and reviewed at her own pace. I then taught myself some game theory using<a href="http://gametheory101.com/">GameTheory101.com</a>, created by a PhD student in international relations. The question then became more pressing: if the sort of material I present in lectures can be presented just as well, or possibly better in this online format, then why not use class-time for more constructive, interactive encounters between students and teacher?</span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">So since then I have been toying with changes that would begin to “flip” my own classroom. I experimented with making a few screencasts last year to accompany my lectures in <a href="http://www.youtube.com/playlist?list=PLqthw1OvR-jfXfbi9U4utKCFa1JRBkbNL">political philosophy</a> and an interdisciplinary unit, which covered topics such as <a href="http://www.youtube.com/playlist?list=PLqthw1OvR-jdu71xezBq9fgpyWDYfQsNc">economic efficiency in the context of climate change</a>.</span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">But as I thought further about this model, I wondered: haven’t many of us <em>already</em>, in effect, flipped our classrooms?</span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">When I first drafted this post, I had recently given a lecture in a large 3rd year class called “Poverty, Ecology, and International Justice”. The lecture attendance was fairly typical for the end of semester in my Faculty. I would estimate that attendance was somewhere between 15 and 25% of the enrollment, in a class of about 250. This happens consistently – not just to me! – despite teaching evaluations that suggest the lectures are very well appreciated by students.</span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Like many of my colleagues, I allow the University to automatically record both the slides and audio of the lectures, which the students can then vodcast or stream online. And a large proportion of students are evidently relying on those recordings, rather than coming to my lectures. While this hurts my ego a little, I must admit that, if I were in the position of the students, I would probably do the same. Even for a lecture by the most charismatic, fascinating lecturer, I doubt I would trade the convenience of being able to view the lecture from home, at my own convenience, for the modest benefit of seeing the lecturer live.</span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">By providing such high quality online resources, we have effectively given students the opportunity to obtain the content from lectures at home. It may not be as appealing as a set of shorter videos, but the upshot is the same. This is half of the flipped learning paradigm. The second half is to use class time for more interactive, constructive work – and that is pretty much what we do in tutorials (our small discussion classes) already. Tutors are urged to avoid lecturing to the students, and instead to lead discussions, to set small group tasks, to give advice to students on how to approach homework assignments, and so on.</span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">(Just for the record: Trying to make lectures more interactive is something I have tried to do too. In particular, I have had good results using <a href="http://philpapers.org/rec/BUTTPL-2">peer instruction</a> techniques for several years now. But clearly this is not enough to make students feel that the lecture is a “must attend” event.)</span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Students do still attend tutorials. Partly this is because we penalise non-attendance at tutorials in various ways, but past experience, when we had more permissive policies on tutorial attendance, confirmed that even when a large proportion of students don’t attend lectures, the clear majority continue to attend tutorials.</span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">So a large proportion of our students are:</span><br />
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<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">absorbing lecture content by a combination of reading and watching lecture recordings online</span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">attending small classes which are much more interactive than a traditional lecture.</span></li>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">This prompted me to wonder: does this mean our classrooms have already flipped? What exactly is a flipped classroom, anyway?</span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Two different concepts are implicit in most discussions of flipped classrooms:</span><br />
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<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">A technological understanding: flipped classroom = using videos for homework. Obviously this is too shallow to be an interesting definition. While the paradigmatic examples of flipped classrooms involve particular technologies, those technologies are neither necessary nor sufficient to obtain any interesting pedagogical effect.</span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">A passive/active understanding. We assume that at least some learning, in a typical class, is “passive” while some is “active”. Doing homework is active; listening to a lecture is – allegedly – passive. The flipped classroom is then the idea that the <em>active</em> phase of learning should be done in the classroom, with the teacher present, while the<em>passive</em> phase can be achieved by the student working alone.</span></li>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">(I am wary of putting too much weight on the active/passive distinction that I’ve drawn here: surely reading or listening can be done in a more or less active way. Simply stipulating that listening is passive is overly simple, but hopefully a reasonable generalisation.)</span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">If the second way of understanding the flipped classroom is roughly correct, then I draw two conclusions: first, by providing students with recordings of lectures, and by trying to make class time relatively interactive, we have already made substantial progress towards the flipped classroom, without explicitly setting out to do so. Second, I suspect that students strongly prefer the way we teach classes now to the way we did in the past. In which case, the flipped classroom may be coming, whether you like it or not.</span>Michael Cholbihttp://www.blogger.com/profile/02012523929044363216noreply@blogger.com4tag:blogger.com,1999:blog-8070355695530434450.post-12383190064267756482015-04-17T10:29:00.000-07:002015-04-17T10:29:29.226-07:00Subscribing to Teaching Philosophy<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">I've been posting information about the contents of <i>Teaching Philosophy </i>for a while, but you may not know how to subscribe. The basic information is <a href="http://bit.ly/1JbK42c">here</a>, but a rundown:</span><br />
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<ul>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Members of the American Association of Philosophy Teachers receive <a href="http://www.pdcnet.org/aapt/American-Association-of-Philosophy-Teachers-(AAPT)">online access free with membership</a>.</span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Annual print subscriptions are $33, $40 for online, $53 or online and print.</span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Institutional subscriptions are (as expected). But I'd encourage your libraries to subscribe so that all of your faculty and students have access.</span></li>
</ul>
Michael Cholbihttp://www.blogger.com/profile/02012523929044363216noreply@blogger.com0