The difference in the practical approach to teaching philosophy can mean the difference between an engaging class and an excruciating one. In this expanded edition of In the Socratic Tradition (1997) Kasachkoff adds new sections on teaching philosophy with computers, teaching philosophical explanation, and teaching philosophy of gender. Chapters in the collection share the pedagogical insights of more than two dozen distinguished philosophers, offering practical suggestions on such issues as how to motivate students, construct syllabi and creative examinations for specific courses, and teach complex philosophical concepts. Like its predecessor, Teaching Philosophy will be an indispensable resource for teachers of all levels and fields of philosophy, and will be particularly helpful in lending inspiration to graduate students and professors called upon to teach courses outside of their specialty areas.
Tziporah Kasachkoff is currently the editor of The American Philosophical Association Newsletter on Teaching Philosophy. She is also professor of philosophy and professor of social science at the City University of New York.
Part 1 I Introducing Students to Philosophy Chapter 2 Teaching Introductory Philosophy Chapter 3 Introducing Philosophy Chapter 4 Teaching Introductory Philosophy: A Restricted Topical Approach Part 5 II Helping Our Students Improve Chapter 6 How to Improve Your Teaching Chapter 7 Reading and Interpretation: A Heuristic for Improving Students' Comprehension of Philosophy Texts Chapter 8 Improving Student Papers in 'Introduction to Philosophy' Courses Chapter 9 Using Essay Exams to Teach and Not Merely to Assess Part 10 III Teaching Applied Ethics Chapter 11 From the "Applied" to the Practical: Teaching Ethics for Use Chapter 12 A Social Dilemma Game for an Ethics Class Part 13 IV Teaching Philosophy with Computers Chapter 14 Teaching With a Screen Part 15 V Teaching Aesthetics Chapter 16 The Case Method Approach to the Teaching of Aesthetics Part 17 VI Teaching Philosophy of Religion Chapter 18 Teaching Philosophy of Religion (either as a full course or as part of an 'Introduction to Philosophy') Chapter 19 Three Courses in Philosophy of Religion Part 20 VII Teaching Critical Thinking Chapter 21 Using Pseudoscience in a Critical Thinking Class Chapter 22 A Critical Thinking Portfolio Part 23 VIII Teaching Philosophy Through History Chapter 24 The Teaching of Philosophy-Historically Part 25 IX Teaching Kant/Teaching Hegel Chapter 26 A User-Friendly Copernican Revolution Chapter 27 Charting Kant Chapter 28 On Teaching Hegel: Problems and Possibilities Chapter 29 Hegel and Family Values Part 30 X Teaching Existentialism/Teaching Continental Philosophy Chapter 31 Teaching Existentialism Chapter 32 Teaching Recent Continental Philosophy Part 33 XI Teaching Philosophical Explanation Chapter 34 Teaching 'Inference to the Best Philosophical Explanation' Part 35 XII Teaching Philosophy of Gender Chapter 36 Teaching Gender Issues-Philosophically Part 37 XIII Looking at What We Do in the Classroom Chapter 38 Uncovering the "Hidden Curriculum": A Laboratory Course in Philosophy of Education Chapter 39 A Graduate Seminar on Teaching Philosophy Part 40 About the Contributors Part 41 About the Editor