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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.
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.
Psychological terms are widely used to describe the biological
world: plants, insects, bacteria colonies, even single cells are
described as making decisions, anticipating rewards, and
communicating with language. Carrie Figdor presents a comprehensive
critical assessment of the interpretation of psychological terms
across biological domains. She argues that we interpret these
descriptions as literal claims about the capacities of such beings,
and she argues against the anthropocentric attitude which takes
human cognition as the standard for full-blooded capacities, to
which nonhuman capacities are compared and found wanting. She
offers an alternative view of what is required for a naturalistic
explanation of the mind, and promotes finding a non-anthropocentric
framework for determining distinctions in moral status. This is the
first book to give a comprehensive theory of the interpretation of
mental language throughout biology and to emphasize the role of
mathematical modeling in the spread and revision of concepts.
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