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.

Stephen Daniel presents a study of the philosophy of George Berkeley in the intellectual context of his times, with a particular focus on how, for Berkeley, mind is related to its ideas. Daniel does not assume that thinkers like Descartes, Malebranche, or Locke define for Berkeley the context in which he develops his own thought. Instead, he indicates how Berkeley draws on a tradition that informed his early training and that challenges much of the early modern thought with which he is often associated. Specifically, this book indicates how Berkeley's distinctive treatment of mind (as the activity whereby objects are differentiated and related to one another) highlights how mind neither precedes the existence of objects nor exists independently of them. This distinctive way of understanding the relation of mind and objects allows Berkeley to appropriate ideas from his contemporaries in ways that transform the issues with which he is engaged. The resulting insights-for example, about how God creates the minds that perceive objects-are only now starting to be fully appreciated.

"In this challenging work, Daniel draws on the semiotics ofFoucault, Kristeva, and Peirce to explore Edwards's typology.... elegant andimportant... " -- Library Journal

"A provocative and attimes brilliant reinterpretation of Edwards... " -- Religious StudiesReview

..". a comprehensive analysis and redefinition of thethought of Jonathan Edwards." -- Peirce ProjectNewsletter

..". a new foundation for the study of Edwards'sthought and rhetoric." -- Wilson H. Kimnach

..". this isa superb and important book, one that deserves to be widely read and vigorouslydiscussed." -- Transactions of the Charles S. PierceSociety

..". Daniel's work ought... to be required readingamong the Edwards guild, for it provides perhaps the best philosophical introductionin English to Edward's major writings." -- ChurchHistory

Drawing on the semiotic work of Peirce, Foucault, andKristeva, Stephen Daniel shows how the Renaissance theory of signatures providesEdwards and his contemporaries with a powerful alternative to the ideas of Descartesand Locke.

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.