Plausible answers as to the nature of our mission as philosophy educators gives us no unique reason to focus on logic as the mathematical tool of interest to philosophers.
The following is a guest post* by Janice Dowell and David Sobel, professors of philosophy at Syracuse University, with help from several other philosophers. It is the second in a two-part series on sexual harassment in philosophy. Part 1 is here. (more…)
The following is a guest post* by Carolyn Dicey Jennings, associate professor of philosophy and cognitive science at University of California, Merced, and creator of Academic Placement Data and Analysis (APDA). (more…)
Too many (most?) conversations about civility begin because someone did something perceived to be uncivil. Making civility all about what other people do is in fact part of the problem, as civility is then degraded into a cudgel and its proponents into cops. Conversation about civility would be improved if sorting oneself out was the focus.
In a field where more than half of our students won’t get academic jobs, we are actively creating a culture where most of our students will view themselves as failures.
“What I’m suggesting here is… doing philosophy with the public not just because of what we think we can offer with our expertise, but because of what we think the public can offer philosophy.” (more…)
“Our main point is that readers need to understand that the central problem is not how to uplift the message of ‘gender-critical’ voices, but how to understand them as activists, and how to manage content that is disrespectful, fear-mongering, and misleading, while avoiding harm to the scholarly community.” (more…)
The following is a guest post* by John Greco, who is currently Leonard and Elizabeth Eslick Chair in Philosophy at Saint Louis University, but will soon be taking up the McDevitt Chair in Philosophy at Georgetown University. It first appeared at The Philosopher’s Cocoon.
“There are many potentially excellent philosophers from nonelite schools who are missing terrific educational and career opportunities because students from elite schools have such a large competitive advantage.”
“It’s war, the soul of humanity is at stake, and the discipline that has been in isolation training for 2000 years for this very moment is too busy pointing out tiny errors in each other’s technique to actually join the fight..” (more…)
The less a work has to offer us besides information about happens in the end, the more reason we have to avoid spoilers for it. When it comes to philosophy, knowing what happens in the end usually doesn’t spoil much at all: the real entertainment is in seeing how the author got there. (more…)
“What would it look like if we taught only the most useful skills from the toolkits of philosophy, cognitive psychology, and behavioral economics?” (more…)
Imagine the following: you write an academic paper in philosophy, a poet then writes a poem about your paper, and then you respond to the poet. (more…)
“If a prospective student can’t, through no fault of their own, properly evaluate the disvalue of not getting a job, this changes the way we need to assign responsibility for the choice.” (more…)
“My core hypothesis was that student learning would actually be improved by eliminating instructor grading from the course.” (more…)
“It has been very smooth from a medical perspective, deeply moving and gratifying from an emotional perspective, a wellspring of reflection in my philosophical thinking, and a dramatic source of excitement in my teaching this semester.” (more…)
Why were social, moral and political issues relatively neglected in philosophy of science during the 20th Century? Joel Katzav (Queensland) and Krist Vaesen (Eindhoven) continue their investigation of the institutional and sociological influences on the history and development of analytic philosophy in the following guest post.*
“Although we like to think that the pursuit of truth is central, it’s by far not the only reason why debates arise and certain concepts are coined and stick around, while others are forgotten.” (more…)
“This is not revolutionary stuff. But it is important. And it is stuff I wish I’d known about early in my teaching career.” (more…)
The following is a guest post by Eric Schwitzgebel (University of California, Riverside), on trends in the numbers of philosophy majors, following up on previous posts on the subject), with some interesting speculation at the end about possible causes. A version of it originally appeared at his blog, The Splintered Mind.
The following is a guest post* by Landon D.C. Elkind (University of Iowa) about the content of philosophy courses that satisfy general education requirements in quantitative or formal reasoning. It originally appeared on his blog. (more…)
Earlier this year, Andrew P. Mills , professor of philosophy and director of the Integrative Studies Program at Otterbein University, and president of the American Association of Philosophy Teachers, conducted a survey about teaching non-philosophy majors and getting them to see the value of philosophy. (more…)