Last week I wrote about the Great Academic Absorption and asked about the ideas it left unabsorbed, or squeezed out. At the time, I wrote: “Since this is a blog largely for academic philosophers, let’s limit answers to our area of expertise: philosophy (as broadly construed as you’d like). Which philosophical or philosophy-related ideas are students not being expose..
One of the benefits of thought experiments and hypothetical examples is that, since the people with which they’re populated aren’t real, you can relentlessly discuss your way through the logical space without having to worry about how they’ll take what you’re saying about them. Your conversation might justifiably sound a bit different, I’d think, if your interlocuto..
The thing I always like to stress is that although academics have the right to offend, they must do so responsibly, and they must to be able to defend the origin of the academic freedom of the right to offend and show that they exercise it in a way that’s as responsible as possible. Sometimes this means, if there is something on your syllabus that troubles a student..