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Innovations in Teaching Philosophy: A Toolkit for the 21st-Century Classroom de Brynn F. Welch

Innovations in Teaching Philosophy: A Toolkit for the 21st-Century Classroom

Editat de Brynn F. Welch
en Limba Engleză Paperback – 11 dec 2025

Recomandăm această lucrare ca o resursă de referință profesională esențială pentru cadrele didactice din învățământul terțiar, de la asistenți universitari aflați la început de drum până la profesori experimentați care doresc să își recalibreze metodele pedagogice. Innovations in Teaching Philosophy nu este un tratat teoretic arid, ci un instrumentar practic, structurat în capitole scurte și accesibile, menite să răspundă provocărilor concrete ale sălii de curs contemporane.

Considerăm că forța acestui volum rezidă în onestitatea contributorilor, mulți dintre ei fiind pedagogi premiați, care analizează nu doar succesele, ci și valoarea pedagogică a eșecului. Prima parte, „Teaching with Purpose”, deconstruiește designul curricular tradițional, propunând în schimb o pedagogie a procesului și a învățării experiențiale. Partea a doua se concentrează pe crearea unei comunități incluzive, abordând teme sensibile precum intersecționalitatea și empatia. Editoarea Brynn F. Welch extinde cadrul propus de The Art of Teaching Philosophy cu date noi din realitatea post-pandemică, punând un accent sporit pe rolul tehnologiei și pe necesitatea de a face spațiul academic cu adevărat incluziv.

Spre deosebire de Inclusive College Classrooms, care oferă un cadru general de justiție socială, volumul de față este ancorat specific în rigorile și particularitățile disciplinelor filozofice. Apreciem în mod deosebit includerea perspectivei beneficiarului direct: secțiunea finală, scrisă integral de studenți, oferă o oglindă necesară asupra eficienței diverselor stiluri de predare. Structura modulară permite cititorului să navigheze direct către subiectele de interes imediat, fie că este vorba despre integrarea inteligenței artificiale sau despre adaptarea cursurilor pentru un colectiv divers de studenți.

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Specificații

ISBN-13: 9781350544840
ISBN-10: 1350544841
Pagini: 376
Dimensiuni: 154 x 232 x 30 mm
Greutate: 0.56 kg
Editura: Bloomsbury Publishing
Colecția Bloomsbury Academic
Locul publicării:London, United Kingdom

De ce să citești această carte

Această carte se adresează profesorilor de filozofie și cercetătorilor interesați de pedagogia universitară. Cititorul câștigă acces la strategii testate pentru a crea cursuri mai incluzive și dinamice. Este un ghid practic care transformă sala de clasă dintr-un spațiu de transmitere a informației într-o comunitate de învățare activă, oferind soluții concrete pentru provocările tehnologice și sociale actuale, validate de experiența unor profesori de elită.

Descriere

What am I doing here, and what do I want this class to be? What kind of class am I designing, and why? What does a meaningfully inclusive classroom look like? Innovations in Teaching Philosophy tackles the current challenges in higher education with bite-size chapters offering practical advice on a variety of issues.

Here you will find guidance from award-winning teachers about what they have tried in the classroom, how it worked, and why they did it. Motivated by a recognition of the ever-changing landscape philosophy teachers face, the conversational tone of the short chapters emphasize accessibility and practicality. Standalone chapters allow you to gravitate toward what worries or inspires you the most.

The focus throughout is on the most pressing features of the current teaching environment: the role of technology and the desire to make classrooms more inclusive. Contributors encourage and make space for building a community, rethinking who teachers and students are and what a philosophy class can and should look like. A final section written exclusively by students considers the wonders and woes of the various styles of teaching they have encountered.

This essential companion is packed with tried and tested tools ready to be modified and adopted to suit your goals as an instructor. Here is a chance to better understand what you want for your course, for the students and for the immensely rewarding experience of teaching philosophy.

Cuprins

List of Figures
List of Tables
Acknowledgments

Introduction, by Brynn F. Welch

Part I: Teaching with Purpose

1. "Good Enough" Pedagogy, by Emily Lange, Abram Capone, and Claire Lockard
2. Rethinking Backwards Design and Learning Outcomes, by Rebecca Scott
3. Learning to Fail, by Joanna Lawson and Christopher Blake-Turner
4. Thinking about Doing Rather than Telling: The Purpose of Philosophy via Experiential Learning, by Madeline Ahmed Cronin
5. Philosophy in the K-12 Philosophy and College Classroom, by Claire Katz
6. Welcoming "The Animal": Including Other-than-Humans in the Philosophy Classroom, by Karen S. Emmerman
7. Teaching for the Process of Learning, by Renée J. Smith

Part II: Community in the Classroom

8. Philosophy and Intersectionality, by Anwar Uhuru
9. Integrative Pedagogy is Inclusive Pedagogy, by Becky Vartabedien
10. Story Time: On Making Sense and Nurturing Empathy in the Philosophy Classroom, by Carlos Alberto Sánchez
11. I Don't Have the Guts for This: How Losing Twenty Percent of My Small Intestine Changed My Teaching, by John Wolfe
12. Taming In-Class Participation: How to Use Participation to Foster Belonging and Deep Philosophical Engagement in the Classroom, by Aliosha Barranco Lopez
13. The Socratic Method Reclaimed and Reformed, by Heather Anne Phillips
14. Neuro-Inclusive Pedagogy in Philosophy Classrooms, by Amelia Hicks and JayJay Mudridge
15. From Accommodation to Access: Decentering Ableism and Respectability Culture in the Classroom, by Quill R Kukla

Part III: Expanding the Teaching Toolkit

16. AI in the Classroom: Friend, Foe, or Forget About It? by John Basl and Vance Ricks
17. Reading Together: Using Perusall to Help Students Learn How to Engage with Readings, by K. Lindsey Chambers
18. Using Packback to Bring Back the Fun of Discussion Boards, by Brynn F. Welch
19. Using Audio and Video Feedback on Student Writing, by Julia Staffel
20. Applying Ethics: Engaging with Virtual Reality, by Lauren Traczykowski
21. Just Ask Them! by Danielle (Dani) Clevenger
22. Teaching Critical Thinking with Directional Analysis, by Teresa Kouri Kissel
23. Mitigating Misconceptions about Hypotheticals, by David O'Brien
24. Philosophy Goes to Couples Therapy: A Tool for Teaching Ethical Dialogue, by Joshua May
25. Whose Argument is it Anyway: Integrating Improv Games into the Philosophy Classroom, by Russell Marcus, Nathalie Martinez, and Ashley Pryor
26. Expanding our Pedagogical Toolbox: Using Personas to Achieve Course Goals, by Andrew P. Mills, Monica "Mo" Janzen, and Sarah K. Donovan


Part IV: Teaching in Motion

27. Mentoring the First Big Project: Two Pages at a Time, by Karen Adkins
28. When Computers Crash and Dogs Eat Your Homework: Teaching Students to Rewrite from Scratch, by Barbara Cohn
29. Virtuous Dialogues in Epistemic Communities: Helping Students Understand the Value of Citations, by Cassie Finley and Kristopher G. Phillips
30. Readiness Testing in the Philosophy Classroom, by Dustin Locke
31. Failing in Front of Your Peers: A New Pedagogy of Logic, by Sara L. Uckelman
32. A Plea for More Collaborative Student Assignments, by Candice Delmas
33. Students Need Need: Against inert-and towards catalyzing-dialogue and presentations, by Stephen Bloch-Schulman and Ann J. Cahill
34. Curiosity and Creative Conversations: Meeting Students Where They Are, by W. John Koolage

Part V: Student Reflections

35. Reflections from a Non-Traditional Student, by Amy Soulis
36. The Role of Students in Teaching Philosophy, by Nadira Jeethandran
37. Navigating Discussions of Identity, by Jordan Price
38. Students Are Philosophers If You Invite Them To Be, by Aiyana Race
39. Graduate Students are Educators, Too, by Henry C. Curcio

Part VI: Making It Count

40. Making the Case for the Value of Teaching Through Self-Authorship: From "What Does the Discipline Want of Me?" to "Who Do I Want to Be?", by Stephen Bloch-Schulman

Notes on Contributors
Index

Recenzii

These essays offer sharp insights into (and helpful practical advice about) some of the most important and underexplored pedagogical issues facing philosophy teachers in particular. You may question your presumptions or rethink your classroom approaches; you will inevitably be left with ideas that you immediately want to implement in your own classes.
The essays in this collection showcase transformative potential of a philosophy classroom. In this second collection, Brynn F. Welch expands our teaching toolkit by bringing together contributions reflecting on the role of classroom communities, student embodiments, supporting students' needs, and our purpose as philosophy teachers. Innovations in Teaching Philosophy demonstrates how philosophers can bring to life-both in our classroom practices and in our students we teach-the bell hooks quote: "The classroom remains the most radical space of possibility in the academy".