A model is described for implementing a program in research ethics education in the face of federal and institutional mandates and current resource, disciplinary, and infrastructure limitations. Also discussed are the historical background, content and evaluation process of the workshop at the heart of the program, which reaches a diverse group of over 250 students per year—from first-year graduate students in basic research labs to clinical fellows. The workshop addresses central issues in both everyday laboratory ethics and in larger societal (...) questions. Goals include improving overall awareness of ethics guidelines and philosophy and enhancing skills in identifying and then analyzing the ethical components of situations. Pedagogies used and their effectiveness and that of the overall workshop and extended program are addressed. Programs like these have initiated a shift in the culture of basic research, which is a critical need given the current atmosphere. (shrink)

The approach to teaching employed in the Dictionary of Medical Ethics (1) provides a model which might be adopted in other media. Most of the 150 authors were medical, but many represented other disciplines, and they wrote for similar professionals and for the general public. Medical ethics is derived from medical science and practice, moral philosophy, sociology, theology, the law and other disciplines, all of which make essential, distinctive and complementary contributions to knowledge and to teaching. Medical (...) practitioners must play the primary role, because they are responsible for clinical ethical decisions, but they need the co-operation and guidance of others. All who are concerned should work towards the development of a general moral consensus among the profession and public, which keeps abreast of scientific and technical advances and to which all are committed. (shrink)

The paper demonstrates how a typology of moral issues may be used to systematically analyze and discuss ethical problems in stakeholder relations. The suggested typology is based mostly on economic theory and represents a universal and comprehensive matrix of moral issues in business. We analyze its compatibility with other stakeholder management models and demonstrate how it may be applied as a tool for identifying relevant ethical issues in relations with any stakeholder, or to build instruments for measuring corporate social (...) performance. In the conclusion we discuss other ways of application and future directions of research. (shrink)

This chapter contains sections titled: Teaching Philosophy as an Academic Field Conceptions of philosophy Teaching Philosophy as Teaching a “Know How” The Status of the Profession in Latin America Some Models for Teaching Philosophy Consequences of the Defense of the Critical Model References Further Reading.

Like many others, I have resisted the idea that education, in general, is a form of training. We always talk about training for something, while an educated person is not educated for any one thing. But for this very reason, I do not wish to abandon the term ‘teacher training’ in favor of ‘teacher education’, although ideally I would prefer to speak of ‘teacher preparation’ because the term ‘training’ always reminds me of monkeys. I shall use the terms ‘training’ and (...) ‘preparation’ interchangeably, with both standing in contrast to ‘education’. All persons deserve to be educated; there is nothing specific to teachers here. Teacher training, whether general or specific to a subject or discipline, remains a contentious business. Some regard Pedagogy as a legitimate subject area and structure training around it; others prefer to see teacher training firmly in the context of the various disciplines that teachers will, in turn, be teaching: mathematics, literature, history and, in this case, philosophy. Indeed, when it comes to training teachers to teach philosophy, the problem is exacerbated by the plain fact that most teachers have no formal background in philosophy. So we are faced with the rather daunting prospect of providing such a background as well as providing whatever is needed in order to teach philosophy to others. Matthew Lipman and Ann Margaret Sharp were well aware of this challenge when they set up the first training programs in Philosophy for Children at Montclair State College in the early 1970s; hence the requirement that if classroom teachers were not actually qualified in philosophy, at least those who trained them to do philosophy with children should be. However, this idealistic model was always going to be difficult to apply. The problem, as it developed in countries around the world, was two-fold: teachers with little or no philosophical background were, increasingly, being trained by other educators who were in the same boat ; and conversely, when professional philosophers did become involved in teacher training, it quickly became apparent that they lacked any real training in pedagogy, and so were inadequate to the task of modeling the role of the teacher in the classroom. To look on the bright side, some constructive attempts have been made to resolve these shortcomings. The one with which I am most familiar is the Australian model for what is termed ‘Level Two training’, that is, training those who will, in turn, train and work with classroom teachers. This model recognizes the complementary requirements of philosophical and pedagogic expertise, respectively, by awarding certificates of achievement based on whether those trained have come from the discipline of philosophy, the practice of teaching, or both. Ideally, then, training workshops for teachers would be directed by at least one person in the former category, and at least one in the latter. (shrink)

This paper proposes a reevaluation of assessment methods in philosophy higher education, advocating for a shift away from traditional written assessments towards oral evaluation. Drawing attention to the rising ethical concerns surrounding large language models (LLMs), we argue that a renewed focus on oral skills within philosophical pedagogy is both imperative and underexplored. This paper offers a case for redirecting attention to the neglected realm of oral evaluation, asserting that it holds significant promise for fostering students with some (...) of our traditional academic values that we want to maintain. We identify implications of this shift in emphasis which situates our discipline to contribute positively to solving some of the most pressing socio-political issues. Additionally, our proposal aims to demonstrate how philosophy can solidify its relevancy to the twenty-first century student and academy more broadly. (shrink)

This book delves deeply into modern surrogacy arrangements, responding to both practical and ethical critiques by offering a radically new model for surrogate motherhood. Current practice distinguishes between two models of surrogacy – the altruistic model and the commercial model, both of which present social, ethical, and conceptual challenges. This book proposes a novel arrangement for surrogate motherhood – the professional model. Inspired by professions, such as nursing, teaching, and social work, the professional model acknowledges the caring motives (...) that surrogate mothers have while at the same time compensating them for their work. Walker and Van Zyl adopt an evidence-based approach to explain that the professional model enables trust between intended parents and surrogates, provides professional support at every stage of the relationship, affords legal protections against exploitation and commodification, and recognizes the rights and interests of all parties, including the intended baby. The model applies to both transnational and domestic surrogacy and will be of great interest to policy makers, social researchers, bioethicists, legal scholars, fertility professionals, clinicians, and graduate students in psychology, philosophy, medicine and ethics. (shrink)

The education of safety science professionals is a key requirement to ensuring the ongoing recognition of Occupational Health and Safety as a profession. Safety science educators, at some point in their academic career, are required to align with an appropriate teaching philosophy, however this important aspect of education pedagogy rarely receives scholarly attention in the safety sciences. Therefore, this article makes the case for philosophical pragmatism as an overarching teaching philosophy that works well within the evidence (...) informed safety science practice model. Pragmatism is a logical and valuable teaching philosophy which centres on linking theory, research, ideas and actions to multi-disciplinary practical applications. It is embedded in the notion that both multiple stakeholder, and multiple perspectives are required to solve practical safety-oriented problems. Pragmatism links to a reflective practitioner paradigm whereby students are asked to think critically about what they do. Further, learning is influenced by self-discovery. The key theoretical underpinnings of pragmatism are presented, as well as the 4 Ps of pragmatism as a teaching framework. The rational for embracing pragmatism as a higher educational teaching philosophy for the safety sciences is presented. Pragmatism is seen as both a path forward in reducing the theory into practice divide for safety science educators and professionals, and a teaching philosophy which enhances the safety science pedagogy educational lens. (shrink)

About three decades ago, the late Ronald Giere introduced a new framework for teaching scientific reasoning to science students. Giere’s framework presents a model-based alternative to the traditional statement approach—in which scientific inferences are reconstructed as explicit arguments, composed of (single-sentence) premises and a conclusion. Subsequent research in science education has shown that model-based approaches are particularly effective in teaching science students how to understand and evaluate scientific reasoning. One limitation of Giere’s framework, however, is that it covers (...) only one type of scientific reasoning, namely the reasoning deployed in hypothesis-driven research practices. In this paper, we describe an extension of the framework. More specifically, we develop an additional model-based scheme that captures reasoning in application-oriented practices (which are very well represented in contemporary science). Our own teaching experience suggests that this extended framework is able to engage a wider audience than Giere’s original. With an eye on going beyond such anecdotal evidence, we invite our readers to test out the framework in their own teaching. (shrink)

Many introductory courses in ethics stress competence in ethical theories popular in modern Western, Anglophone philosophy. This is limiting to ethics students in two ways: 1) it privileges theory over practice in the area of philosophy that has the most intuitive practical importance and application and 2) it privileges modern Western ethical theory at the expense of philosophical and practical engagement with all other world ethical systems. This essay seeks to provide a pedagogical corrective for both of these (...) trends in the context of a virtue ethics course in offering 1) a blueprint for a course in practiced virtue ethics at the high school level based on my version of a required course, “Ethics and the Cultivation of Character” in the Leadership Education Department at Culver Academies (where I am one of the Ethics instructors) that 2) draws on a theoretical apparatus for virtue ethics derived from both Western and non-Western world philosophies. (shrink)

Our research addressed an increase of unethical practices in professional settings identified in the literature, and this increase coincides with a shift in U.S. culture from principle-based ethics to one trending toward moral relativism. We discovered many programs lack comprehensiveness to deal with the complexities of culture in graduate education. The purpose of this instrumental case study was to explore and develop a conceptual framework for a comprehensive teaching model targeting graduate-level educators, administrators, and educational boards across disciplines. Data (...) were collected over 13 years from a doctoral professional ethics course at a private, faith-based university in South Texas. Using a Design Based Research process following Reeves’ (2006) guidelines, we developed a multi-disciplinary graduate theoretical teaching model for ethics: Comprehensive Professional Ethics Teaching Model (CPET model), grounded in our data analysis and findings. Recommendations include implementing and testing the efficacy of the CPET model in subsequent studies. (shrink)

Cognitive neuroscience aims to improve our understanding of aspects of human learning and performance by combining data acquired with the new brain imaging technologies with data acquired in cognitive psychology paradigms. Both neuroscience and psychology use the philosophical assumptions underpinning the natural sciences, namely the scientific method, whereby hypotheses are proposed and tested using quantitative approaches. The relevance of 'brain science' for the classroom has proved controversial with some educators, perhaps because of distrust of the applicability of so-called 'medical (...) class='Hi'>models' to education. Nevertheless, the brain is the main organ of learning, and so a deeper understanding of the brain would appear highly relevant to education. Modern science is revealing the crucial role of biology in every aspect of human experience and performance. This does not mean that biology determines outcomes. Rather, there is a complex interplay between biology and environments. Improved knowledge about how the brain learns should assist educators in creating optimal learning environments. Neuroscience can also identify 'biomarkers' of educational risk, and provide new methodologies to test the effects of educational interventions. (shrink)

This paper discusses the suitability of using systemic thinking for teaching environmental rehabilitation to undergraduate students at Federal Universityof Viçosa. This is a predominantly agricultural sciences-based institution located in southeast Brazil. Student receptivity is discussed given concurrent campus paradigms of positivism, Marxism, and individualistic utilitarianism. Student projects using causal-loop diagrams to model degradation and land reclamation are presented. Eight archetypes common to systemic thinking are explained in reclamation contexts. Limitations of systemic thinking are discussed, including theoretical modeling problems and (...) practical teaching considerations. (shrink)

Logic is one of the most male-dominated areas within the already hugely male-dominated subject of philosophy. Popular hypotheses for this disparity include a preponderance of confident, mathematically-minded male students in the classroom, the historical association between logic and maleness, and the lack of female role-models for students, though to date none of these have been empirically tested. In this paper I discuss the effects of various attempts to address these potential causes whilst teaching second-year formal and philosophical (...) logic courses at different universities in the UK. I found the most noticeable positive effect came from assigning a good proportion of reading by female authors presenting an original point of view. I go on to suggest some implementations for incorporating more texts by female authors into our arsenal of tools for teaching logic. (shrink)

The achievement of intentional learning is a powerful paradigm for the objectives and methods of the teaching of philosophy. This paradigm sees the objectives and methods of such teaching as based not simply on the mastery of content, but as rooted in attempts to shape the various affective and cognitive factors that influence students’ learning efforts. The goal of such pedagogy is to foster an intentional learning orientation, one characterized by self-awareness, active monitoring of the learning process, (...) and a desire for publicly certified expertise. I provide a number of examples of philosophy-specific teaching strategies that follow this paradigm. (shrink)

Craft-education was an important pedagogical model in the ancient world, but its importance was obscured by the common contrast between rhetoric and philosophy. Christian writers such as Gregory of Nyssa used craft-education as a model for Christian formation, because of its powerful emphasis on commitment, time, effort and the willingness of both pupil and teacher to submit to change. In the latter part of my article I will offer a preliminary assessment of the strengths and weaknesses of craft-education as (...) a model for the process of Christian formation. (shrink)

In this paper, we propose a framework for fostering argumentative skills in a systematic way in Philosophy and Ethics classes. We start with a review of curricula and teaching materials from the German-speaking world to show that there is an urgent need for standards for the teaching and learning of argumentation. Against this backdrop, we present a framework for such standards that is intended to tackle these difficulties. The spiral-curricular model of argumentative competences we sketch helps teachers (...) introduce the relevant concepts and skills to students early on in their school career. The focus is on secondary schools, but the proposal can also be of use for learning and teaching in universities, especially in introductory classes. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Response to Krista Riggs, “Foundations for Flow: A Philosophical Model For Studio Instruction”Patrick K. FreerKrista Riggs has written a provocative paper examining the relationship between psychology and pedagogy within the applied music studio. The sources Riggs employs as the basis for her arguments reflect some of the most enduring voices in educational psychology and philosophy (including music), and performance practice/preparation in music. Riggs draws important connections between these (...) occasionally disparate fields. I appreciate this opportunity to add to the discussion.As the foundation of this model, Riggs employs the study of optimal experience, known as 'flow theory,' as researched by Mihalyi Csikszentmihalyi1 over the past three decades. The flow experience is only possible when an individual's personal capacities are congruent with the opportunities and goals afforded by the environment.2 When coupled with the necessary congruency between challenges and skills inherent in the flow model, Riggs' analysis raises questions concerning the definition of success within applied studio instruction, the position of studio instruction within the totality of a student's experience, and the ways in which teachers and students negotiate learning within applied music instruction.Three QuestionsIs the definition of success different for students than it is for teachers?At first blush, this paper concerns the "how" of music education—how we teach and how we encourage student motivation. Oftentimes, "how" we teach is dependent upon "why" we teach and "what" we teach. This becomes clear in the paper's introduction when success is defined as an outcome of education. Is the purpose of music education to build toward success using a very narrow, career-specific definition or is the purpose of music education to build toward broader success in many facets of musical knowledge and skill?Of course, this paper is contextualized to teaching within the applied studio and it may be that success in studio teaching is somewhat narrowly defined. But, at core is a potential conflict in the definition of success as defined by the teacher and the definition of success as appropriate for the student. In the model presented here, the definition of success is clearly student-centered and the success of the instructor is measured by the degree to which the student is supported on that pathway toward success. This is not to say that the instructional content of [End Page 225] the studio experience becomes less rigorous in any way, but rather that the instruction itself is modified to better ensure the success of students in learning and applying that content. Riggs implies, and Csikszentmihalyi would agree, that teachers cannot create flow experiences in students, but can create the conditions within which flow experiences can occur. The question is: What are those conditions and are they in conflict with the definition of success used by many studio teachers?The conditions necessary for flow experience have been identified through research and are embedded throughout Riggs' paper. The conditions are stated here in a purely student-centered manner. But, there are two players in this scene and it is the relationship between the student and teacher that most determines the experience of each. I am an unabashed proponent of attempts to optimize the quality of experience for students. However, the needs of the instructor seem to be missing from this discussion. It might be argued that this model is purely about studio instruction itself and an exploration of the instructor's needs is better suited for a different paper. Even so, the instructor's experiences, both in the past and in the present, do have bearing upon the student experience of the present. For example, it is probably a fair assumption that each instructor has, at some point, been a student in a studio. Might there be substantial value in a process of reflective analysis of that experience? Riggs does invoke the roles of reflection-in-action and reflection-on-action from the student viewpoint, but it might be illuminating to discern the instructor's reflections as well—and for these to be selectively shared with the student. In this way, studio teachers would be closer to fulfilling another necessary exemplar role: that of "master" teacher (or "mentor" teacher). If... (shrink)

This article provides a brief overview of the efforts to develop and refine the Critical thinking Assessment Test and its potential for improving the design of classroom assessments. The CAT instrument was designed to help faculty understand their students’ strengths and weaknesses using a short answer essay format. The instrument assesses a broad collection of critical thinking skills that transcend most disciplines. The questions were deliberately designed around real-world scenarios that did not require specialized knowledge from any particular discipline. Various (...) faculty who collaborated in the national dissemination of the CAT instrument found that it was a helpful model for designing better course assessments to grade student work. Classroom assessments modeled on the CAT emphasize more critical thinking within the discipline and less rote retention of factual information. We describe the ongoing work to help faculty successfully adapt the CAT to applications that can be used in each discipline’s courses to evaluate and encourage students’ critical thinking. (shrink)

This article pursues the goal of articulating a pedagogical paradigm of philosophy as a way of life that can effectively re-invigorate the teaching of philosophy in today’s academic world. This re-invigoration should take direct inspiration from Hadot’s hermeneutical framework of how to live philosophically, while still recognizing the intrinsic limitations that his model presents when applied to the modern educational practices of academia. In particular, we maintain that a literal application of Hadot’s model would require we turn (...) the teaching of philosophy as a way of life into a systemic affair that demands from students a full commitment to particular schools of thought. Conversely, we argue for a pedagogical paradigm of philosophy as a way of life (“PWOL-as-Situated-Pedagogy”) that enacts a triple balancing between theory and practice, progress and assessment, and depth and breadth. In this way, the problem of self-cultivation is tackled by engaging students with a broader consideration of philosophies and spiritual exercises. (shrink)

Background This study used a scenario- and discussion-based approach to teach preclinical medical students the socio-philosophical aspects of psychiatry and qualitatively evaluated the learning outcomes in a medical humanities course in Taiwan. Methods The seminar session focused on three hypothetical psychiatry cases. Students discussed the cases in groups and were guided by facilitators from multiple disciplines and professions. At the end of the semester, students submitted a narrative report comprising their reflections on the cases and discussions. The authors utilized content (...) analysis to categorize students’ narratives into three facets, namely, the philosophical, social and individual. Results In total 163 preclinical medical students participated in the class; 150 of them mentioned the scenario-based lesson in their reports; 33.3% of these reports discussed the case at the philosophical dimension (n = 50), 45.3% at the social dimension (n = 68), and 26.6% at the individual dimension (n = 40). Four major themes emerged: (1) a psychiatric diagnosis has far-reaching consequences for an individual’s life, (2) the social structure affects how patients experience psychiatric disorders, (3) students related personal experience or those of friends and family to understand psychiatric disorders, and (4) medical humanities are of particular importance in psychiatric education. Conclusions This study demonstrated that the scenario-based discussions led by a multidisciplinary team of facilitators can benefit medical students with limited clinical experience to contemplate the socio-philosophical aspects of psychiatry. The authors suggest that this pedagogical model during preclinical education should be encouraged. (shrink)

In this essay I am concerned with our understanding of philosophical dialogue. I will examine the most prevalent western model of dialogue—the combat model—and suggest some flaws in this model. I will outline concerns as to how standards for what counts as ‘philosophical’ are determined, and use this outline to frame preliminary objections to conceiving of philosophical dialogue as combative. Noting that philosophy is a socially and historically rooted practice, I argue that the view of philosophy as a (...) kind of combat has its origins in features of ancient Greek life. Next, I will look to other cultures and traditions for differing conceptual resources. Specifically, I look to ancient China’s philosophical narrative as one that does not primarily conceive of philosophy in terms of combat. I conclude by suggesting the relevance of this inquiry into methodology for practices of teaching philosophy. (shrink)

Drawing upon Aristotle’s claim that when one wants to learn right conduct or virtue, one should emulate those who practice it, this paper describes reasons for how the clear and conscious development of nursing role models can be used to model virtue theory in applied ethics courses. After providing a brief summary of Aristotle’s virtue ethics, the paper turns to a description of the basic models that describe the role of a nurse: surrogate mother, patient’s advocate, traditional caregiver, (...) and trained clinician. With these models in hand, the paper illustrates how virtues and duties can change when the role of the nurse changes and how different models of the nurse’s role connect virtue to practical action in different ways. Finally, the paper concludes with an extension of the above discussion to other areas of professional ethics and a step-by-step procedure for determining occupational duties. (shrink)

Ethical Competence Questionnaire-Working Life and Business (ECQ-WLB) is an effort to build an instrument that measures ethical competence in business as a psychological problem-solving and decision-making skill. The questionnaire is constructed in a way that aims to avoid connection to any particular moral philosophical theory. Its theoretical base is the autonomy hypothesis of Piaget. Autonomous reasoning as measured by the questionnaire correlated positively to the level of organizational hierarchy. ECQ-WLB demonstrated satisfying psychometricproperties and reasonable reliability properties. A confirmatory factor analysis (...) showed that the measurement model is compatible with the data. (shrink)

In this essay I advocate for the pedagogical value of public philosophy. In public essays, philosophers craft short arguments in clear prose that avoids disciplinary specific technical terms. Such texts are pedagogically valuable both because they teach students philosophical ideas and also because they offer students a template for philosophical argumentation upon which to model their own writing. Here I report on some of the pedagogical practices I have used for teaching public texts to advanced and introductory level (...) undergraduates in order to demonstrate how public philosophy serves as a valuable resource for the teaching of philosophy that can help students develop their capacity for engaged philosophical thinking and the effective communication of philosophical ideas. (shrink)

Convergences between systems philosophy, as developed from general systems theory and articulated by ervin laszlok, and buddhist thought suggest the possibility that the one can serve as a tool for interpreting the other. these convergences include their respective views of (1) reality as process, (2) interdependent causality, (3) the relation of mind to matter, and (4) the nonsubstantiality of the self. cybernetic models of cognitive process are applied to meditative practices of vipassana and mahayana visualizations, as an example (...) of the reciprocal hermeneutic that is possible between these two bodies of thought. (shrink)

I consider a more generic goal teachers have for students in addition to learning some determinate content: that they learn how to learn anything whatsoever. To explain this process, I draw on two insights from Aristotle’s account of learning: first, that in every case students learn by doing the very things they are learning to do; and second, that it is possible to achieve a general educatedness whereby someone can make intelligent judgments and intellectual progress even in previously unfamiliar subject (...) areas. In both cases, Aristotle’s account of the teacher as thinking-facilitator rather than knowledge-infuser is illuminating. This connects with recent literature on Experiential Learning. Having developed this broadly Aristotelian account of learning how to learn I offer some concrete strategies for putting the theory into practice in the philosophy classroom. These strategies include targeted reading guidance and mystery text assignments, both of which develop incrementally throughout the course. (shrink)

Beginning in 1988, I tried an approach to teacher-training in Philosophy for Children which, though labor-intensive, was very rewarding. It involved: a one-semester course in Philosophy for Children prior to program implementation, twelve to fifteen visits to each classroom during the implementation year to conduct demonstration lessons and observe teacher performance, and a journal and commentary on classroom visits, which was shared on a regular basis with the teachers. The scope of the project was partly what made it (...) so "labor-intensive." It included eleven teachers at six schools and nearly 250 children. (shrink)

Purpose: The purpose of this paper is to provide a description of an innovative web-based ethics module that was designed to integrate ethics education across four accounting courses over two years (second and third year courses) in a large Australian tertiary institution. Approach: The approach taken in designing the ethics web-based module was to base the foundations of the module on Rest’s (1976) ethical behavior model with the adoption of a longitudinal approach to thecoverage of financial reporting ethical issues. Practical (...) Implications: The key objectives of the module are to improve students’ awareness and sensitivity to accounting ethics, and to foster student learning in an interesting and stimulating manner, leading to in-depth understanding of accounting ethics. Originality/value of paper: This paper provides a description of an original web-based approach to delivering ethics education to accounting students across four university courses. Its value lies in not only the innovative and interactive ethics education approach but also in providing feedback from students and the profession. (shrink)

This essay provides a summary of the steps taken to build a critical thinking based faculty learning community (CTB-FLC) on the Lone Star College – CyFair campus across various disciplines. The author shares the motivations driving this project, the challenges and successes of the ten participating members, and the plans for future CTB-FLCs. The primary purpose of this essay is to encourage other colleges to build similar critical thinking based faculty learning communities as professional development opportunities on their campuses. The (...) essay culminates with a set of recommendations which result from the lessons learned during the implementation of a CTB-FLC from 2008 to 2010 at Lone Star College – CyFair. (shrink)

[Feel free to email me for a preprint] The combination of philosophy, politics, and economics (PPE) delivers a powerful approach for analysing social and political phenomena, and is an exemplar of productive interdisciplinary integration. Integrating the constituent disciplines is key to the power of an approach like PPE, yet such integration is neither simple nor natural. In this paper, I reflect on the process of designing and convening a PPE course, as a case study for understanding the benefits, challenges, (...) and nature of interdisciplinary integration. This PPE course is an upper-level seminar on the ethics of nudges – which, roughly, are policies that use peoples' heuristics and biases to influence them to act in certain ways, without removing options or significantly changing financial incentives. I first argue that the ethics of nudging is a fruitful site for interdisciplinary integration. I then walk through my course design, showing how specific topics and readings facilitate such integration while overcoming common challenges to it. I also present concrete examples of integrative class activities and assessment. Using this case study, I draw out general lessons and models for how to teach an interdisciplinary course. (shrink)

Designing bioethics curriculum for international postgraduate students is a challenging task. There are at least two main questions, which have to be resolved in advance: (1) what is a purpose of a particular teaching program and (2) how to respectfully arrange a classroom for students coming from different cultural and professional backgrounds. In our paper we analyze the case of the Erasmus Mundus Master of Bioethics program and provide recommendations for international bioethics education. In our opinion teaching bioethics (...) to postgraduate international students goes beyond curriculum. It means that such a program requires not only well-defined goals, including equipping students with necessary skills and knowledge, but also it should first and foremost facilitate positive group dynamics among students and enables them to engage in dialogue to learn from one another. (shrink)

Following recent debate on the relations between philosophy of science and the sciences, we wish to draw attention to some actual ways of training both young philosophers of science and young life scientists and clinicians. First, we recall a successful case of training philosophers of the life sciences in a strictly scientific environment. Second, after a brief review of the reasons why life scientists and clinicians are currently asking for more ethics, more methodology of science, and more philosophy (...) of science in the training of life scientists and clinicians, we present two training models that could spur the discussion on how to meet the requests coming from the scientific community. We argue that in order to reflect on mutual relations between philosophy of science and the sciences and to foster proper interactions, issues regarding the topics considered, the features of educational curricula, and the institutional organizations should be addressed jointly. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Foundations For Flow:A Philosophical Model For Studio InstructionKrista RiggsThe need for a new approach to studio instruction becomes evident when the current state of the profession and the effects of typical teaching methods are considered. In a profession with relatively little demand for a large supply of candidates for professional employment, realistically very few undergraduate music performance majors will achieve success as either orchestral players or as soloists. (...) Extreme competitiveness and the political hierarchy common in a typical music studio setting can squelch creativity and hinder a student's possibility to attain optimal experience in performance. Such an environment can pose a threat to a student's self-image and motivation, possibly becoming detrimental to the success of the student in any chosen occupation, whether ultimately within music or outside the profession.1As Roland Persson notes, studio teachers are generally hired primarily for their performance accomplishments and place in the historic lineage of their instrument's pedagogy without much regard for previous training in educational theories.2 With a lack of training in instructional methods or developmental theories, college music teachers tend to conduct lessons in the manner in which they were taught. Thus, little attention may be paid to individual differences or developmental issues.3 Studio instruction has also traditionally been approached [End Page 175] in a maestro-like, authoritarian manner with one-directional commands given as law from master teacher to seemingly subordinate students. Such a manner of teaching may contradict the tendency of creative individuals to show more deviant traits of critical and independent thought, possibly hindering the student's potential for artistic growth.4Many music students tend to gain much of their concept of self-worth based on how they perceive their musical ability to be assessed by their studio instructor.5 A dependency for approval can lead to the pursuit of unachievable perfection that can be detrimental to the emotional development and self-confidence of the student.6 A common focus on a final product in instruction rather than on the creative process of personal and artistic growth can also contribute to the detrimental setting of unrealistic goals and resulting lack of self-esteem in the student. Evaluation of artistically, intellectually, and emotionally developing students against an unattainable perceived aesthetic ideal or in comparison to other students of differing strengths and levels of development can hinder motivation while increasing anxiety, extreme competition, and negative emotional response in the learning experience.7 In a more personalized curriculum that centers on individual strengths and weaknesses through a mentoring approach, each student may be guided to develop the intellectual, emotional, physical, and spiritual faculties leading to optimal experience. From creative flow and the peak experiences of self-actualization comes intrinsic motivation for students to pursue creativity as a way of life, with further motivation to find moments for artistic expression and personal satisfaction in all aspects of their being.8A new model concerned with the development of the "whole" student as an individual can serve as a philosophical supplement to studio instructors who may not have received much training in developmental issues, educational theories, or related facets of the psychology of learning and performance. Although each aspect of the model can be considered separately, the potential of guiding a student toward the attainment of optimal experience is increased when all aspects are considered according to strengths and weaknesses present in the individual student. Incorporating the theories and ideas in studio instruction may help enhance a student's artistic and personal development while also strengthening a healthy mentoring relationship between teacher and student. While the model presents aspects of psychology alongside developmental and educational theories, the focus remains as a philosophical synthesis of diverse ideas into a unified system with flow at the center. Rather than aiming to deconstruct or refute opposing theories, the model synthesizes supporting ideas. As Estelle Jorgensen notes, the purpose of a synthesis-oriented or "synoptic" model is not so much to argue or refute contrasting views as it is to build upon the supporting theories and ideas of other writers. The "body of thought" serves an explanatory purpose [End Page 176] of the "clarification of terms and exposition... (shrink)

Mental model construction is supposed to be a useful cognitive devise for learning. Beyond human capacity of constructing mental models, scientists construct complex explanations about phenomena, named scientific or theoretical models. In this work we revisit three vissions: the first one concern about the polisemic term “model”. Our proposal is to discriminate between “mental models” and “explicit models”, being the former those “imaginistic” ideas constructed in scientists’—o teachers—minds, and the latter those teaching devices expressed in (...) different languages that tend to communicate any “scientific model”. From this point of view, the class is considered a place where teachers’ mental models should be learned by novice students by decoding their teaching devices which are expressed in different languages. Other proposal of this work claims to distinguish the term “representation” with respect to its artistical or instrumental origin, highlighting that they are types of teaching devices and that artistical representations are always analogies. Finally, data about the construction of freshmen’s wrong mental models related to the use of the analogy between the chemical combustion and the global process of cellular respiration from glucose is presented to reinforce previous epistemological reflections. (shrink)

Though all the religions of the world teach love, preach sympathy for others and encourage man to exercise utmost self-restraint and have most profoundly been a source of inspiration for the highest good of mankind, the world today is torn by conflicts, enmity and religious hatred. In this predicament, a lasting and peaceful society is impossible unless different faiths are understood in their proper perspectives. Therefore, it is necessary that people belonging to different faiths understand each other well. This necessitates (...) a constant dialogue and effort to generate moral and hearty religious thinking. The advocates of all the religions of the world emphasize the importance of certain virtues and moral values. Only these can foster unity and cohesion of mankind. But the moral and religious values cannot be invoked by force. This can be achieved through the exchange of words, kind words, sincere words and loving words that can reach the deepest fathoms of the heart. Philosophy and Progress, Vol#61-62-; No#1-2; Jan-Dec 2017 P 1-14. (shrink)

David Hume's relatively short essay 'Of the Standard of Taste' deals with some of the most difficult issues in aesthetic theory. Apart from giving a few pregnant remarks, near the end of his discussion, on the role of morality in aesthetic evaluation, Hume tries to reconcile the idea that tastes are subjective (in the sense of not being answerable to the facts) with the idea that some objects of taste are better than others. 'Tastes', in this context, are the pleasures (...) or displeasures that a person can take in the beauties of poems, paintings, and other artistic compositions (though Hume also wants to stress the continuities between tastes, so understood, and the bodily sense of taste). The position at which Hume arrives in the essay (despite some dialectical unclarity) is that some people – the 'true judges'– determine by their 'joint verdict' which works are meritorious. This solution continues to exercise a fascination, as does Hume's complicated route to it. Author Recommends: Paul Guyer, 'The Standard of Taste and the "Most Ardent Desire of Society" ', Values of Beauty (Cambridge: Cambridge University Press, 2005), 37–76. This paper places 'Of the Standard of Taste' in an especially rich context, and asks why Hume concentrates on true judges instead of the improvement of one's own taste. Mary Mothersill, 'Hume: "Of the Standard of Taste" ', Beauty Restored (Oxford: Clarendon Press, 1984), 177–208. This chapter, embedded in an exposition of Mothersill's 'First Thesis' (the denial that there are principles of taste) and 'Second Thesis' (the affirmation that some judgments of taste are genuine judgments), gives a detailed running commentary on Hume's essay. A shorter self-contained version of the chapter appeared as 'Hume and the Paradox of Taste' in Aesthetics: A Critical Anthology , 2nd ed., eds. George Dickie, Richard Sclafani, and Ronald Roblin (New York, NY: St. Martin's Press, 1989, 269–86). Jerrold Levinson, 'Hume's Standard of Taste: The Real Problem', Journal of Aesthetics and Art Criticism (2002): 227–38. An importance recent article, Levinson's piece argues that the 'real' difficulty with Hume's essay has gone unnoticed: why should I care about what Hume's true judges think? Christopher Williams, 'Some Questions in Hume's Aesthetics', Philosophy Compass 2/2 (2007). This article provides a brief overview of the topics discussed under weeks 3–5 in the sample syllabus below. It is intended to provide a roadmap for the particular set of readings listed there. David Wiggins, 'A Sensible Subjectivism?', Needs, Values, and Truth , 3rd ed. (Oxford: Clarendon Press, 1998), 185–214. This is a stimulating paper in moral philosophy that treats Hume's essay on taste as a model for a serious subjectivism. Wiggins then presents his own brand of subjectivism as an alternative to Hume's. Online Materials: Hume's Aesthetics (Ted Gracyk): http://plato.stanford.edu/entries/hume-aesthetics/ Sample Syllabus: Recommended background reading on Hume's historical context: Peter Kivy, The Seventh Sense: Francis Hutcheson and Eighteenth-Century British Aesthetics , 2nd ed. (Oxford: Oxford University Press, 2003), especially Part III. Recommended background reading on the general topic of taste: David A. Whewell, 'Taste', Blackwell Companion to Aesthetics (Oxford: Blackwell, 1992), 415–18. Dabney Townsend and Carolyn Korsmeyer, 'Taste', Encyclopedia of Aesthetics , ed. Michael Kelly (New York, NY and Oxford: Oxford University Press, 1998), 4:355–62. Ted Cohen, 'The Philosophy of Taste: Thoughts on the Idea', Blackwell Guide to Aesthetics , ed. Peter Kivy (Oxford: Blackwell, 2004), 167–73. Week 1: Hume on beauty, art, and aesthetic judgment in the Treatise of Human Nature and the Enquiry Concerning the Principles of Morals The following references are usable for any complete edition of the Treatise or Enquiry Treatise , 2.1.8 ('Of Beauty and Deformity') Treatise , 2.2.5 ('Of Our Esteem for the Rich and Powerful') Treatise , 2.2.8 ('Of Malice and Envy'), final three paragraphs Treatise , 2.2.11 ('Of the Amorous Passion, or Love Betwixt the Sexes') Treatise , 3.1.2 ('Moral Distinctions Deriv'd from a Moral Sense') Treatise , 3.3.1 ('Of the Origin of the Natural Virtues') Treatise , 3.3.5 ('Some Farther Reflexions Concerning the Natural Virtues') Enquiry , Appendix 1 ('Of moral sentiment') Week 2: Hume's essays Essays Moral, Political, and Literary , ed. Eugene Miller (Indianapolis, IN: LibertyClassics, 1985) is the most commonly used edition today. 'Of the Delicacy of Taste and Passion' 'Of Eloquence' 'Of the Rise and Progress of the Arts and Sciences' 'Of Simplicity and Refinement in Writing' 'Of Tragedy' 'Of the Standard of Taste' Week 3: Circularity–Virtuous or Vicious? Peter Kivy, 'Hume's Standard of Taste: Breaking the Circle', British Journal of Aesthetics (1967): 57–66. David Wiggins, 'A Sensible Subjectivism?', Needs, Values, and Truth , 3rd ed. (Oxford: Clarendon Press, 1998), 185–214. Week 4: Rules of Art Mary Mothersill, 'Hume: "Of the Standard of Taste" ', Beauty Restored (Oxford: Clarendon, 1984), 177–208. James Shelley, 'Hume's Double Standard of Taste', Journal of Aesthetics and Art Criticism (1994): 437–45. Nick Zangwill, 'Hume, Taste, and Teleology', The Metaphysics of Beauty (Ithaca, NY: Cornell University Press, 2001), 149–65. Week 5: The True Judge Malcolm Budd, 'Hume and Kant', 'Hume's Standard of Taste', 'Hume and Human Nature', Values of Art (London: Allen Lane, 1995), 16–24 . Paul Guyer, 'The Standard of Taste and the "Most Ardent Desire of Society" ', Values of Beauty (Cambridge: Cambridge University Press, 2005), 37–76. Jerrold Levinson, 'Hume's Standard of Taste: The Real Problem', Journal of Aesthetics and Art Criticism (2002): 227–38. Week 6: Moralism in Aesthetic Judgment: Hume and Beyond Kendall Walton, 'Morals in Fiction and Fictional Morality', Proceedings of the Aristotelian Society (1994): 27–50. Richard Moran, 'The Expression of Feeling in Imagination', Philosophical Review (1994): 75–106. Tamar Szabo-Gendler, 'The Puzzle of Imaginative Resistance', Journal of Philosophy (2000): 55–81. Focus Questions 1. How does Hume distinguish between matters of 'fact' and 'sentiment'? 2. What is a 'rule of art', and are there any rules? 3. Can a bad critic be 'silenced'? 4. What are the characteristics of good critics? 5. Should we expect good critics to agree on the merits of a work, and should I care about becoming a good critic myself? 6. Is it possible to distinguish variations in taste for which we should expect a standard and variations for which it is 'vain' to have such an expectation? 7. How is the excellence of a work related to the exercise of taste? 8. If a work of literature has a moral outlook that differs from our own, should we consider the work defective on literary grounds? (shrink)

The aim of teaching philosophy to children ultimately is not to teach them the history of philosophy, but rather to teach them to think, starting from philosophical concepts. This will help to develop high-level skills in children such as questioning, research, understanding and interpreting knowledge, establishing meaningful relationships between knowledge, creating original ideas, and problem-solving. Models of philosophizing with children have been developed, and systematic application attempts have been made, producing successful results in many countries of (...) the world. According to Matthew Lipman, these skills should be developed at a very young age with use of the model of philosophy for children (P4C). Our aim is to show and explore how to develop and sustain creative thinking, which is one of the achievements of P4C. If Lipman is right, children participating in these activities will start to gain creative thinking skills from an early age and will apply this foundation in other knowledge acquisition processes at more advanced developmental stages. This presentation aims to reveal the interrelation between P4C and creative thinking activity. First P4C will be explained, and then creative thinking and the interrelation between the two will be expanded upon in the conclusion. (shrink)

The framework, Technological Pedagogical Content Knowledge, Ethics and Accomplishment (TPACKEA) provides an extension to a modified TPACK framework by adding ‘Ethics’ and ‘Accomplishment’. The reason is that further theoretical formulations and deployments need to be carried out on Technological Pedagogical Content Knowledge (TPACK) if TPACK research is to harmonize and constructively strengthen the field of blended/full online learning in higher education. It is a qualitative study that employed in-depth interviews for data collection. The data collection procedure of this study employed (...) a judgmental sampling of twenty (20) lecturers who used Sakai/MOODLE Learning Management System (LMS) for teaching. It was observed that the extension of the modified TPACK framework to include ‘Ethics’ and ‘Accomplishment’ needs was in practical terms suitable and necessary for effective teaching and learning in higher education. It has been recommended that universities provide education on academic ethics and appropriate behaviours, sponsor lecturers in their academic careers and create an enabling environment for teaching and learning so that lecturers will get to the state of accomplishment in a blended learning milieu. (shrink)

What do a short car trip, a pandemic, the wood-wide fungal web, a challenging learning experience, a storm, transport logistics, and the language(s) we speak have in common? All of them are systems, or multiple sets of systems within systems. What happens in any set of circumstances will depend on a mix of initial conditions, complexity dynamics, and the odd wild card (e.g., a chance event). While it is possible to model and predict what might or perhaps should happen, it (...) is impossible to be certain. "It depends" thinking needs to be applied. Future-focused literature identifies complex systems thinking as an essential capability for citizenship, and this book sets out to show teachers how they might foster it-for themselves as well as for their students. There are implications for pedagogy, curriculum, and assessment. Multiple examples show what changes might look like, for students of different ages, and in different subject contexts. This is a book of several layers: It is both practical and philosophical. There is explicit discussion of parallels between complexity science and indigenous knowledge systems (specifically mātauranga Māori in the New Zealand context). The many examples are designed to appeal to general readers with an interest in the complex challenges facing contemporary societies, as well as to teachers at all levels of the education system. (shrink)

One of the challenges facing instructors of Chinese philosophy courses at many Western universities is the fact that students can often bring orientalizing assumptions and expectations to their encounters with primary sources. This paper examines the nature of this student bias and surveys four pedagogical approaches to confronting it in the context of undergraduate Chinese philosophy curricula. After showcasing some of the inadequacies of these approaches, I argue in favor of a fifth approach that deploys sources from the (...) “pre-history” of comparative philosophy, viz. documents by some of the first Western interpreters of Chinese thought. Such sources give students an access point to the Chinese primary source material that might be prima facie more culturally familiar, while also prompting them to recognize the limitations of that perspective. Of course, most of these early Western interpretations are naive, ignorant, or even blatantly xenophobic; but as Confucius stresses, even bad role-models can still serve as effective teachers by reminding us of pitfalls to avoid. Thus, if we can appreciate the failings of earlier interpretive efforts, we may be more cautious and open-minded in how we ourselves approach primary texts. An analysis is given of the hermeneutic climate of early modern European-Chinese comparativism, and Leibniz’s writings on Confucianism are unpacked as a specific case-study of this teaching strategy. (shrink)

Traditionally, analytic philosophers writing on aesthetics have given short shrift to nature. The last thirty years, however, have seen a steady growth of interest in this area. The essays and books now available cover central philosophical issues concerning the nature of the aesthetic and the existence of norms for aesthetic judgement. They also intersect with important issues in environmental philosophy. More recent contributions have opened up new topics, such as the relationship between natural sound and music, the beauty of (...) animals, and the aesthetics of gardens. Using these materials, it is now easy to include a module on the aesthetics of nature as one part of an introductory course on aesthetics, or even to design an entire upper-level undergraduate or graduate seminar around the topic. Author Recommends: Don Mannison, 'Comments Stimulated by Reinhardt's Remarks: A Prolegomenon to a Human Chauvinistic Aesthetic'. Environmental Philosophy. Eds. Don Mannison, Michael McRobbie, and Richard Routley (Canberra: Australian National University, 1980), 212–16. Readers coming fresh to contemporary debates may find the lack of attention to natural beauty in twentieth-century philosophy somewhat puzzling. This paper, which defends the view that nature cannot be aesthetically appreciated as such, presents this attitude in a particularly pure form. Ronald Hepburn, 'Contemporary Aesthetics and the Neglect of Natural Beauty'. British Analytical Philosophy. Eds. Bernard Williams and Alan Montefiore (London: Routledge and Kegan Paul, 1966), 285–310. Reprinted in The Aesthetics of Natural Environments. Eds. Allen Carlson and Arnold Berleant (Peterborough, Ontario: Broadview Press, 2004). This seminal essay marks the beginning of contemporary discussion of the aesthetics of nature. Many of its ideas and themes continue to reverberate in contemporary debates. Allen Carlson, Aesthetics and the Environment: The Appreciation of Nature, Art and Architecture (London: Routledge, 2000). This volume is a collection of Carlson's influential essays on environmental aesthetics. Chapters 4 and 5, 'Appreciation and the Natural Environment' and 'Nature, Aesthetic Judgment, and Objectivity', set the agenda for much subsequent discussion in the aesthetics of nature. Chapter 6, 'Nature and Positive Aesthetics', develops and defends the controversial idea that nature, unlike art, is always aesthetically good. Arnold Berleant, 'The Aesthetics of Art and Nature'. Landscape, Natural Beauty and the Arts. Eds. Salim Kemal and Ivan Gaskell (Cambridge: Cambridge University Press, 1993), 228–43. Reprinted in The Aesthetics of Natural Environments. Eds. Allen Carlson and Arnold Berleant (Peterborough, Ontario: Broadview Press, 2004). In this paper, Berleant presents his influential idea of an 'engaged aesthetics' for nature. Yuriko Saito, 'The Aesthetics of Unscenic Nature'. Journal of Aesthetics and Art Criticism 56 (1998): 101–11. This article develops Saito's idea that ethical considerations play a critical role in the aesthetics of nature, and presents a novel argument for Positive Aesthetics for nature. Malcolm Budd, The Aesthetic Appreciation of Nature: Essays on the Aesthetics of Nature (Oxford: Oxford University Press, 2002). This book collects Budd's papers on the aesthetics of nature, which contain important criticisms of Carlson's natural environmental model and the notion of Positive Aesthetics for nature. Noël Carroll, 'On Being Moved by Nature: Between Religion and Natural History'. Landscape, Natural Beauty and the Arts. Eds. Salim Kemal and Ivan Gaskell (Cambridge: Cambridge University Press, 1993), 244–66. Reprinted in The Aesthetics of Natural Environments. Eds. Allen Carlson and Arnold Berleant (Peterborough, Ontario: Broadview Press, 2004). This paper argues for the importance of aesthetic appreciation that emphasizes emotional responses to nature. A philosophically sophisticated and influential treatment by a leading aesthetician. Ned Hettinger, 'Allen Carlson's Environmental Aesthetics and Protection of the Environment'. Environmental Ethics 27 (2005): 57–76. In this essay, an environmental philosopher gives careful and thorough consideration to the place of aesthetic considerations in environmental protection, focusing on Carlson's work. John Andrew Fisher, 'What the Hills are Alive With: In Defense of the Sounds of Nature'. Journal of Aesthetics and Art Criticism 56 (1998): 167–79. Reprinted in The Aesthetics of Natural Environments. Eds. Allen Carlson and Arnold Berleant (Peterborough, Ontario: Broadview Press, 2004). Most discussions of nature aesthetics focus on visual experiences; this essay is the first philosophical study of the aesthetics of natural sounds. A nuanced and original paper. Allen Carlson and Arnold Berleant. 'Introduction: The Aesthetics of Nature'. The Aesthetics of Natural Environments. Eds. Allen Carlson and Arnold Berleant (Peterborough, Ontario: Broadview Press, 2004), 11–42. A comprehensive review of the literature, this essay contains the best available bibliography on the subject. Online Materials: http://plato.stanford.edu/entries/environmental-aesthetics/ Environmental Aesthetics: Allen Carlson's entry in the Stanford Encyclopedia of Philosophy. http://www.aesthetics-online.org/articles/index.php?articles_id=17 Teaching Environmental Aesthetics: Allen Carlson's article on the American Society for Aesthetics Web site. http://www.uqtr.uquebec.ca/AE/Vol_6/ Volume 6 of AE: Canadian Aesthetics Journal /Revue canadienne d'esthetique: Papers by Thomas Heyd and Ira Newman on Allen Carlson's book Aesthetics and the Environment, along with a response from Carlson. http://www.contempaesthetics.org/newvolume/pages/article.php?articleID=400 Paradoxes and Puzzles: Appreciating Gardens and Urban Nature: An essay by Stephanie Ross in the online journal Contemporary Aesthetics. Sample Syllabus for a three-week module in an undergraduate aesthetics course: This three week module can easily be adapted to fit shorter available class time or reduced reading expectations for students. A lighter two-week module, for instance, would drop the Hepburn reading and do either the Carroll essay or the Saito essay, but not both. Note that all readings for this module are reprinted in Allen Carlson and Arnold Berleant (eds.), The Aesthetics of Natural Environments (Peterborough, Ontario: Broadview Press, 2004). Week 1: Introduction Reading: Ronald Hepburn, 'Contemporary Aesthetics and the Neglect of Natural Beauty'. British Analytical Philosophy. Eds. Bernard Williams and Alan Montefiore (London: Routledge and Kegan Paul, 1966), 285–310. Discussion of Hepburn's essay will allow the instructor to bring out the distinctive issues and themes of the aesthetics of nature. Week 2: Objectivity or Subjectivity? Readings: Allen Carlson, 'Appreciation and the Natural Environment'. Journal of Aesthetics and Art Criticism 37 (1979): 267–76. Arnold Berleant, 'The Aesthetics of Art and Nature'. Landscape, Natural Beauty and the Arts. Eds. Salim Kemal and Ivan Gaskell (Cambridge: Cambridge University Press, 1993), 228–43. This section covers two very different approaches to thinking about the aesthetic appreciation of nature. Consideration of these provides an opportunity for students to reflect on nature's relationship to art, and on the character of aesthetic experience itself. Week 3: Pluralistic Approaches Readings: Yuriko Saito, 'Appreciating Nature on its Own Terms'. Environmental Ethics 20 (1998): 135–49. Noël Carroll, 'On Being Moved by Nature: Between Religion and Natural History'. Landscape, Natural Beauty and the Arts. Eds. Salim Kemal and Ivan Gaskell (Cambridge: Cambridge University Press, 1993), 244–66. This section considers approaches that are motivated by perceived limitations of the two approaches mentioned above. In discussing these, students will focus on the significance, for the aesthetics of nature, of emotion and also of broader ethical considerations. Sample Syllabus for an upper-level undergraduate or graduate seminar: Books on Syllabus: Glenn Parsons, Aesthetics and Nature [AN] (London: Continuum Press, forthcoming November 2008). Allen Carlson, Aesthetics and the Environment: The Appreciation of Nature, Art and Architecture [AE] (London: Routledge, 2000). Allen Carlson and Arnold Berleant (eds.), The Aesthetics of Natural Environments [ANE] (Peterborough, Ontario: Broadview Press, 2004). Week 1: Introduction Parsons, AN, ch. 1. Allen Carlson, 'Environmental Aesthetics'. The Routledge Companion to Aesthetics. Eds. Berys Gaut and Dominic Lopes (London: Routledge, 2001), 423–36. Don Mannison, 'Comments Stimulated by Reinhardt's Remarks: A Prolegomenon to a Human Chauvinistic Aesthetic'. Environmental Philosophy. Eds. Don Mannison, Michael McRobbie, and Richard Routley (Canberra: Australian National University, 1980), 212–16. Ronald Hepburn, 'Contemporary Aesthetics and the Neglect of Natural Beauty'. British Analytical Philosophy. Eds. Bernard Williams and Alan Montefiore (London: Routledge and Kegan Paul, 1966), 285–310. Reprinted in ANE. Week 2: Imagination Parsons, AN, ch. 2. Thomas Heyd, 'Aesthetic Appreciation and the Many Stories About Nature'. British Journal of Aesthetics 41 (2001): 125–37. Reprinted in ANE. Emily Brady, 'Imagination and the Aesthetic Appreciation of Nature'. Journal of Aesthetics and Art Criticism 56 (1998): 139–47. Reprinted in ANE. Marcia Eaton, 'Fact and Fiction in the Aesthetic Appreciation of Nature'. Journal of Aesthetics and Art Criticism 56 (1998): 149–56. Reprinted in ANE. Week 3: Formalism Parsons, AN, ch. 3. Carlson, 'Formal Qualities and the Natural Environment', AE, ch. 3. Allen Carlson, 'On the Possibility of Quantifying Scenic Beauty'. Landscape Planning 4 (1977): 131–72. Ira Newman, 'Reflections on Allen Carlson's Aesthetics and the Environment'. AE: Canadian Aesthetics Journal /Revue canadienne d'esthetique 6 (2001) http://www.uqtr.uquebec.ca/AE/Vol_6/Carlson/newman.html>. Nick Zangwill, 'Formal Natural Beauty'. Proceedings of the Aristotelian Society 21 (2001): 209–24. Week 4: Science and Nature Aesthetics Parsons, AN, ch. 4. Aldo Leopold, 'Country'. A Sand County Almanac, with Essays on Conservation from Round River (New York, NY: Ballantine Books, 1966), 177–80. Carlson, 'Appreciation and the Natural Environment', AE, ch. 4. Carlson, 'Nature, Aesthetic Judgment, and Objectivity', AE, ch. 5. Glenn Parsons, 'The Aesthetics of Nature'. Philosophy Compass 2 (2007): 358–72. Week 5: Positive Aesthetics Carlson, 'Nature and Positive Aesthetics', AE, ch. 6. Eugene Hargrove, Foundations of Environmental Ethics (Denton, TX: Environmental Ethics Books, 1996), ch. 6. Yuriko Saito, 'The Aesthetics of Unscenic Nature'. Journal of Aesthetics and Art Criticism 56 (1998): 101–11. Malcolm Budd, 'The Aesthetics of Nature'. Proceedings of the Aristotelian Society 100 (2000): 137–57. Glenn Parsons, 'Nature Appreciation, Science and Positive Aesthetics'. British Journal of Aesthetics 42 (2002): 279–95. Week 6: Animals Edmund Burke, A Philosophical Enquiry into the Origin of our Ideas of the Sublime and Beautiful. Ed. James T. Boulton (Notre Dame, IN: University of Notre Dame Press, 1968 [1757]), Pt. III, sec. VI. Holmes Rolston III, 'Beauty and the Beast: Aesthetic Experience of Wildlife'. Valuing Wildlife: Economic and Social Perspectives. Eds. Daniel J. Decker and Gary R. Goff (Boulder, CO: Westview Press, 1987), 187–96. Glenn Parsons, 'The Aesthetic Value of Animals'. Environmental Ethics 27 (2007): 151–69. Week 7: Pluralism Parsons, AN, ch. 5. Noël Carroll, 'On Being Moved by Nature: Between Religion and Natural History'. Landscape, Natural Beauty and the Arts. Eds. Salim Kemal and Ivan Gaskell (Cambridge: Cambridge University Press, 1993), 244–66. Reprinted in ANE. Yuriko Saito, 'Appreciating Nature on its Own Terms'. Environmental Ethics 20 (1998): 135–49. Reprinted in ANE. Ronald Hepburn, 'Nature Humanized: Nature Respected'. Environmental Values 7 (1998): 267–79. Ronald Hepburn, 'Trivial and Serious in Aesthetic Appreciation of Nature'. Landscape, Natural Beauty and the Arts. Eds. Salim Kemal and Ivan Gaskell (Cambridge: Cambridge University Press, 1993), 65–80. Glenn Parsons and Allen Carlson, 'New Formalism and the Aesthetic Appreciation of Nature'. Journal of Aesthetics and Art Criticism 62 (2004): 363–76. Week 8: Engagement Parsons, AN, ch. 6. Arnold Berleant, 'The Aesthetics of Art and Nature'. Landscape, Natural Beauty and the Arts. Eds. Salim Kemal and Ivan Gaskell (Cambridge: Cambridge University Press, 1993), 228–43. Reprinted in ANE. Cheryl Foster, 'The Narrative and the Ambient in Environmental Aesthetics'. Journal of Aesthetics and Art Criticism 56 (1998): 127–37. Reprinted in ANE. Allen Carlson, 'Aesthetics and Engagement'. British Journal of Aesthetics 33 (1993): 220–27. Week 9: The Sublime Immanuel Kant, Critique of the Power of Judgment. Trans. P. Guyer and E. Matthews (Cambridge University Press, 2000 [1790]). Excerpts from sections 23–9. Edmund Burke, A Philosophical Enquiry into the Origin of our Ideas of the Sublime and Beautiful. Ed. James T. Boulton (Notre Dame, IN: University of Notre Dame Press, 1968 [1757]). Excerpts from Pt. II, sections 1–8. Ronald Hepburn, 'The Concept of the Sublime: Has it any Relevance for Philosophy Today?'. Dialectics and Humanism 15 (1988): 137–55. Stan Godlovitch, 'Icebreakers: Environmentalism and Natural Aesthetics'. Journal of Applied Philosophy 11 (1994): 15–30. Reprinted in ANE. Malcolm Budd, 'Delight in the Natural World: Kant on the Aesthetic Appreciation of Nature. Part I: The Sublime in Nature'. British Journal of Aesthetics 38 (1998): 233–50. Week 10: Aesthetic Preservation Parsons, AN, ch. 7. Janna Thompson, 'Aesthetics and the Value of Nature'. Environmental Ethics 17 (1995): 291–305. Holmes Rolston III, 'From Beauty to Duty: Aesthetics of Nature and Environmental Ethics'. Environment and the Arts: Perspectives on Environmental Aesthetics. Ed. Arnold Berleant (Aldershot, UK: Ashgate, 2002), 127–41. Ned Hettinger, 'Allen Carlson's Environmental Aesthetics and Protection of the Environment'. Environmental Ethics 27 (2005): 57–76. Keekok Lee, 'Beauty for Ever?'. Environmental Values 4 (1995): 213–25. Week 11: Gardens Parsons, AN, ch. 8. Mara Miller, The Garden as an Art (Albany, NY: State University of New York Press, 1993), ch. 1. Mara Miller, 'Gardens as Works of Art: The Problem of Uniqueness'. British Journal of Aesthetics 26 (1986): 252–6. Stephanie Ross, What Gardens Mean (Chicago, IL: University of Chicago Press, 1998), chs. 1, 7. Tom Leddy, 'Gardens in an Expanded Field'. British Journal of Aesthetics 28 (1988): 327–40. David Cooper, 'In Praise of Gardens'. British Journal of Aesthetics 43 (2003): 101–13. Week 12: Art in Nature Parsons, AN, ch. 9. Carlson, 'Is Environmental Art an Aesthetic Affront to Nature?', AE, ch. 10. Sheila Lintott, 'Ethically Evaluating Land Art: Is It Worth It?'. Ethics, Place & Environment 10 (2007): 263–77. Emily Brady, 'Aesthetic Regard for Nature in Environmental and Land Art'. Ethics, Place & Environment 10 (2007): 287–300. Focus Questions1. Are there any important differences between the aesthetic appreciation of art and the aesthetic appreciation of nature? If so, what are they?2. Is preserving nature for its aesthetic value a coherent idea?3. What is the ugliest natural thing or place you can think of? How might proponents of Positive Aesthetics for nature deal with your example?4. Does the concept of the sublime have any significance for our contemporary experience of nature? If it does, what relation does it bear to our aesthetic appreciation of nature?5. Watch Rivers and Tides (2001), the documentary film about the British environmental artist Andy Goldsworthy. Ethically speaking, how do you think we ought to regard his art-making? (shrink)

Teacher Education and the Pursuit of Wisdom takes its readers into the deep waters of investigating teaching not simply as a profession but as a precious "way of life." The author begins by investigating the nature of teaching as both an "active" and a "contemplative" endeavor and inquires into the resonance between the nature of teaching on the one hand and what has been said classically about genuine philosophizing on the other hand. Having laid the groundwork for (...) students to be able to recognize this intimate connection, readers are next challenged to take up the notion of teaching as a "way of life" in the pursuit of wisdom experimentally and to record their observations in a personalized journal format. Thorough explanations are provided concerning the value of journaling for self-knowledge, and exemplar texts by master journal writers are discussed. This book is designed for use as a primary textbook in philosophy of education courses. Instructors will find it helpful as a means to organize engaging classes at both the undergraduate and graduate levels for genuine philosophic practices and inquiry. It contains a well-defined program of work that is modelled upon the latest research concerning "authentic task design." Its rich experimental approach is replete with a broad array of learning tasks, assessment tools, and practices that are aligned with the competencies-based approach taken in most professional certification and BEd Programs. (shrink)

In this paper three models of teaching and learning medical ethics are discussed critically, the traditional and revised vocational models, and the patient-centred model. The autonomy-oriented patient-centred ethics of Beauchamp and Childress is rejected in favour of a hermeneutic practical ethics. A performative conception of ethics teaching is recommended as the most appropriate model for use in the theory and practice of ethics pedagogy.