If you're a Cogtweeto fan, you know what it means to study philosophy. But what does it mean to *teach* it? We're partnering with The American Association of Philosophy Teachers to find out! Join us for talks, panels, teaching & public philosophy demos, "pro-tips", and a "Teaching Hub" with AAPT!
TEACHTOK
teaching /
public philosophy demo
Purpose
practice teaching a (new) philosophical topic in an engaging, accessible, and public-facing way; get feedback on what did and didn't work
1 hour total
30 min teaching/activity
5-10 min q&a
20-25 min feedback
NEW TAKE ON OLD IDEAS
lecture
Purpose
share a new way of presenting a philosophical topic (either by direct demonstration or discussion of it); get feedback on new approach
50 min total
30 min presentation
20 min q&a
"OK, BUT CAN
WE TALK
ABOUT ____"
panel/roundtable discussion
Purpose
discuss an issue, topic, or pressing challenge related to teaching philosophy/teaching in acade philosophy (e.g., inclusivity, ChatGPT, balancing workloads, political issues, etc.); consider possibly solutions or ways forward
1 hour total
5-15 min per presenter
20-25 min discussion
"TEACHING PHILOSOPHYAS ___"
lecture
Purpose
what is philosophy? how do we communicate the nature of philosophy, its value, expertise, methods, & practitioners through our teaching? these talks should expand & challenge how we think of the aims, possibilities, values, & nature of teaching philosophy
50 min total
30 min presentation
20 min q&a
COURSE NARRATIVE
AND DESIGN
lightning talk
Purpose
present, compare, & discuss what makes for a good philosophy course; propose different through-line narratives for framing courses; promote ways of moving beyond the canon & organizing classes merely according to discrete content-units
30 min total
10-15min presentation
15-20 min q&a
LIFE PRO-TIPS
teaching philosophy edition
Purpose
share a bite-sized easy-to-implement "pro tip" or learning tool to improve teaching in philosophy
10 min total
5-7 min presentation
3-5 min q&a
Confronting a Pernicious Misreading of Plato’s Cave Allegory
Nathan "Eric" Dickman
University of the Ozarks
We aren't both interpreting the same Cave Allegory if--in the (re)telling--details are omitted. One pernicious omission is that the prisoner doesn't merely turn around ("bootstrapping"), but is turned around. Why? Can or ought this reading be resisted, esp. w/ students?
Sat. Aug 5
9:45-10:35 PDT
Teaching Phenomenology Through Embodied Experiences
John Thomas Brittingham
Associate Director/Adjunct Faculty
Bunker Hill Community College
If Husserl’s motto was “to the things themselves” why not take that as a motivation for the way that phenomenology is taught. What I am proposing is a scaffolded approach to teaching through doing phenomenological investigations of specific phenomena un/familiar to students.
Sat. Aug 5
10:45-11:35 PDT
Illustrating the History and Geography of Philosophy
Fabien-Denis Cayer
Graduate Student
University of Ottawa
In this session, I'll show you how to use maps and timelines as visual aids to help students understand the both the development of philosophy and the unique contributions made by philosophers throughout history.
Sat. Aug 5
2:45-3:35 PDT
Education as Midwifery: Does It Translate to Contemporary Practice?
Ingrid Mae De Jesus
Philosophy Instructor
University of the Philippines - Diliman
According to Plato, education is like midwifery. But is this a viable approach to contemporary teaching practice? Can we still prioritize teacher-led instruction and primary source scholarship while opening space for student-centered learning and creativity in the Philosophy classroom?
Sun. Aug 6
2:45-3:35 PDT
Ok, But Can We Talk About ChatGPT
Michael Otteson Mike Ashfield Antony Aumann Cassie Finley
Panelists
This panel will weigh the benefits and drawbacks of take-home assignments that incorporate the use of ChatGPT explicitly and oral assignments/exams as a way to grapple with the existence of easily accessible large language models.
Sat. Aug 5
1:30-2:30 PDT
Ok, But Can We Talk About The Elephant In The Room (Philosophy Twitter is Dead)
Jen Foster and Cassie Finley
Cogtweeto Founders
Twitter as we've known it is dead, and with it Philosophy Twitter. What does that mean for the future of public philosophy? And the real elephant in the room: what does it mean for the future of Cogtweeto?
Sun. Aug 6
1:30-2:30 PDT
What do you say on their first day?
Darren Domsky
Associate Professor
Texas A&M University at Galveston
New university students are given many things. What they need most, however, is something else, something utterly unexpected, a bit blunt, and a tad traumatic. I offer that something else in my talk. May it serve you well in your own efforts to incite lives worth living.
Sat. Aug 5
8:30-9:30 PDT
Teaching Philosophy As: The Inescable Intellectual Activity That It Is
Brian J Collins
Associate Professor & Chair
California Lutheran University
A slightly more apt title for my presentation and views might be - “Teaching Philosophy as the Inescapable Intellectual Activity It Is” as I believe it is the framework and the process for thinking about anything and everything.
Sun. Aug 6
8:30-9:20 PDT
Teaching Philosophy As: Cultivating Virtue
Evan Dutmer
Senior Instructor in Ethics
Culver Academies
I'll discuss incorporating virtue acquisition in an ethics class!
Sun. Aug 6
10:45-11:35 PDT
Modernity, Dialogue, and Exclusion
Andrew Stewart
Graduate Student
University of Southern California
What stories should we tell students about the history of early modern philosophy? Can you teach authors beyond the canon and genuinely challenge it without cutting any of the “big seven”? Join Andrew Stewart, a graduate student at USC, for “Modernity, Dialogue, and Exclusion.”
Sun. Aug 6
12:15-12:45 PDT
Perspectives in Philosophy
Mitchell Conway
Adjunct Faculty
Carroll College
What might an introductory philosophy course look like with almost zero lecturing and student-led inquiries? This course structure emphasizes skills of philosophizing rather than content, as well as more opportunities for students to personalize their course experience.
Sat. Aug 5
12:15-12:45 PDT
Fitting Language in Philosophy
Lawrence A. Whitney
Research Associate and Postdoctoral Fellow
National Museum of American History, Smithsonian Institution & Center for Mind and Culture
For less commonly taught philosophies, it is important to teach not only how to think about language but also how to think in the languages of the philosophy in question.
Sun. Aug 6
11:45-12:15 PDT
Introduction to Philosophy - A Toolbox for Living
Janet D. Stemwedel
Professor & Chair
San Jose State University
If philosophy actually offers us tools for living, maybe an "Intro to Philosophy" course should showcase those tools & their value.
Sat. Aug 5
11:45-12:15 PDT
don't forget
to RSVP!
"Pro-Tip" for Increasing Accessibility: Office Hours
Jen Foster
Graduate Student
University of Southern California
Get more students at "office hours" with this one weird trick!
Sun. Aug 6
9:30-9:45 PDT
"Pro-Tip" for Increasing Accessibility: Neurodivergent Students
Stefaniia Sidorova
Independent Scholar
Philosophy is a rather common interest of neurodivergent people (Autistic, with ADHD etc.). Ensuring that the teaching and learning environments we create are supportive of their needs is not only morally, but also epistemically advantageous.
Sun. Aug 6
9:45-10:00 PDT