1st Edition

How to get Philosophy Students Talking An Instructor's Toolkit

By Andrew Fisher, Jonathan Tallant Copyright 2016
    276 Pages
    by Routledge

    276 Pages
    by Routledge

    Engaging undergraduate students and instigating debate within philosophy seminars is one of the greatest challenges faced by instructors on a daily basis. How to Get Philosophy Students Talking: An Instructor’s Toolkit is an innovative and original resource designed for use by academics looking to help students of all abilities get the most out of their time spent in group discussions.

    Each chapter features thought experiments, discussion questions and further readings on topics within the following core areas of philosophy:

    • Metaphysics
    • Epistemology
    • Philosophy of Mind
    • Philosophy of Language
    • Philosophy of Religion
    • Philosophy of Science
    • Political Philosophy
    • Normative Ethics
    • Applied Ethics
    • Metaethics
    • Aesthetics

    Group discussions and debates are a key part of undergraduate study and one of the best ways for students to learn and understand often complex philosophical theories and concepts. This book is an essential toolkit for instructors looking to get the most out of their philosophy students.

    Introduction, 1. Epistemology 2. Philosophy of Language 3. Metaphysics 4. Philosophy of Mind 5. Philosophy of Science 6. Applied Ethics 7. Normative Ethics 8. Metaethics 9. Aesthetics 10. Politics 11. Philosophy of Religion


    Andrew Fisher is associate professor in Philosophy at the University of Nottingham, UK.

    Jonathan Tallant is associate professor in Philosophy at the University of Nottingham, UK.

    ‘This book is ridiculously comprehensive’ - Ross Cameron, University of Virginia, USA

    ‘There is no question that this is an extremely useful teaching resource for academics’ - Graham Stevens, University of Manchester, UK

    ‘What a wonderful idea for a book! Fisher and Tallant clearly and compellingly lay out the various pedagogical options, each innovative and plausible. This book would be extraordinarily helpful to early-career instructors who are preparing their first curricula.’- Kevin DeLapp, Converse College, USA

    ‘This project reflects a very compelling idea. Here finally is a book aimed at encouraging a wide range of students to participate in philosophical conversations and to learn philosophy by doing so – an aim I applaud.’ - Andrew Janiak, Duke University, USA