Cambridge: All Lectures Online Until Summer 2021

Published by Anonymous (not verified) on Wed, 20/05/2020 - 8:27am in



There will be no in-person lectures at the University of Cambridge until the Summer of 2021 owing to the COVID-19 pandemic, the school announced today.

Much teaching at Cambridge takes place not as lectures but in small group sessions, and the university announced that it may be possible for these to convene in-person if it is possible to do so while meeting “social distancing” requirements, according to the BBC.

Here’s the text of the announcement:

The university is constantly adapting to changing advice as it emerges during this pandemic. Given that it is likely that social distancing will continue to be required, the university has decided there will be no face-to-face lectures during the next academic year. Lectures will continue to be made available online and it may be possible to host smaller teaching groups in person, as long as this conforms to social distancing requirements. This decision has been taken now to facilitate planning, but as ever, will be reviewed should there be changes to official advice on coronavirus.

Teaching at Cambridge has been online-only since March.

The BBC also reports that the University of Manchester announced that lectures in its Fall 2020 term would be online only.

The post Cambridge: All Lectures Online Until Summer 2021 appeared first on Daily Nous.

Uncovering A New Approach to Teaching Philosophy Texts (guest post)

Published by Anonymous (not verified) on Tue, 19/05/2020 - 8:34pm in

“Texts can be challenging in multiple ways, some more useful than others…”

The following is a guest post* by Emma Kresch and Sophie Gitlin, who are both sophomores at Claremont McKenna College. They are working as research assistants for Dustin Locke, associate professor of philosophy at the school, on a new approach to introducing students to philosophical works that Dr. Locke is calling “Philosophy Uncovered.”

Uncovering A New Approach to Teaching Philosophy Texts
by Emma Kresch and Sophie Gitlin

We entered college having no prior knowledge of philosophy, but we thank Claremont McKenna’s general education requirements for leading us into our first introductory classes. In our philosophy classes we found wonder in the new ways to analyze the world around us, converse with others, defend arguments, and challenge old and new ways of thinking; we were hooked! However, there were days when we came to class too confused by the previous night’s reading to offer any insight to class discussion. Some of this confusion was due to the challenging nature of the arguments presented in our reading, but much of it was due to the fact that the essays were written in a way that we simply did not understand. This makes sense, as many of the essays weren’t written for us—they were written to be published in professional journals and read by professional philosophers. This is the problem that Philosophy Uncovered addresses, and we are excited be working with Professor Dustin Locke as research assistants on this new project.

Philosophy Uncovered will be a series of classic philosophical essays rewritten in a way that makes them more accessible to introductory philosophy students. The rewrites are not intended to summarize or analyze the original essays; they present the same argument, just in a more accessible form. The rewrites also differ from textbook explanations in that they present the arguments, so to speak, “in the first person”—that is, as if they were written by the original authors. When students read textbook explanations, they must deal with the extra cognitive layer created by the voice of the textbook author. Our rewrites allow students to engage more directly with the arguments of the original essays.

This project is still in its formative stages. However, we have preliminary drafts of rewrites for three essays: David Lewis’ ‘The Paradoxes of Time Travel’ (1976), Judith Jarvis Thomson’s ‘Killing, Letting Die, and The Trolley Problem’ (1976), and Michael Smith’s ‘What is the Moral Problem?’ (1994). We are happy to have instructors share these drafts with their own classes, and we would appreciate any feedback they may have to offer. Please send questions, comments, and concerns to Professor Locke at dlocke@cmc.edu.

As Professor Locke’s research assistants, our role in Philosophy Uncovered is to provide a student’s perspective, shining light on what is confusing and what needs to be better explained in the rewrite. Before Professor Locke begins each rewrite, all three of us create our own outlines of the original paper and put them together to identify differences in our understanding. Our outlines indicate which parts of the argument were clear and which parts we missed or misunderstood. Professor Locke then drafts a rewrite based on our discussions. After receiving feedback from us, Professor Locke redrafts the rewrite and the process repeats until we are all satisfied with the paper. Professor Locke also revises the papers in light of classroom feedback.

Our project may invite some debate. Some might argue that part of the value of philosophy comes from the struggle to understand challenging texts. But texts can be challenging in multiple ways, some more useful than others. When a text deals with a complicated subject matter, or when it is written from a cultural perspective different from a student’s own, students often benefit from facing these challenges. But when a text is written for a professional audience—that is, an audience with a certain specialized body of knowledge—we believe the interpretative challenge faced by introductory students often does more harm than good.

Over the coming months we will begin to explore our options for publication. Interested parties may send inquiries to Professor Locke at dlocke@cmc.edu.

(We are grateful to The Gould Center for Humanistic Studies at Claremont McKenna College, directed by Professor Amy Kind, for a grant to begin pursuing this project. The Gould Center is a wonderful resource for students and faculty at Claremont McKenna to study, research, and explore projects in the humanities.)

Art: René Magritte, “The Blank Signature”


The post Uncovering A New Approach to Teaching Philosophy Texts (guest post) appeared first on Daily Nous.

Ending Face-to-Face Instruction Before Thanksgiving Break

Published by Anonymous (not verified) on Mon, 18/05/2020 - 10:32pm in

Earlier this month we looked at the University of South Carolina’s plan to offer in-person courses this coming fall term. The university has now updated its plans by announcing a change to the fall term schedule.

In an email to the university community last night, University of South Carolina President Bob Caslen announced that in fall 2020:

  • there will be no Fall Break
  • all face-to-face instruction will end on November 24th, two days before Thanksgiving.
  • There will be two more class days following Thanksgiving break as well as a reading period and final exam but these classes and all exams will be conducted remotely.

Caslen said that “two critical pieces of information informed these changes”:

  • the public health risks associated with thousands of students and faculty returning to campus after Fall Break travels
  • models that predict a spike in COVID-19 cases at the beginning of December.

Faculty at South Carolina were given more information last week about what face-to-face instruction in the Fall will look like. Among the crucial details are:

  • Owing to space and scheduling constraints, classrooms will not be set up to facilitate students being seated 6 feet apart from one another (though some number of courses will as a matter of fact end up in rooms that allow for this kind of distancing, owing to their enrollments)
  • Students and faculty will be required to wear masks in the classroom.

Apparently faculty are tasked with enforcing the mask-wearing rule in their classrooms. (There was some pushback on this so that might change.)

I provide this information about what’s happening at South Carolina as an example for discussion of various options available to universities and colleges in the fall. Feel free to share what you know of your own institutions’ plans.

The post Ending Face-to-Face Instruction Before Thanksgiving Break appeared first on Daily Nous.

If Given the Choice Whether to Teach In-Person or Remotely in the Fall…

Published by Anonymous (not verified) on Thu, 14/05/2020 - 11:10pm in


News, teaching

Last week, the University of South Carolina announced it is planning to have in-person teaching in the fall, but also that each faculty, staff, and student will be allowed to make for themselves a “decision to either return or delay their return”. Other schools are considering similar arrangements. 

At some point this summer such decisions will need to be made, as course offerings will need to be settled and the physical and technological arrangements for courses will need to be planned and implemented. It will be helpful to start thinking about these decisions sooner rather than later.

So, students and faculty, suppose you had until the beginning of June—about two and half weeks from now—to report your decision to the administration. What factors would go into your decision-making?

Here are some that might be relevant:

  • one’s own risk factors for vulnerability to COVID-19
  • the vulnerability to COVID-19 of those with whom one lives or cares for
  • anticipated progress on therapies or vaccines for COVID-19
  • the anticipated spread of COVID-19 in your region
  • the anticipated enrollment in your courses
  • the likelihood your institution will be able to implement social-distancing measures in classrooms and lecture halls
  • the likelihood your institution will be able to implement social-distancing measures in shared professional physical settings (offices, hallways, common areas)
  • the level of videoconferencing and other remote teaching technology available to faculty and students
  • the degree of trust in your institution to not hold one’s decision to teach or study remotely against you
  • the extent to which
  • the level of flexibility you, your department, and your institution have such that you could switch from teaching or taking classes in-person to remotely should you feel the need to
  • the extent to which various mixes of in-person and remote teaching are available for individual faculty to deploy in their own courses

It would be useful to hear what other factors might be relevant to your decision. And what would you decide to do?

The post If Given the Choice Whether to Teach In-Person or Remotely in the Fall… appeared first on Daily Nous.

Reflections on moving to teaching online

Published by Anonymous (not verified) on Thu, 14/05/2020 - 12:30am in

Nobody knows what will happen with US colleges and universities in the fall, but it’s a fair guess that at least some, probably most, and not unlikely all, teaching will be online. Whatever is online in the fall will be unlike what was online in the spring: on the one hand people will have had a chance to prepare and train; on the other, classes will lack the glue that in-person meetings prior to going online made possible.

I’ll post some thoughts soon about how we might think about going forward in the fall, but for now I’m just assuming that some or much of our teaching will be online. In the spirit that learning about what seems to have worked and what seems not to have worked for different people will help us prepare, here are some reflections on my experience. I’d welcome your advice, but also your reflections on your own experiences!

I taught two classes last semester. One was 150 students, with 2 TAs, the other was 30, no TA’s. Let’s start with the smaller one.

Although it is a 3-credit class, we had 4 full hours (120 minutes) of class time per week. This proved fortuitous: I scheduled 4 hours for 2 reasons. 1) The class involves a group project, and in my experience students find difficulty coordinating out-of-class time to work together, so this provided them with that. 2) The cap was 22 but I anticipated (correctly) that it might be raised to 30 and wanted to be able to meet with them in reasonable-sized groups. So my plan was really that I’d meet them for 4 hours most weeks, but most of them would meet me for only 3 hours most weeks.

During the period in which we met in person I did my usual thing of making sure they learned each other names and had plenty of small group discussions that were small enough for them to bond, and get to know each other intellectually. This was made easier by the fact that 5 of the students lived together, another 3 were close friends of each other, and I knew more than half the students already (and many whom I knew already knew each other).

Basically, it was the optimal situation for moving online. The first two weeks online I split them into groups of 7-8, and met each for a full hour. Their prep involved writing TWO online responses to readings, and we would discuss one of those readings together during the meeting. 7-8 students ensures that all of them are well prepared, and all of them talk. The discussions have to be moderated – everyone is muted until they are unmuted, if you see what I mean – but this allows the teacher to ensure everyone is talking without being too obvious about it. And the reduction from 30 or 15 to 7-8 meant there was no real loss of flow in the discussions.

After 2 weeks I administered a survey in which the students made it clear that they didn’t feel they were getting enough time to talk to each other. So I kept them in groups of 7-8 to meet with me, but required each group to meet, also, for an hour without me to discuss a different reading, assigning a discussion leader, and giving them the task of reporting the results of their discussion to me. Basically organizing them into small reading groups. I was also able to give them an hour a week with their 4-person group doing the group project, and most of those groups have met with me outside of class time.

This class was a mix of majors, and a mix of seniority – about 1/3 are graduating next week, the others are all juniors and sophomores. Some of them have had real challenges during the semester – confidentiality (and the knowledge that some are likely to read this) prevents me from disclosing but at least 3 of them have been dealing with things (all unrelated to the crisis) that would have knocked me out for the semester but, in fact, those 3 all remained full and enthusiastic participants and said the class was a source of strength and meaning for them.

I found it exhausting to meet with students for 2 hours at a time. The main reason, I think, is that managing a discussion is just much more difficult online. In-person there are so many cues, not only to me, but to each other, about what they are thinking, who wants to talk, even what they are likely to say and whom they’ll be responding to. Most of these are absent online, but one is searching for them or for substitutes (which are also often not present!) anyway. I gradually found it less exhausting, and I suspect that is because I stopped anticipating failure, and because they became better at taking control of the situation.

The final project for the course was unchanged by the crisis: a group project (they were split into groups of 4) developing a case study in a particular moral dilemma about education, followed by individual commentaries on the case study. In a way the crisis probably helped – it probably made it easier for them to find time to meet as groups (though they lost some of the time that I had built into the class meeting schedule). Certainly the results (which I have just read) were just superb, revealing a lot of learning. I’d feel better about this for thinking about next semester if several students had not told me that this class became the focal point of their actual meaningful learning (as opposed to just going through the motions) after we went online: basically, I suspect that many of the students chose, for entirely sensible reasons, to make this course the one in which they did their real learning.

Now for the larger class. A 4 credit class with 150 students, in 7 discussion sections, one of which was taught by me. During the in-person part of the semester attendance was always very high, for both lecture and sections. About 60% of the students were seniors, and about 60% were business students, with a variety of other majors and class-levels. It was during what turned out to be the final in person class meeting that we learned that we were going fully online, and at the end of the class session several students were in tears and one hugged me very publicly (which I probably should have stopped her from doing but i) I was too disoriented; ii) it would have been mean and iii) I’m not sure I’d have succeeded).
I don’t think it’s been a great success. Initially I took the almost unanimous advice that all lecture should be asynchronous. I made a few, not very good, video lectures. I think everyone has had this experience – video lectures made in your bedroom on equipment not fit for purpose, with dodgy internet, are DREADFUL! And, like everyone, I found myself recording the same things over and over again, with stupid glitches getting in the way of one or another take. To my horror, none of the students have complained, and several have said that the video lectures were pretty good. They weren’t.

Much better, though, were the video discussions. A colleague and I were teaching some overlapping material, and I had 3 excellent undergraduate volunteers who had studied all that material before, so we made several recorded video discussions. One of us would recap the material very quickly (often material on which a video lecture had been recorded) and then we ran a discussion which had been very roughly outlined beforehand. Only one of the students is a philosophy major (the others are Biochem, and Econ/CommArts), and they all know I believe (correctly, though I’m not sure they know I’m correct) so although they’re all very smart they felt to inclination to pitch the discussion at a level too far above that of the students in the class. This, I think, was the best thing we did, and I highly recommend it – they were low-resolution, low-production value, but otherwise high quality educational TV. So much better than the professor talking nonstop. The feedback I got about these from students was very positive and I’d really recommend it for anyone who is teaching larger classes online in the fall (which will be a lot of people).

My discussion section was great. My students are all freshmen, and all knew each other and me before the class: I split 18 students into groups of 6, and met each group weekly online for an hour. Again, exhausting, but it kept them completely engaged, and was intellectually lively and fun.

The problem was this. With 150 students it is really hard to feel connected if you have no in-person or synchronous interaction. My large lectures involve a lot of discussion, and with this group I had managed to run several 75-minute sessions which were almost entirely all-class discussion and in which nearly everyone was visibly engaged. I think it’s the most success I have ever had with that; but, going asynchronous, all connection was severed. I don’t think I would do that again. In response to the student surveys, I reinstated once-a-week synchronous lectures, but attendance was, understandably, sparse, and I felt that I was wasting the time of the students who were there. Our campus platform (BBCollaborate) only allows a few people to be visible at a time, and hardly any students had their video showing (in section and my other class everyone had video showing, and after two weeks I took out my own subscription to zoom and used zoom for those classes, so everyone could see everyone else). We chose to make attendance at discussion sections other than mine optional, and attendance was low, although the students who did attend got a lot out of it. My TAs aren’t well paid, and the burden on them was considerable, so I couldn’t ask them (or even let them) split their groups into manageable sizes and spend many extra hours a week in sections.

The written work in the large class has been good (and there’s a lot of it – I moved from having 1 online discussion board discussion to 2 most weeks; same with the smaller class). But I’m convinced that a lot of learning that I don’t assess was lost, and I would guess that 30-40% of the students did considerably less learning than they otherwise would have. Whereas, in my own discussion section, and the smaller class, they all had considerably less fun, but probably didn’t lose very much learning.

Some observations.

  1. I could work out how to make good online synchronous discussions happen with groups of under 10, but not with groups above that size, and even with the small groups I am pretty sure that the fact they all knew each other already and were practiced discussing with each other made it much easier. The latter is not replicable in classes that are online from the start.

  2. In the small class all my evidence is that the synchronous discussions that were held without me present were excellent. But, again, I suspect that was very dependent on the fact that they knew each other well already, and were experienced students who had taken the class out of a focused interest. I adore and admire the freshmen in the discussion section of my large class, but I’m not confident they could have had good discussions without the presence of an experienced facilitator (which needn’t have been me – I could name 15 juniors and seniors whom I trust to run such discussions well).

  3. Remember that all the evidence we have about learning in online-from-the-start classes is about students who chose that format over the in-person option, for one reason or another. So we have to use careful judgement in deciding what to take from that model.

  4. Online synchronous teaching is really tiring. I’m basically an introvert, and I don’t find this lockdown emotionally difficult really, but I think I get a lot of energy from being in the room with students. And online I am constantly searching for cues about what they are thinking, who is and who isn’t engaged, etc. This is slightly easier on zoom, in which you can sort of see lots of faces, than in the platform we have at UW, where no more than 3 faces can be seen at a time, but it’s still far from easy. I’m curious whether colleagues with very large monitors found that helped or not.

California State University System This Fall Will Be Primarily Online

Published by Anonymous (not verified) on Wed, 13/05/2020 - 7:31pm in

Timothy White, Chancellor of the California State University (CSU) system, which includes 23 campuses, announced that most courses scheduled for the Fall 2020 term will be taught online, rather than face-to-face, owing to the current Covid-19 pandemic and a possible “serious second wave” of it.

In a statement released yesterday, Dr. White said that planning for “virtual” or online delivery of courses for the fall was necessary for several reasons:

First and foremost is the health, safety and welfare of our students, faculty and staff, and the evolving data surrounding the progression of COVID-19—current and as forecast throughout the 2020-21 academic year. This planning approach is necessary because a course that might begin in a face-to-face modality would likely have to be switched to a virtual format during the term if a serious second wave of the pandemic occurs, as forecast. Virtual planning is necessary because it might not be possible for some students, faculty, and staff to safely travel to campus. 

Said another way, this virtual planning approach preserves as many options for as many students as possible.

Consequently, our planning approach will result in CSU courses primarily being delivered virtually for the fall 2020 term, with limited exceptions for in-person teaching, learning and research activities that cannot be delivered virtually, are indispensable to the university’s core mission and can be conducted within rigorous standards of safety and welfare. There will be hybrid approaches and there will be variability across the 23 campuses due to specific context and circumstances… but predominately there will be limited in-person experiential learning and research occurring on campuses for the fall 2020 term. On some campuses and in some academic disciplines course offerings are likely to be exclusively virtual.

The main exceptions mentioned were elements of some nursing courses, labs, fine and performing art courses, and boating.

Meanwhile, it is not quite clear what the ten-campus University of California (UC) system will be doing. The Los Angeles Times reported that:

University of California officials are examining the parameters of what it would take to open their campuses and are expected to announce plans in June or July. UC spokeswoman Claire Doan reiterated Tuesday that campuses were exploring a “mixed approach with some instruction delivered in classroom and lab settings, while other classes will be primarily online.”

And CNN reported that Stett Holbrook, another spokesperson for UC, said “it’s likely none of our campuses will fully re-open in fall.”

Related: “Courses at McGill this Fall: ‘Primarily Through Remote Delivery Platforms’“. “University of South Carolina Announces Plan to Restart In-Person Classes the Fall

The post California State University System This Fall Will Be Primarily Online appeared first on Daily Nous.

Courses at McGill this Fall: “Primarily Through Remote Delivery Platforms”

Published by Anonymous (not verified) on Tue, 12/05/2020 - 1:24am in

McGill University announced today that most teaching there in Fall 2020 will be done remotely, owing to the COVID-19 pandemic.

From a press release from the university:

McGill’s Fall semester will start as scheduled, with the University committed to delivering the exciting, high quality, equitable  educational experience for which McGill is known. To allow McGill students to begin, or continue, their academic path no matter where they are, Fall 2020 courses will be offered primarily through remote delivery platforms…

As the situation evolves, and as public health restrictions on social gathering are lifted, the University will examine possibilities for on-campus student life and learning activities, which will respect careful safety protocols. These may include activities such as small classroom-based seminars, conferences, tutorials, workshops, or reading groups as well as various campus life and engagement activities. Keeping health and safety as its primary consideration, the University will aim to replicate virtually these activities to allow maximum participation by all. 

Related: “University of South Carolina Announces Plan to Restart In-Person Classes the Fall.”

The post Courses at McGill this Fall: “Primarily Through Remote Delivery Platforms” appeared first on Daily Nous.

Win a Jingle for Your Course

Published by Anonymous (not verified) on Tue, 12/05/2020 - 12:14am in

Daniel Groll, associate professor of philosophy at Carleton College, has been creating videos of short jingles written to promote online courses he and his colleagues are teaching.

Groll, whose musical c.v. includes the rock group The Counterfactuals and the kids’ music duo Louis and Dan and the Invisible Band, goes minimalist on this new project, making most of the music using a stylophone:

Here’s the jingle for his medical ethics course:




It’s Medical Ethics 222
It’s Medical Ethics Online
We can’t be together, we’re so far apart
But we’re making the best of a very tough time

Discussion and readings
Done via Zoom meetings
The class is all online

Yes it’s medical ethics 222
We’re making the best of a very tough time

And here’s one he did for Biology 126: Energy Flow in Biological Systems:




How does energy flow
In biological systems, where does it go?
The point of this course is to let you know
Just how energy flows.

Carbon sequestration, cycles Calvin and Krebs
Digestion, food webs, membranes and nutrients
Stoichiometry, movement and atp
You’ll learn what this all means in intro to biology

Through the magic of Zoom it will all work out fine
Energy flow in biological systems…online

Now I know what you’re thinking: “How can I get one of these jingles for my course this fall?“.

Well, dear reader, you’re in luck, for you have a chance to win a jingle, made by Professor Groll in consultation with you, right here on this website. All you have to do is put a comment on this post with a key term or phrase from your course and a word or phrase that rhymes with it. Include your name and the name of your course, too. Submissions will close on Friday. We will pick a winner at random and announce it next week.

The post Win a Jingle for Your Course appeared first on Daily Nous.

“I can do both these jobs. But can I do them both at once?”

Published by Anonymous (not verified) on Wed, 06/05/2020 - 10:30pm in

“Is Aristotle a person, or is he a subject that you study?” This is a question from my youngest son, a star, a tap-dancer, almost eight, standing beside me in our living room as I conduct a Zoom class for my undergraduates.

He’s become proficient at Zoom over the last few weeks, as many have; he and his brother use it themselves to connect with their own New York City public school teachers. He’s taken to regarding my classes as his personal audience: he has dressed up as Batman in three different capes over the last few weeks, for the thrill of applause. Today, he’s trying to impress my Metaphysics class, all four of them, on our optional live chat, which is supposed to answer questions leftover from lecture videos and discussion boards. He succeeds. I explain to my extremely patient and long-suffering university students: the way my attention works is that I can’t help trying to parse my son’s explosively sudden question as metaphysical distinction first, before dragging myself back to their question about whether the study of metaphysics, according to Aristotle, ends in the contemplation of the first cause, God. They laugh. They are kind, and intellectually forgiving enough to recognize that both questions, theirs and the second grader’s, are metaphysically interesting; and let’s be honest, his antics are adding a human touch.

So begins a wonderful essay on life and work as an academic with young children under pandemic closures and restrictions, by Mary Townsend, an assistant professor of philosophy at St. John’s University in Queens, New York, in Plough.

Many academics have found themselves with two full-time jobs: college professor and assistant school teacher. Dr. Townsend writes:

I can do both these jobs. But can I do them both at once? Each requires precisely the same window of time and totality of attention, at the same time and in the same respect. In metaphysics, this is a job for the principle of non-contradiction, which is supposed to be unbreakable: the same thing can’t be and not be at the same time in the same respect. Right now I am breaking this law: or rather it, being unbreakable, is breaking me.

Malcolm Cochran, “Field of Corn (with Osage Orange Trees)”

It is hard not to excerpt the whole thing. I mean, parents, just look:

If school were really at home, if home were the school, it would be obvious, and pressing, as it actually is right now, that what my children need is not to learn the Mayan number system, but to learn how to take out the trash. And help with the dishes. And the laundry. What would it even mean if they could learn to sweep? Help clean the bath, the toilet. Actually flush the toilet, every time? (They did learn, initially, and then their school got automatically flushing toilets, and they stopped, seemingly forever.)


What I’m doing now from my apartment—still reading and teaching metaphysics and ethics, grading exams, emailing students who haven’t posted anything for weeks, and doing it badly and slowly too, but getting paid—is possible and explicable on no other terms than that my children already know how to make themselves breakfast and lunch, and cautiously, take some advice about certain matters pertaining to dinner. The youngest boldly boiled corn for us the other day, his Platonic ideal of a vegetable. Even so, what I’m still struck by is the sheer volume of things I haven’t yet, somehow, taught my children to do. Certainly they know, in the abstract, that “the trash” must be “taken out.” Their sense of the process by which this is accomplished remains hazy in the extreme, like the chiliagon, the thousand-sided figure one can imagine, but never think. 

Read the whole thing. And feel free to share your own reflections and stories.

The post “I can do both these jobs. But can I do them both at once?” appeared first on Daily Nous.

Which Essays Should All Philosophy Graduate Students Read?

Published by Anonymous (not verified) on Fri, 24/04/2020 - 10:59pm in

A philosophy professor tasked with teaching the required proseminar for incoming graduate students has a question for Daily Nous readers.

He writes:

This fall I’m again teaching the mandatory proseminar for incoming graduate students, and so once again I’m wondering: what essays should all philosophy students read? It would be helpful to know if other people have a list of 10-25 papers that they want all their students to know something about.

Proseminars like this function differently in different departments, but a relatively common goal for them is to give students a somewhat broad introduction to what today’s philosophers think of as the central problems of various subfields of philosophy, as well as provide them with some shared background knowledge as they embark on their studies. Which articles or book chapters should be included in a one semester version of such a course?

The post Which Essays Should All Philosophy Graduate Students Read? appeared first on Daily Nous.