In this volume, Julinna Oxley and Ramona Ilea bring together essays that examine and defend the use of experiential learning activities to teach philosophical terms, concepts, arguments, and practices. Experiential learning emphasizes the importance of student engagement outside the traditional classroom structure. Service learning, studying abroad, engaging in large-scale collaborative projects such as creating blogs, websites and videos, and practically applying knowledge in a reflective, creative and rigorous way are all forms of experiential learning. Taken together, the contributions to Experiential Learning in Philosophy argue that teaching philosophy is about doing philosophy with others. The book is divided into two sections: essays that engage in the philosophical debate about defining and implementing experiential learning, and essays that describe how to integrate experiential learning into the teaching of philosophy. Experiential Learning in Philosophy provides a timely reflection on best practices for teaching philosophical ideals and theories, an examination of the evolution of the discipline of philosophy and its adoption (or reclamation) of active modes of learning, and an anticipation of the ways in which pedagogical practices will continue to evolve in the 21st century.
Foreword Peter Singer 1. Experiential Learning in Philosophy: Theory and Practice Julinna C. Oxley and Ramona Ilea Part 1: Philosophical Reflections on Experiential Learning 2. Experiential Learning and the Practice of Pre-College Philosophy Michael Burroughs 3. A Short History of Experiential Learning and Its Application to Business Ethics Karen Hornsby and Wade Maki 4. Performing Care Ethics: Empathy, Acting, and Embodied Learning Maurice Hamington 5. Dewey and Collaborative Experiential Learning Indoors Minerva Ahumada 6. Philosophy, Critical Pedagogy, and Experiential Learning J. Jeremy Wisnewski 7. Implicit Bias, Race, and Gender: Experiential Learning and Dual-Process Cognition Dan Yim 8. Assessing Student-Initiated Civic Engagement Projects in Philosophy Classes Susan Hawthorne, Monica Janzen, Ramona Ilea, Chad Wiener Part 2: Examples: Experiential Learning Courses 9. Emergent Learning in Independent Studies: The Story of the Accessible Icon Project Brian Glenney 10. Taking Animals Seriously: Ethics in Action Kathie Jenni 11. Experiential Learning in a Social Justice Course: Philosophy as Transformative Experience Megan Halteman Zwart12. Feminist Philosophy and Civic Engagement: The Educational Fair Sharon Meagher 13. Engaging with Global Justice through Internships Ericka Tucker 14. Cultivating Responsible Global Citizenship: Philosophical Exploration & Service-Learning in Guyana Katherine Kirby 15. Studying War and Contributing to the Community Joe Cole 16. Minding Philosophy: Service Learning and Intellectual Disability Donna Turney 17. Collaborative Research Groups in the Experimental Philosophy Seminar Alexandra Bradner 18.Philosophy as Practice: Zen and Archery Gregory A. Clark 19. Teaching Philosophy by Designing a Wikipedia Page Graham Hubbs 20. Museums as the Philosophy Lab: Technology and Cognition Beyond the Brain Robin Zebrowski
Biography
Julinna Oxley is Associate Professor of Philosophy and Director of the Women’s and Gender Studies Program at Coastal Carolina University. She authored The Moral Dimensions of Empathy: Limits and Applications in Ethical Theory and Practice (2012) and has also published on topics in ethics and feminist philosophy.
Ramona Ilea is an Associate Professor and Chair of the Philosophy Department at Pacific University. She co-edited Consequentialism and Environmental Ethics and published articles in the Journal of Agricultural and Environmental Ethics, Teaching Philosophy, and the Journal of Social Philosophy.
"Experiential Learning in Philosophy invites professors and students to step out of ‘Plato’s cave’ – the ‘chalk and talk’ classroom – and let in some fresh air and sunlight. It presents a wonderful array of experiential learning techniques which can help philosophical study come alive for all participants. After reading this excellent volume it will be hard to see – or teach – philosophy in quite the same way." —Drew Leder, Loyola University Maryland, USA
