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Category Archives: Teaching Memos
Sometimes, we just like what we like. Our preferences have real costs (and benefits, to be sure). If we don’t like a subject in school, at any level, we struggle to find what typically counts as success. It feels difficult, … Continue reading
For quite a long time, particularly in Victorian-era England and in the upper echelons of society in the United States, children of well-to-do families set out (or were sent out, more accurately put) upon lengthy grand tours of Continental Europe. … Continue reading
For the past year, I have been teaching the fifth grade. It is a departure far from teaching college students about Plato, Kant, James, and Arendt. However, I have been very pleasantly surprised and accordingly have learned a lot in … Continue reading
One of the most important characteristics of a good teacher is a commitment to remain teachable. This is not, as it sounds, mere proverb. It must be demonstrated. Every semester, I engage in an ongoing evaluation of my teaching habits … Continue reading
In a recent paper in the journal Teaching Philosophy, Cynthia D. Coe wrote about teaching via “scaffolded writing,” which she describes as follows: Scaffolding breaks [the expectations about critical thinking and writing] into a progressive series of papers, moving from … Continue reading