As one who has urged graduate departments to offer their students a practicum in teaching, I read with interest Heather Brant’s thoughtful post A Graduate Seminar With a Unique Topic: Teacher Training, published this spring. She describes a course she took that explored how insights from cognitive science and related areas could enhance understanding of […]
Suppose you are teaching introductory philosophy, and early in the semester you present the concept of a valid argument, noting that it can have true premises and a true conclusion, false premises and a false conclusion, false premises and a true conclusion, but not true premises and a false conclusion. Several weeks later, you give […]
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