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- W2145654911 abstract "First, we briefly familiarize the reader with the emerging field of experimental in which philosophers use empirical methods, rather than armchair speculation, to ascertain laypersons' intuitions about philosophical issues. Second, we discuss how the surveys used by experi- mental philosophers can serve as valuable pedagogical tools for teaching philosophy—independently of whether one believes surveying laypersons is an illuminating approach to doing philosophy. Giving students surveys that contain questions and thought experiments from philosophical debates gets them to actively engage with the material and paves the way for more fruitful and impassioned classroom discussion. We offer some suggestions for how to use surveys in the classroom and provide an appendix that contains some examples of scenarios teachers could use in their courses. When teaching philosophy, we often begin discussions by asking our stu- dents some question, like, Do you think we have free will if God already knows everything we will choose? or by describing thought experiments, like zombies (creatures physically identical to us with no conscious experi- ences) and asking if they are possible or impossible. We may then ask for a show of hands, perhaps calling on a few students to explain why they voted as they did in order to get the philosophical discussion started. We informally poll our students in this way in order to get them to think about the issues, to demonstrate the conflicting intuitions that motivate competing philosophical positions, and to get them interested and engaged in the philosophical debate. In this article, we suggest that this pedagogical technique of polling our students is a valuable one—so valuable that it should be used more often and in a more rigorous way. Let us explain." @default.
- W2145654911 created "2016-06-24" @default.
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- W2145654911 date "2008-01-01" @default.
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- W2145654911 title "Polling as Pedagogy" @default.
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- W2145654911 doi "https://doi.org/10.5840/teachphil20083113" @default.
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