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  • Sat, Aug 05
    August 5-6, 2023
    If you're a Cogtweeto fan, you know what it means to study philosophy. But what does it mean to *teach* it? We're partnering with The American Association of Philosophy Teachers to find out! Join us for talks, panels, teaching & public philosophy demos, "pro-tips", and a "Teaching Hub" with AAPT!

Special Thanks

We are grateful to Nathan Eric Dickman, David Hoinski, and Janet Stemwedel for sponsoring this workshop! 


teaching /
public philosophy demo


practice teaching a (new) philosophical topic in an engaging, accessible, and public-facing way; get feedback on what did and didn't work

1 hour total
30 min teaching/activity
5-10 min q&a

20-25 min feedback




share a new way of presenting a philosophical topic (either by direct demonstration or discussion of it); get feedback on new approach

50 min total
30 min presentation
20 min q&a



ABOUT ____"

panel/roundtable discussion


discuss an issue, topic, or pressing challenge related to teaching philosophy/teaching in acade philosophy (e.g., inclusivity, ChatGPT, balancing workloads, political issues, etc.); consider possibly solutions or ways forward

1 hour total
5-15 min per presenter

20-25 min discussion




what is philosophy? how do we communicate the nature of philosophy, its value, expertise, methods, & practitioners through our teaching? these talks should expand & challenge how we think of the aims, possibilities, values, & nature of teaching philosophy

50 min total
30 min presentation
20 min q&a



lightning talk


present, compare, & discuss what makes for a good philosophy course; propose different through-line narratives for framing courses; promote ways of moving beyond the canon & organizing classes merely according to discrete content-units

30 min total

10-15min presentation

15-20 min q&a


teaching  philosophy edition 


share a bite-sized easy-to-implement "pro tip" or learning tool to improve teaching in philosophy

10 min total
5-7 min presentation
3-5 min q&a

Confronting a Pernicious Misreading of Plato’s Cave Allegory

Nathan "Eric" Dickman

University of the Ozarks

We aren't both interpreting the same Cave Allegory if--in the (re)telling--details are omitted. One pernicious omission is that the prisoner doesn't merely turn around ("bootstrapping"), but is turned around. Why? Can or ought this reading be resisted, esp. w/ students?

Sat. Aug 5

9:45-10:35 PDT

Teaching Phenomenology Through Embodied Experiences

John Thomas Brittingham

Associate Director/Adjunct Faculty

Bunker Hill Community College

If Husserl’s motto was “to the things themselves” why not take that as a motivation for the way that phenomenology is taught. What I am proposing is a scaffolded approach to teaching through doing phenomenological investigations of specific phenomena un/familiar to students.

Sat. Aug 5

10:45-11:35 PDT

Illustrating the History and Geography of Philosophy

Fabien-Denis Cayer

Graduate Student

University of Ottawa

In this session, I'll show you how to use maps and timelines as visual aids to help students understand the both the development of philosophy and the unique contributions made by philosophers throughout history.

Sat. Aug 5

2:45-3:35 PDT

Education as Midwifery: Does It Translate to Contemporary Practice?

Ingrid Mae De Jesus

Philosophy Instructor

University of the Philippines - Diliman

According to Plato, education is like midwifery. But is this a viable approach to contemporary teaching practice? Can we still prioritize teacher-led instruction and primary source scholarship while opening space for student-centered learning and creativity in the Philosophy classroom?

Sun. Aug 6

2:45-3:35 PDT


Ok, But Can We Talk About ChatGPT

Michael Otteson Mike Ashfield Antony Aumann Cassie Finley


This panel will weigh the benefits and drawbacks of take-home assignments that incorporate the use of ChatGPT explicitly and oral assignments/exams as a way to grapple with the existence of easily accessible large language models.

Sat. Aug 5

1:30-2:30 PDT

Ok, But Can We Talk About The Elephant In The Room (Philosophy Twitter is Dead)

Jen Foster and Cassie Finley

Cogtweeto Founders

Twitter as we've known it is dead, and with it Philosophy Twitter. What does that mean for the future of public philosophy? And the real elephant in the room: what does it mean for the future of Cogtweeto?

Sun. Aug 6

1:30-2:30 PDT

What do you say on their first day?

Darren Domsky

Associate Professor

Texas A&M University at Galveston

New university students are given many things.  What they need most, however, is something else, something utterly unexpected, a bit blunt, and a tad traumatic.  I offer that something else in my talk.  May it serve you well in your own efforts to incite lives worth living.

Sat. Aug 5

8:30-9:30 PDT

Teaching Philosophy As: The Inescable Intellectual Activity That It Is

Brian J Collins

Associate Professor & Chair

California Lutheran University

A slightly more apt title for my presentation and views might be - “Teaching Philosophy as the Inescapable Intellectual Activity It Is” as I believe it is the framework and the process for thinking about anything and everything.

Sun. Aug 6

8:30-9:20 PDT

Teaching Philosophy As: Cultivating Virtue

Evan Dutmer

Senior Instructor in Ethics

Culver Academies

I'll discuss incorporating virtue acquisition in an ethics class!

Sun. Aug 6

10:45-11:35 PDT

Modernity, Dialogue, and Exclusion

Andrew Stewart

Graduate Student

University of Southern California

What stories should we tell students about the history of early modern philosophy? Can you teach authors beyond the canon and genuinely challenge it without cutting any of the “big seven”? Join Andrew Stewart, a graduate student at USC, for “Modernity, Dialogue, and Exclusion.”

Sun. Aug 6

12:15-12:45 PDT

Perspectives in Philosophy

Mitchell Conway

Adjunct Faculty

Carroll College

What might an introductory philosophy course look like with almost zero lecturing and student-led inquiries? This course structure emphasizes skills of philosophizing rather than content, as well as more opportunities for students to personalize their course experience.

Sat. Aug 5

12:15-12:45 PDT

Fitting Language in Philosophy

Lawrence A. Whitney

Research Associate and Postdoctoral Fellow

National Museum of American History, Smithsonian Institution & Center for Mind and Culture

For less commonly taught philosophies, it is important to teach not only how to think about language but also how to think in the languages of the philosophy in question.

Sun. Aug 6

11:45-12:15 PDT

Introduction to Philosophy - A Toolbox for Living

Janet D. Stemwedel

Professor & Chair

San Jose State University

If philosophy actually offers us tools for living, maybe an "Intro to Philosophy" course should showcase those tools & their value.

Sat. Aug 5

11:45-12:15 PDT

don't forget

"Pro-Tip" for Increasing Accessibility: Office Hours

Jen Foster

Graduate Student

University of Southern California

Get more students at "office hours" with this one weird trick!

Sun. Aug 6

9:30-9:45 PDT

"Pro-Tip" for Increasing Accessibility: Neurodivergent Students

Stefaniia Sidorova

Independent Scholar

Philosophy is a rather common interest of neurodivergent people (Autistic, with ADHD etc.). Ensuring that the teaching and learning environments we create are supportive of their needs is not only morally, but also epistemically advantageous.

Sun. Aug 6

9:45-10:00 PDT

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