Tziporah Kasachkoff is currently the editor of The American Philosophical Association Newsletter on Teaching Philosophy. She is also professor of philosophy and professor of social science at the City University of New York.

It is not only students who need an occasional injection of new approaches in the classroom to motivate and enhance their learning. Both beginning and seasoned philosophy teachers also welcome fresh ideas and will find these essays a great resource for energizing their teaching.

• Part 1 I Introducing Students to PhilosophyChapter 2 Teaching Introductory PhilosophyChapter 3 Introducing PhilosophyChapter 4 Teaching Introductory Philosophy: A Restricted Topical ApproachPart 5 II Helping Our Students ImproveChapter 6 How to Improve Your TeachingChapter 7 Reading and Interpretation: A Heuristic for Improving Students' Comprehension of Philosophy TextsChapter 8 Improving Student Papers in 'Introduction to Philosophy' CoursesChapter 9 Using Essay Exams to Teach and Not Merely to AssessPart 10 III Teaching Applied EthicsChapter 11 From the "Applied" to the Practical: Teaching Ethics for UseChapter 12 A Social Dilemma Game for an Ethics ClassPart 13 IV Teaching Philosophy with ComputersChapter 14 Teaching With a ScreenPart 15 V Teaching AestheticsChapter 16 The Case Method Approach to the Teaching of AestheticsPart 17 VI Teaching Philosophy of ReligionChapter 18 Teaching Philosophy of Religion (either as a full course or as part of an 'Introduction to Philosophy')Chapter 19 Three Courses in Philosophy of ReligionPart 20 VII Teaching Critical ThinkingChapter 21 Using Pseudoscience in a Critical Thinking ClassChapter 22 A Critical Thinking PortfolioPart 23 VIII Teaching Philosophy Through HistoryChapter 24 The Teaching of Philosophy—HistoricallyPart 25 IX Teaching Kant/Teaching HegelChapter 26 A User-Friendly Copernican RevolutionChapter 27 Charting KantChapter 28 On Teaching Hegel: Problems and PossibilitiesChapter 29 Hegel and Family ValuesPart 30 X Teaching Existentialism/Teaching Continental PhilosophyChapter 31 Teaching ExistentialismChapter 32 Teaching Recent Continental PhilosophyPart 33 XI Teaching Philosophical ExplanationChapter 34 Teaching 'Inference to the Best Philosophical Explanation'Part 35 XII Teaching Philosophy of GenderChapter 36 Teaching Gender Issues—PhilosophicallyPart 37 XIII Looking at What We Do in the ClassroomChapter 38 Uncovering the "Hidden Curriculum": A Laboratory Course in Philosophy of EducationChapter 39 A Graduate Seminar on Teaching PhilosophyPart 40 About the ContributorsPart 41 About the Editor

Tziporah Kasachkoff is currently the editor of The American Philosophical Association Newsletter on Teaching Philosophy. She is also professor of philosophy and professor of social science at the City University of New York.

It is not only students who need an occasional injection of new approaches in the classroom to motivate and enhance their learning. Both beginning and seasoned philosophy teachers also welcome fresh ideas and will find these essays a great resource for energizing their teaching.

• Part 1 I Introducing Students to PhilosophyChapter 2 Teaching Introductory PhilosophyChapter 3 Introducing PhilosophyChapter 4 Teaching Introductory Philosophy: A Restricted Topical ApproachPart 5 II Helping Our Students ImproveChapter 6 How to Improve Your TeachingChapter 7 Reading and Interpretation: A Heuristic for Improving Students' Comprehension of Philosophy TextsChapter 8 Improving Student Papers in 'Introduction to Philosophy' CoursesChapter 9 Using Essay Exams to Teach and Not Merely to AssessPart 10 III Teaching Applied EthicsChapter 11 From the "Applied" to the Practical: Teaching Ethics for UseChapter 12 A Social Dilemma Game for an Ethics ClassPart 13 IV Teaching Philosophy with ComputersChapter 14 Teaching With a ScreenPart 15 V Teaching AestheticsChapter 16 The Case Method Approach to the Teaching of AestheticsPart 17 VI Teaching Philosophy of ReligionChapter 18 Teaching Philosophy of Religion (either as a full course or as part of an 'Introduction to Philosophy')Chapter 19 Three Courses in Philosophy of ReligionPart 20 VII Teaching Critical ThinkingChapter 21 Using Pseudoscience in a Critical Thinking ClassChapter 22 A Critical Thinking PortfolioPart 23 VIII Teaching Philosophy Through HistoryChapter 24 The Teaching of Philosophy—HistoricallyPart 25 IX Teaching Kant/Teaching HegelChapter 26 A User-Friendly Copernican RevolutionChapter 27 Charting KantChapter 28 On Teaching Hegel: Problems and PossibilitiesChapter 29 Hegel and Family ValuesPart 30 X Teaching Existentialism/Teaching Continental PhilosophyChapter 31 Teaching ExistentialismChapter 32 Teaching Recent Continental PhilosophyPart 33 XI Teaching Philosophical ExplanationChapter 34 Teaching 'Inference to the Best Philosophical Explanation'Part 35 XII Teaching Philosophy of GenderChapter 36 Teaching Gender Issues—PhilosophicallyPart 37 XIII Looking at What We Do in the ClassroomChapter 38 Uncovering the "Hidden Curriculum": A Laboratory Course in Philosophy of EducationChapter 39 A Graduate Seminar on Teaching PhilosophyPart 40 About the ContributorsPart 41 About the Editor

Tziporah Kasachkoff is currently the editor of The American Philosophical Association Newsletter on Teaching Philosophy. She is also professor of philosophy and professor of social science at the City University of New York.

It is not only students who need an occasional injection of new approaches in the classroom to motivate and enhance their learning. Both beginning and seasoned philosophy teachers also welcome fresh ideas and will find these essays a great resource for energizing their teaching.

• Part 1 I Introducing Students to PhilosophyChapter 2 Teaching Introductory PhilosophyChapter 3 Introducing PhilosophyChapter 4 Teaching Introductory Philosophy: A Restricted Topical ApproachPart 5 II Helping Our Students ImproveChapter 6 How to Improve Your TeachingChapter 7 Reading and Interpretation: A Heuristic for Improving Students' Comprehension of Philosophy TextsChapter 8 Improving Student Papers in 'Introduction to Philosophy' CoursesChapter 9 Using Essay Exams to Teach and Not Merely to AssessPart 10 III Teaching Applied EthicsChapter 11 From the "Applied" to the Practical: Teaching Ethics for UseChapter 12 A Social Dilemma Game for an Ethics ClassPart 13 IV Teaching Philosophy with ComputersChapter 14 Teaching With a ScreenPart 15 V Teaching AestheticsChapter 16 The Case Method Approach to the Teaching of AestheticsPart 17 VI Teaching Philosophy of ReligionChapter 18 Teaching Philosophy of Religion (either as a full course or as part of an 'Introduction to Philosophy')Chapter 19 Three Courses in Philosophy of ReligionPart 20 VII Teaching Critical ThinkingChapter 21 Using Pseudoscience in a Critical Thinking ClassChapter 22 A Critical Thinking PortfolioPart 23 VIII Teaching Philosophy Through HistoryChapter 24 The Teaching of Philosophy—HistoricallyPart 25 IX Teaching Kant/Teaching HegelChapter 26 A User-Friendly Copernican RevolutionChapter 27 Charting KantChapter 28 On Teaching Hegel: Problems and PossibilitiesChapter 29 Hegel and Family ValuesPart 30 X Teaching Existentialism/Teaching Continental PhilosophyChapter 31 Teaching ExistentialismChapter 32 Teaching Recent Continental PhilosophyPart 33 XI Teaching Philosophical ExplanationChapter 34 Teaching 'Inference to the Best Philosophical Explanation'Part 35 XII Teaching Philosophy of GenderChapter 36 Teaching Gender Issues—PhilosophicallyPart 37 XIII Looking at What We Do in the ClassroomChapter 38 Uncovering the "Hidden Curriculum": A Laboratory Course in Philosophy of EducationChapter 39 A Graduate Seminar on Teaching PhilosophyPart 40 About the ContributorsPart 41 About the Editor