Cameron Brewer

Here I describe a game that I use in my logic classes once we begin derivations. The game can help improve class dynamics, help struggling students recognizes they are not alone, open lines of communication between students, and help students of all levels prepare for exams. The game can provide struggling students with more practice with the fundamental rules of a logical system while also challenging students who excel at derivations. If students are struggling with particular rules or strategies in the system, the game can be tailored to address them. I explain how the game has evolved since I started using it, highlighting the pedagogical benefits of the changes I have made, and (in the appendix) I provide examples of the handouts I distribute and a “checklist” to use before, during, and after the game.

Here I describe a game that I use in my logic classes once we begin derivations. The game can help improve class dynamics, help struggling students recognizes they are not alone, open lines of communication between students, and help students of all levels prepare for exams. The game can provide struggling students with more practice with the fundamental rules of a logical system while also challenging students who excel at derivations. If students are struggling with particular rules or strategies in the system, the game can be tailored to address them. I explain how the game has evolved since I started using it, highlighting the pedagogical benefits of the changes I have made, and (in the appendix) I provide examples of the handouts I distribute and a “checklist” to use before, during, and after the game.

Here I describe an exercise that engages students and helps to introduce difficult concepts. The exercise can be used in a variety of courses, it can be tailored to help introduce future course concepts or readings, and it can be used in any level course; it engages both students with strong backgrounds in philosophy and students new to the discipline. The exercise can be used in courses covering ethics, social justice, philosophy of law, criminology, or epistemology. This paper explains the exercise and highlights some ways the exercise can be modified.