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This article includes an interesting discussion guide which can help faculty members articulate their philosophies of teaching and consider the impact of philosophy on practice.

This was written to address the pivot to remote learning, but the advice applies to any crisis, including the current political situation. There's value in your lengthy, developed teaching philosophy, and there's value stating in your principles in ways which are easy to recall under pressure.

A report of a conference session in which a philosophy professor at John Carroll University presented her use of thought experiments as a signature pedagogy in her classes. (Also note the use of flipped classroom approaches to make the class time for the students to engage in the thought experiments.)

Afraid of making the leap into the new high-tech teaching arena? You are not alone. In fact, one of the champions of "active teaching with technology" has tempered his zeal after conversations with colleagues for whom the technology has not worked as well. This article offers a glimpse into the teaching philosophies of two professors at Kansas State University, both nationally recognized as outstanding teachers. But, if Michael Wesch seems to have reached one extreme (the high-tech one) and veered back, then Christopher Sorensen appears to have reached the other extreme (low- or even no-tech) and remains firmly entrenched. This title is not intended to provide anyone with an excuse not to try something innovative. Rather, I think there is a happy medium between the two extremes hinted at in the article (see my Weiman article post).

Interesting example of games designed to provoke ethical discussions, and an example of how they can be used in class.

Peter Rutkoff reflects on his Deweyan philosophy of teaching and the way it is enacted in community-based learning in an article for the GLCA/GLAA Consortium for Teaching and Learning.