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How should we be thinking about ethical questions in education? Conversations and features with philosophers and education researchers. From classroom dilemmas to policy decisions, K-12 through higher ed.
We also make teaching guides to use in sociology, education, and philosophy classes. Available on our website.
Produced by the Center for Ethics and Education in WCER at the University of Wisconsin-Madison, thanks to funding from the Spencer Foundation.
We also make teaching guides to use in sociology, education, and philosophy classes. Available on our website.
Produced by the Center for Ethics and Education in WCER at the University of Wisconsin-Madison, thanks to funding from the Spencer Foundation.
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This is the third episode in a miniseries co-produced by Rebecca M. Taylor and Ashley Floyd Kuntz. Rebecca and Ashley are the editors of Ethics in Higher Education: Promoting Equity and Inclusion Through Case-Based Inquiry.
This episode is about faculty using social media, hosted by Jacob Fay (Open Mind) and featuring the voices of Chanda Prescod-Weinstein (University of New Hampshire), TJ Stewart (Iowa State University), and Harry Brighouse (UW-Madison).
Links:
Teaching Guides
Transcript
This episode was produced by Rebecca Taylor, Ashley Floyd Kuntz, Jessica Harless, and Carrie Welsh. Music is Physics by Ketsa. Used under a creative commons license.
This episode was made possible (in part) by a grant from the Spencer Foundation (#202000229) and support from the Campus Research Board at the University of Illinois at Urbana-Champaign. The views expressed are those of the authors and do not necessarily reflect the views of the Spencer Foundation or the University of Illinois.
This is the second episode in a miniseries co-produced by Rebecca M. Taylor and Ashley Floyd Kuntz. Rebecca and Ashley are the editors of Ethics in Higher Education: Promoting Equity and Inclusion Through Case-Based Inquiry.
This episode is about the ethical dilemmas that HBCUs face, featuring the voices of host John Torrey (Buffalo State) and guests Joyce E. King (Georgia State University), Felecia Commodore (Old Dominion University), and Corey Reed (Butler University).
Links:
Teaching Guides
Transcript
This episode was produced by Rebecca Taylor, Ashley Floyd Kuntz, Jessica Harless, and Carrie Welsh. Music is "Test Case" by Ketsa, used under a creative commons license.
This episode was made possible (in part) by a grant from the Spencer Foundation (#202000229) and support from the Campus Research Board at the University of Illinois at Urbana-Champaign. The views expressed are those of the authors and do not necessarily reflect the views of the Spencer Foundation or the University of Illinois.
This is the first episode in a miniseries co-produced by Rebecca M. Taylor and Ashley Floyd Kuntz. Rebecca and Ashley are the editors of Ethics in Higher Education: Promoting Equity and Inclusion Through Case-Based Inquiry.
This episode is about "divisive concepts" and features Sigal Ben-Porath (University of Pennsylvania) and Laura Dinehart (Florida International University).
Links:
Teaching Guides
Transcript
This episode was produced by Rebecca Taylor, Ashley Floyd Kuntz, Jessica Harless, and Carrie Welsh. Music is No-Wing by Ketsa. Used under a creative commons license.
This episode was made possible (in part) by a grant from the Spencer Foundation (#202000229) and support from the Campus Research Board at the University of Illinois at Urbana-Champaign. The views expressed are those of the authors and do not necessarily reflect the views of the Spencer Foundation or the University of Illinois.
Introducing a miniseries about ethical issues in higher ed. Co-produced by Rebecca M. Taylor (University of Illinois at Urbana-Champaign) and Ashley Floyd Kuntz (Florida International University), this series is based on their new book, Ethics in Higher Education: Promoting Equity and Inclusion Through Case-Based Inquiry.
In this series, we cover "divisive concepts," HBCUs, and faculty use of social media. We also made teaching guides for each episode, based on chapters of the book.
Links:
Teaching Guides: coming soon
Transcript:
This episode was produced by Rebecca M. Taylor, Ashley Floyd Kuntz, Jessica Harless, and Carrie Welsh. Music is Physics by Ketsa. Used under a creative commons license.
This episode was made possible (in part) by a grant from the Spencer Foundation (#202000229) and support from the Campus Research Board at the University of Illinois at Urbana-Champaign. The views expressed are those of the authors and do not necessarily reflect the views of the Spencer Foundation or the University of Illinois.
Where is the contrast between the aims of American prisons and the aims of college in prison programs? This piece is about those ethical dilemmas.
Featuring the voices of: philosophers John Fantuzzo, Jennifer Lackey, and Daniel Wodak; and brothers Freedom and Lee Horton.
Links:
PBS segment about Lee and Freedom: Brotherhood & Clemency Part 1: The Power of a Pardon, Ep. 4.
John's paper: Recognizing human dignity behind bars: A moral justification for college-in-prison programs
Produced by John Fantuzzo, Téa Luckenbill, and Carrie Welsh.
Music is "Built From Nothing" by Ketsa, used under a creative commons license.
Interviews recorded remotely in 2022.
Imagine you call a plumber.
This episode is about becoming a better college teacher (if you're lucky), featuring UW-Madison philosophy professor Harry Brighouse and Oakland middle school teacher Grace Gecewicz.
Links:
The plumber essay ("Becoming a Better College Teacher (If You're Lucky)" by Harry Brighouse, Fall 2019, Daedalus)
Produced by Carrie Welsh, with editorial help from Anna Nelson, Hannah Bounds, Trinity Giese, and Harry Brighouse.
Recorded in June 2021.
The true costs of college go way beyond simple frugality. The costs are serious, and they are often overlooked by universities.
Hosted by UW-Madison grad Natnael Shiferaw, this episode features a conversation with ethnographers Nancy Kendall and Matthew Wolfgram, two of the authors of the 2020 book, "The True Costs of College."
This is part of our series on higher education.
Transcript
Website
Conversation recorded remotely June 2021.
Music is "Wind It Up" by Ketsa from the Free Music Archive. Used under a creative commons license.
Jon Boeckenstedt is the Vice Provost of Enrollment Management at Oregon State University. He has thoughts about how we do--and should do--admissions. Here he is in conversation with philosopher of education Harry Brighouse.
What is "enrollment management"?
Is the admissions office more like Space Mountain or Studio 54?
What information does an admissions officer actually get from an ACT/SAT score?
What difference might going test-optional make?
What will enrollment patterns look like in five years?
What's so annoying about the US News rankings?
What should more faculty knew about students?
and more.
To learn more about Jon's work:
Jon Boeckenstedt's Admissions Weblog
Higher Ed Data Stories
This is part of our series on higher education.
Transcript
Website
Conversation recorded remotely July 2021.
Music is "Aced It" by Ketsa from the Free Music Archive. Used under a creative commons license.
1Do we have a right to higher education? A conversation between philosophers of education Harry Brighouse and Christopher Martin.
What is the point of higher education?
Why is there a right to higher education?
Should education be compulsory after 18?
Should tuition be free?
Plus: civic education, elite institutions, selection theatrics, and armchair sociology
This is part of our series on the ethics of higher education.
Further reading:
The Right to Higher Education: A Political Theory by Christopher Martin
Reflections on the Transition from Elite to Mass to Universal Access: Forms and Phases of Higher Education in Modern Societies since WWII by Martin Trow
Transcript
Website
Recorded remotely in July 2021.
Music is "We Know" by Ketsa from the Free Music Archive, used under a creative commons license.
What should the aims of higher education be? We asked undergrads, grad students, and philosophy professors what they think.
This is the first episode in our series on the ethics of higher education.
Special thanks to UW-Madison philosophy majors Ria Dhingra and Anna Nelson, who collected responses from the 2022 NAAPE Conference (North American Association for Philosophy & Education) and with a few of their friends. And gratitude to everyone they talked to who shared their thoughts.
Transcript
Website
Music is "Dream Teachers" by Ketsa, used under a creative commons license.
Recorded in October 2022.
At the Center for Ethics & Education, we (obviously) think a lot about the ethical dimensions of teaching. But what about the ethical dimensions of *not* teaching?
We invited labor scholar Eleni Schirmer into conversation with philosopher Tony Laden to talk about what makes successful teacher strikes successful, strikes as direct action, what the bargaining process does to trust, and a great chicken analogy.
Transcript
Recorded remotely September 2021. Music is Wavy Glass by Ketsa, used under a creative commons license.
Why is it weird to talk about loving your students? A great conversation about love and teaching. Featuring philosopher Meghan Sullivan in conversation with Maria Salazar about what it means to bring love into the classroom and why more philosophers should study love.
Transcript
The Good Life Method book: https://www.penguinrandomhouse.com/books/624476/the-good-life-method-by-meghan-sullivan-and-paul-blaschko/
Conversation recorded remotely on December 15, 2021.
Music is Hip Hop Instrumental 2 by Ketsa from the Free Music Archive. Used under a creative commons license.
Navigating educational equal opportunity is hard. Christopher Jencks's five principles for equal education opportunity make navigating equal education a little bit easier - once we understand the principles, of course.
In this episode, Avra Reddy interviews Jaime Ahlberg (University of Florida) about how we can use moral principles to understand theories of justice in Jencks's paper. They explore questions like: why do principles matter? What is the difference between weak and strong humane justice? How do we pick the best principle? Plus an analogy to help you better understand how principles can help us navigate our lives.
Are you teaching Jencks in your education or philosophy class? There's a study guide for this episode!
Study guide
Transcript
Web link
Article discussed in this episode: Jencks, Christopher. “Whom Must We Treat Equally for Educational Opportunity to Be Equal?” Ethics, vol. 98, no. 3, University of Chicago Press, 1988, pp. 518–33, http://www.jstor.org/stable/2380965.
Produced by Avra Reddy and Carrie Welsh. Interview recorded in September 2021. Music is "Frieden" by Ketsa, from the Free Music Archive.
How and why should we punish schoolchildren--if at all? That's the guiding question of the Pedagogies of Punishment project. This episode features the project's PIs, John Tillson (Liverpool Hope University) and Winston C. Thompson (The Ohio State University).
Pedagogies of Punishment: https://www.pedagogiesofpunishment.com/
This project was a grantee of the Center for Ethics & Education! We're proud.
Transcript
Recorded July 2021.
Producer: Carrie Welsh. Music is "Wavy Glass" by Podington Bear and "Stay With Me" by Ketsa, used under a creative commons license.
What can we learn from conversation that we can't learn on our own? Agnes Callard (Philosophy, University of Chicago) talks about the paradox of learning through conversation, the secret to asking a good question, chatting with the ghost of Aristotle, and that time her lecture notes were stolen and it ended up being a good thing for her teaching.
Mentioned in the episode:
Boat thinking (Kant)
Study guides
Transcript
Website
Pairs well with: Reasoning by Anthony Simon Laden
Recorded in Chicago, July 2021.
Thanks to Agnes Callard and Sol Miller.
Producer: Carrie Welsh. Music is "Wavy Glass" and "Good Times" by Podington Bear, used under a creative commons license.
Welcome to a new season of the Ethics & Education podcast!
Here are some snippets of episodes we'll share this fall, featuring the voices of Agnes Callard, Lindsey Schwartz, Winston Thompson, John Tillson, Jaime Ahlberg, and Quentin Wheeler-Bell.
Stay tuned for more episodes starting in September. In the meantime, we’ll keep making study guides for you to use in your classes to teach philosophy of education.
Find the study guides here: https://ethicsandeducation.wceruw.org/curricula/
If you have ideas for episodes, study guides, or just want to say hi, send us an email or leave us a voicemail.
Music is "Wavy Glass" by Podington Bear, used under a creative commons license.
At CEE, we think a lot about good teaching. This is the fourth episode in our 2021 Teaching Series. And it's the last episode of our first season!
Jen Kling is an Assistant Professor of Philosophy and the director of the Center for Legal Studies at the University of Colorado Colorado Springs. She's also the Executive Director of Concerned Philosophers for Peace, the largest, most active group of philosophers in the US working on the causes of war and the prospects for peace.
In this episode, Jen touches on all the themes of our 2021 teaching series: philosophy as both a skillset and a disposition, finding an entry point for students new to philosophy, and using games to teach social contract theory.
Jen has a lot of fun in the classroom. And her students do too! One student, Betty Varland, even adapted an Adele song to Aristotle. You'll get to hear that in the episode.
Jen says: "So much of what I do is just to make people laugh. I really think it's genuinely important. I think philosophy is very serious, it can be very important, heavy topics. You have to find your way in to these questions. And for me, humor and movement is the way to do that. And so I try to impart that to my students."
Episode transcript
Produced by Carrie Welsh. Interview recorded at APA Central, February 2020. Music is My Tribe by Ketsa and Cascades by Podington Bear. Special thanks to Betty Varland for permission to use her song.
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This is the last episode of our first season. We'd love your feedback on our next podcast season!
Survey link here: https://forms.gle/UBvQZo2qoYtRL9Jw6
At CEE, we think a lot about good teaching. This is the third episode in our 2021 Teaching Series.
Bailey Szustak is a PhD student at the University of Illinois at Chicago. In this episode, Bailey talks about teaching new philosophy students in a way that helps them feel at ease with and compelled by philosophy. After all, that's what the word 'philosophy' means--a love of knowledge.
Bailey says: "How can I make my teaching something that every single student, or as many as possible...finds themselves in what we're doing in a way that is accessible to them? So not scaring them off by immediately throwing them into Kant... But asking questions and thinking about ideas that are relevant to their life. And then it turns out, they've been doing philosophy without realizing it."
Episode transcript
PS: Bailey is also a welder and a painter! Check out some of her art here: https://thefabulosopher.wordpress.com/art/
How do you engage your students? Do you teach "covert philosophy"? Send us an email or leave us a voice message.
Produced by Carrie Welsh. Interview recorded at APA Central, February 2020. Music is Blessed Horizons by Ketsa and Cascades by Podington Bear.
At CEE, we think a lot about philosophical skills and good teaching. This is the first episode in our 2021 Teaching Series.
W. John Koolage is a philosophy professor and the Director of General Education at Eastern Michigan University. John is a philosopher of education who thinks a lot about teaching and learning. In this piece, he talks about how to engage undergrad students in philosophy classes by giving them opportunities to practice skills like curiosity and argument. And he talks about engaging students outside of the classroom in high-impact learning projects like the EMU Undergraduate Conference in Philosophy, which now has an international attendance.
John says: "You want students to use these things they learn in their general education programs inside their major and inside their lives." Argument and curiosity "can actually fit in anything you do. They might make you a better parent, they might make you a better manager, they might make you a better chemist. That's the sort of idea that you really want in your general education program, so that these things can infuse it."
Episode transcript
Links:
EMU Undergraduate Conference in Philosophy: https://www.emuucip.com/
Paper about the conference: https://www.pdcnet.org/teachphil/content/teachphil_2018_0999_8_28_90
George Kuh's high impact practices (excerpt): https://www.aacu.org/node/4084
Interview recorded at APA Central, February 2020. Music by Ketsa and Podington Bear. Produced by Carrie Welsh.
At CEE, we think a lot about good teaching. This is the second episode in our 2021 Teaching Series.
Susan Kennedy is a postdoctoral fellow in philosophy at Harvard University, where she works with the Embedded EthiCS team to integrate ethical reasoning into the computer science curriculum. In this episode, Susan talks about teaching non-canonical texts, using games to teach feminist critiques of social contract theory, teaching students how to conference, and offers some advice for teaching STEM students.
Susan says: "I think their interest just goes through the roof when you can present the material in an interactive and engaging way, as opposed to just having a lesson plan, where I'm, you know, lecturing about feminist critiques or something like that."
If you’d like to learn more about the simulation or the conference guide, Susan invites you to contact her: https://www.susan-kennedy.com/
Episode transcript
How do you engage your philosophy students? Send us an email or leave us a voice message.
Interview recorded at APA Central, February 2020. Music is Summer Melody by Ketsa and Cascades by Podington Bear. Produced by Carrie Welsh.
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