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Instructor Resources

Welcome to the Instructor's Resources for our textbook, Introduction to Philosophy. This Instructor's Manual was introduced with the 4th edition, but we have updated it for the 6th edition to reflect the slightly revised contents. We hope that this will continue to be a useful resource for instructors who already use the text, and we hope that new instructors will also discover its benefits.

The Book

The textbook is arranged topically and divided into seven parts: Philosophy; God and Evil; Knowledge and Reality; Minds, Bodies, and Persons; Ethics and Society; Existential Issues; and Puzzles and Paradoxes. In each part, we have attempted to provide a balance between historically important works and articles that are more contemporary. Although one always has to be somewhat selective in deciding which pieces to include in an introductory anthology, we sought to include as many classic discussions of these topics as space permitted. Included at the end of each selection are study questions (except for the selections in the sixth part of the book); we believe that these will be of considerable help to students.

There are a number of ways in which this textbook is unique among introductory anthologies. First, we have included a very large selection of excellent essays so that you can focus your course as you see fit. Second, the last section of our textbook includes brief discussions of a number of puzzles and paradoxes, many of which have played a central role in major developments throughout the history of analytical philosophy. These short discussions create an excellent opportunity  for further classroom exploration. And third, we have included some supplemental material that we think you will find both helpful and highly innovative.

The Instructor's Manual

The ideas and information that you will find on the following pages are, of course, merely suggestions. But we hope that the information that we have included will lighten some of the more time—consuming and administrative tasks of teaching so that you can focus the bulk of your efforts on the students.

First, we have included some Sample Syllabi, or, perhaps, templates for some syllabi. (You'll have to flesh them out as you see fit.) Given the number of articles that are included in the anthology, the possibilities for syllabi are practically endless, but we have provided four. The first syllabus is organized around a "greatest hits" theme, the second has a historical emphasis, the third a contemporary emphasis, and the fourth is more suited for a course that introduces students to philosophy through film.

Second, we have included Summaries of all the material in the textbook (except for the puzzles and paradoxes at the end of the book). These are meant to aid you in deciding which articles to include on your syllabus. If you are unsure whether an article would fit into the structure of your course, take a look at our summary of it to help you decide. Of course, the summaries are not intended as rigorous explanations of every point in a particular article. We have attempted to provide you with the substance of each article without getting into the details.

Finally, we have drafted a few Sample Exam Questions for each selection in the anthology (again, with the exception of the puzzles and paradoxes). These take the form of short—answer or essay questions (as opposed to multiple—choice, for example) and could be used for exams, quizzes, or even homework assignments. We hope that these questions will ease the often daunting task of writing exams.

The Instructor's Manual does not exhaust the supplementary material, however. We have also launched a student Website and blog that we hope will be useful to your students.

The Student Website

The student Website and blog is a place where students can get information about the textbook and about philosophy in general.  Have a look! One of the great things about the Web site is that we don't have to wait for new editions of the textbook to make improvements. It is a constant work in progress. Here is some idea of what we have planned for the Website—some of it is there now; some will be there soon.

Currently available are some short practice multiple—choice exams and discussion questions that students can use to test their reading comprehension of the articles in the book. Students will be able to access both the Logical Toolkit and our suggestions for writing papers well (both of which appear in Part I of the book) through the Website. We will also include various links to other areas of the Web that have useful resources for students of philosophy (for instance, the Stanford Encyclopedia of Philosophy at http://plato.stanford.edu and the Philosophy Talk radio show at http://www.philosophytalk.org ). One of us will post on various topics related to the textbook or philosophy in general on a fairly regular basis, and this will give the students who visit a chance to comment on these posts. These are just a few of the many ideas floating around in our heads, so be sure to visit the Website to see what it has to offer. We think you will find it to be an interesting and innovative way for students to get more involved in the study of philosophy.

We are constantly thinking of ways that we can improve the textbook and its supplementary materials, and we love to hear from instructors who use the book in a classroom setting. Feel free to contact us with any suggestions. Happy teaching!

All of this material is also available on CD. Please contact your Oxford sales representative or call 800—280—0280 for more information.

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