CFP: American Association of Philosophy Teachers Studies in Pedagogy, Vol. 2, Teaching Plato

CALL FOR ABSTRACTS

 “Teaching Plato”

American Association of Philosophy Teachers

Studies in Pedagogy, volume 2

Edited by

Andrew P Mills, Otterbein University

J. Robert Loftis, Lorain County Community College

Deadline for Abstracts: December 1, 2015

The American Association of Philosophy Teachers Studies in Pedagogy is soliciting abstracts for papers to be included in our forthcoming volume on “Teaching Plato.” Submissions are welcome on any topic relating to the teaching of Plato, with a special focus on providing readers with ideas that they can put immediately into practice. Potential topics include approaches to specific dialogues (“Getting the most out of teaching the Republic”) or parts of dialogues (“Building Plato’s cave: A hands-on approach”) or topics that cut across all the dialogues (“Socrates as a role model for contemporary philosophy students” or “The role of historical background in presenting Plato to students.”) Submissions could discuss how to re-orient an entire course around active learning (“A team-based learning approach to the trial and death of Socrates”) or particular topics (“Plato on race, class, and gender”). Or submissions could cover activities to do in a single class session (“How to introduce the theory of the forms to first year students.”) There might be discussions of how to include non-canonical texts that instructors might be unfamiliar with (“Plato and the poets: Reading Plato alongside Sappho”). Contributors are encouraged to include in their chapters relevant handouts, assignment prompts, or other materials that readers might find useful in putting the pedagogical suggestions into practice.

Authors should send a proposal in the body of an email (i.e. not in an attachment) to [email protected]. Your proposal should include the following:

1.      A tentative chapter title

2.      A 500-word description which includes:

1. A clear discussion of your approach to the Platonic text(s) in question
2. A discussion of the evidence that supports your pedagogical approach
3. A discussion of the learning goals you hope your students will achieve

3.      A brief bibliography organized into primary text(s) and secondary text(s) supporting your pedagogical approach

4.      An outline of the instructor resources (handouts, assignments, etc.) you plan to share with your readers

Approximate publication timeline:

December 1, 2015

Preliminary proposals due.

January 1, 2016

Decisions on preliminary proposals e-mailed to authors.

June 30, 2016: 

Invited full papers due. All of these papers will go through a full peer review process.

July 31, 2016: 

Final decisions e-mailed to the authors who were asked to submit invited papers on June 30th.

August 15, 2016:

Final revisions due.

Winter 2016: 

Publication.