Earlier this week, I received my contributor copy of The Art of Teaching Philosophy: Reflective Values and Concrete Practices, edited by Brynn Welch.[1] It’s an exciting book, and I’m proud to have gotten to contribute to it. My chapter on advising graduate students about teaching was coauthored with an excellent teacher (and researcher), a near-former grad student, Britta Clark.
I’m eager to read all the chapters. Welch often likened the book to a series “hallway chats,” or unplanned encounters in the hallway when a colleague tells you about a new teaching strategy she’s trying out. I’ve walked away from many such chats with great new ideas to adopt, and I know I’ll get a lot out of reading this.
I also know I won’t go in order. When the book arrived, I skipped straight to David O’Brien’s chapter on “Teaching with Puzzles.” O’Brien is a thoughtful, imaginative teacher and a wonderful writer, so I knew the chapter would be great. But I was inspired to start with his chapter by something else I’d been reading. I got an early look at Anthony Laden’s new book, Networks of Trust: The Social Costs of College and What We Can Do about Them. I’ll write more about it once it’s published later this year.[2] But I’m going spoil one tiny morsel by writing about it now, because it struck a chord and—along with O’Brien’s chapter—motivated me to try something new.