Papers by Robert Colter
Southwest Philosophy Review, 2003
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American Association of Philosophy Teachers studies in pedagogy, 2016
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Teaching Philosophy
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Notre Dame philosophical reviews, 2003
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The Prison Journal
In this self-reflective piece, the coauthors critically engage with their experiences using arts-... more In this self-reflective piece, the coauthors critically engage with their experiences using arts-based and mindfulness practices with incarcerated women and men and university students. We offer insights derived from teaching two separate arts-based courses in prison. The first focused on memoir-writing, a unique storytelling form in which a writer’s experiences take center stage. The second involved engaging with philosophy to discover more effective ways of living. The experiences of all concerned in these two classes emphasized the power of arts-based and mindfulness education to transform lives, both within and outside prison walls.
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Educational Philosophy and Theory, 2017
The aim of this paper is to illuminate a blind-spot of scaffolded learning pedagogy by arguing th... more The aim of this paper is to illuminate a blind-spot of scaffolded learning pedagogy by arguing that some preliminary elements, crucial for the development of student autonomy and their future success, ought to be accepted as an integral part of a scaffolding model. First, we will explain scaffolded learning and argue that instructors should learn about students’ capabilities before deploying any lesson plans. Second, we will show how work on scaffolded learning has not fully appreciated the value of this blind-spot. Perhaps, without even realizing it for themselves, instructors who adopt scaffolded learning techniques employ these preparatory and problematizing techniques, but it is in the Dialogues of Plato where we see these two phases of scaffolded learning best exemplified by the archetypical teacher: Socrates. We turn, then, in the third part of the paper to examples from Socrates that cast some light on the importance of these early phases. Finally, we will address the concern that adding these preliminary elements to scaffolded learning would unnecessarily complicate a useful and effective pedagogical method. Ultimately, if it is effective and if we wish to cultivate autonomous thinkers, then something like SMSL should include preliminary elements that calibrate the instructor’s approach. After all, the unexamined student is not worth teaching.
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AAPT Studies in Pedagogy, 2017
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Polish Journal of Philosophy, 2012
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Teaching Philosophy, 2015
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Southwest Philosophy Review, 2003
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Southwest Philosophy Review, 2004
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Papers on Pedagogy by Robert Colter
We regularly teach for the Wyoming High School Institute ("HSI"), a three-week college experience... more We regularly teach for the Wyoming High School Institute ("HSI"), a three-week college experience for rising high school juniors. The purpose of HSI is to introduce pre-college students to subjects not regularly taught in the secondary school curriculum. In our course, we introduce moral philosophy through the use of feature films. More narrowly, we challenge the students to examine moral reasoning through analysis of the moral reasoning of characters in these films. Our pedagogical approach is based in the methods of Socrates and the technique of "scaffolding." We attempt to show how our approach can be incorporated into any pre-college philosophy classroom.
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Papers by Robert Colter
Papers on Pedagogy by Robert Colter