AAPT NewsThe Newsletter of the American Association of Philosophy Teachers

Vor-urvrn 23, NuMsBn I SpnrNc 2000

I 3th International Workshop-Conferenceon Teaching Philosophy

Alverno College, Milwaukee, WisconsinAugust 2 - 6,2000

Founded in 1978, the AAPT is devoted exclusively tothe advancement and improvement of philosophy teach-ing at all educational levels. The organization and theconference are open to anyone interested in the teach-ing of philosophy.

Beginning with the first Workshop-Conference atUnion College of Schenectady, New York, in I976, over2,100 philosophy teachers have attended sessions at theUniversity of Toledo (1980 and 1984), AppalachianState Universi ty (1982), Culver-Stockton Col lege(1986), Hampshire College (1988), Indiana University(1990), the University of Vermont(1992), MarianopolisCollege-Montreal (L994), Old Dominion University(1996), and Mansfield University (1998). Attendeeshave come from all over the United States and Canada,as well as Europe, Africa, Asia, and Latin America.

Workshop - C onfer enc e F ormatThe program is in a workshop-conference format inorder to emphasize the interactive learning environmentof the sessions. Everything presented is intended toexemplify innovative, effective techniques and materi-als that can be put directly into the practice of teachingphilosophy. In addition to the scheduled sessions therewill be ample opportunities for discussions with col-leagues about successful teaching methods. There willbe a book display to browse for new ideas. As always,the AAPT's goal is an educational, informative, enjoy-able, noncompetitive conference.

Teaching Seminar for Advanced GraduateStadentsThe AAPT and the APA are again co-sponsoring aTeaching Seminar for Advanced Graduate Students.Seminar sessions conducted by Mart in Benjamin(Michigan State University) will be held each morn-ing, August 2-6.Participants may then attend the regularAAPT Workshop and Conference sessions in the after-noon and evening. The deadline for applications is May26,2000. For more information see the APA announce-ment elsewhere in this edition of the AAPT News.

About the Conference SiteAlverno College is a liberal arts college for women lo-cated on the south side of Milwaukee, Wisconsin, lessthan 20 minutes from the Milwaukee airport. The col-lege is known for its hospitality, hosting hundreds of

AAPT Nrws . SpnInc 2000

EDITORBetsy Newell Decyk

Philosophy DepartmentCalifornia State University, Long Beach

Long Beach, CA 90840-2408

E.MAIL & FAXbdecvk@csulb.edurax: isrz) 985-7135

TECHMCAL EDITORWilliam M. Johnson

Philosophy DepartmentCalifornia State University, Long Beach

Long Beach, CA 90840-2408

TYPESETTINGAND LAYOUTThe Philosophy Documentation Center

Acc ommo dations and Anticip ate d C o sts

The fees for the 13th IWCTP are:Members: Presenter $120, Non-Presenter $130Non-Members: Presenter $150, Non-Presenter $ 160Graduate Students: $50Adj unct/Part-time Employment;

Member $90, Non-member S115

Housing will be available in the college dormitoriesat the following prices:

Single $20lnightDouble $ lO/night/personFamily adjoining rooms S20/room/night

Refrigerator, sink and stove are avaiiable in a lounge

on each floor of the dormitory. A S10.00 refundable

deposit for the access card, room key. and meal card

will be collected at registration.

Meals for conference participants rvill be provided

in the campus dining hall and a meal ticket will cost

$67 for the entire conference. Children under the age

of two can eat free and children betrveen the ages of

two and six will eat at half-price (S34). The cost of the

ice-cream social and our traditional picnic will be an

additional $5.

Entefiainment 0ptions

The following events will be available at a nominal

transportation charge (around $5.00), pius entrance fees

or charges, where applicable.

MilwaukeeArt MuseumMilwaukee Public Museum and IMAX TheaterWhitnall Park Nature Center and Botanic GardenEthnic Restaurant TourPub CrawlMicrobrewery Tour

FOR MORE INFORMATIONAbout the AAPT:

Nancy Slonneger Hancock (aapt@philosophers.net)

About facilities and services:

Donna Engelmann of the Alverno College Philosophy

Department, by email: donna.engelmann@ alverno.edu

or by phone at414-382-6413.

About the Graduate Seminar:

Richard Bett, Acting Executive Director of the APA(bett-r @ jhunix.hcfjhu.edu)

Martin Benjamin (benjamin@ pilot.msu.edu)

visitors each year in its workshops on teaching, learn-

ing, and assessment. The compact campus in a park-like

setting offers the latest communications technology and

convenient and comfortable meeting spaces. The col-

lege is family friendly, providing adjoining rooms for

parents and children and on-site day care. Other lodg-

ing options are also available locally.

Milwaukee is not just the home of beer and brats!

Coffee shops, restaurants, and retail shops are within

walking distance, and downtown nightlife and cultural

attractions are a short cat, cab, or city bus ride away.

The city offers lakefront parks on Lake Michigan, gteat

art and natural history museums, a performing arts cen-

ter, and big league baseball, as well as a wide range of

choices for wining, dining, and entertainment. During

free times, conference goers will be able to choose a

trip to a nature center and botanical garden, an ethnic

restaurant tour, a microbrewery tour, or a pub crawl,

with transportation offered at low cost.

A Family Affair & Chtld CureThe AAPT has always welcomed families to attend the

conference, and the 13th IWCTP will be no different.

Day care for children between the ages of six months

and six years will be available at the cost of $5/hour/child. There will be daytime activities for families at-

tending the conference, and of course, we will have our

traditional picnic and ice cream social.

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List of Workshops and PanelsThe l3th International Workshop'Conference on Teaching Philosophy

PRESIDENTIALADDRESS"Imagesfromthe Cave: Technology and the Future ofTbaching Philosophy"

Robert Timko

PLENARY ADDRBSSES"The Development of an Association in the UK forTeaching Philosophy"

George Macdonald Ross

"What Is Thinking?"

Robert Solomon

WORKSHOPSTeaching Ethics

"Exploring Cloning and Other Reproductive Technolo-gies in the Philosophy Classroom"

Alan Penczek

"ETHOS and ETHOS: A Synthesis of Moral Philoso-phy and Cultural Anthropology"

Adrienne Reda Regnier and Randall Davis

"Teaching Ethics Through Multiple Readings ofOthello"

Chris Latiolais

"Strategies for Teaching Health Care Ethics"

Jean Keller

"Response-ability in the Classroom: The I and ThouExperience and Where It Leads"

Jesus Maria F. Nacanaynay

"Teaching Ethics across the Curriculum"

Glenn C. Graber, H. Philips Hamlin,and Marianne Woodside

Teaching Introductory Philosophy"Meno or No Meno? The Value of Plato's Meno inthe Introductory Course

John R. Jacobson and Robert Llovd Mitchell

" Tbaching Philo sophy through Thought Experiments"

Ted Schick

Interactive Teaching and Learning"Mutual Questioning

Oscar Brenifier

"The Drama of ldeas: Using a Theater Metaphor toTeach the History of Philosophy"

Betsy Decyk

"Teaching Apprenticeship as a Means of OvercomingViolence"

James Friel

" Re surrecting the Tutorial "

Jennifer Hockenberry

" The at re Imp rov i s at io n : Exp I o rin g P lat o's C av e "

Bruce Omundson

"Using Student Surveys to Introduce Philosophy"

V. AlanWhite

" Te aching Philo sophy with Game s "

Stephen Finn

" C onv e rtin g P hilo s o phy C o u r s e s into Int e rdi s c ipli -

nary Courses"

Rodger L. Jackson

"World of ldeas: An Interdisciplinary Approach"

Ann Luther

"Philosophy for Children and the Role of AnalogicalReasoning in the Improvement of Critical Thinking"

Louise Ferreira

"Symbolic Logic: AWaIk in the PRAC"

Daryl Close

"A Contextual Approach to Critical Thinking"

Mimi Marinucci

(by category)

Interdisciplinary Courses

Logic and Critical Thinking

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AAPT Nrws . SpruNc 2000

" I nt e rac tiv e H omew o rk fo r C r it i c al Re a s o nin g "

Joseph F. Hanna and PeterAsquith

"Sentential Proof Construction: Empirical Studies andTbxtbook Strategies"

Marvin Croy

"Performative Methods of Teaching ktgic"

Erin Livingston and Wallace Murphee

"Teaching Philosophy in Light of Peirce's Logic ofAbduction"

"euarified Reasoning"

Noel Bolting

Robert Ennis

" Emp ow e rin g Yo u r S tude nt s w ith Thre e -Value d ln g icPuules"

Stephen Levy

"Some Options for Integrating Probabilistic and Sta-tistical Reasoning into the Philosophy Curriculum"

MarsaretA. Cuonzo

Using Literature and Film"The l-ogic of Monty Python:Li ght e d-he arted App ro ach toand Soundness"

"Ethics 101 Goes to the Movies"

' A Serious-minded butD i s tin g ui s hin g Validity

DeanA. Kowalski

"Using Literature to EnrichtheTbarhing of Philosophy"

Sara Goering

"Using James Dickey's film 'Deliverance' to Teach

Ethics"

Maureen Doyle

"Literature as a Didactic Tbolfor Philosophy"

Kevin Timpe

Victor L. Worsfold

Multiple Intelligences" Emotional Intelli gence : The Conc eptual I s sue "

Aaron Ben-Ze'ev

"Ways of Teaching 'Ways of Knowing"'

Thomas M. Norton-Smith and Leslie Heaphy

"Gardner's Theory of Multiple Intelligences Appliedto the Philosophy 101 Classroom"

E. A. Laidlaw

Teaching with Technology"Online Discussions that Really Make a Dffirence"

Andrew Carpenter

" Medical Ethics Online "

Rita Hinton and Lynn Holt

"'Tbaching Human Rights On-line (THRO): A Case-based Internet Instructional Site "

Special Topics" Re ading Le gal Opinions "

Mary Gilbertson

" M ulticultural P e rsp e c tiv e s P roj e c t "

Cheedy Jaja

"Is the Moral Person Emotionnl or Intellectual?"

Aaron Ben-Ze'ev

" Te aching Ame ric an P hilo s ophy "

James Campbell and James Palewski

"Too MuchPolitics? Onthe Limits of Teaching SocialJustice and Diversity"

Robert M. Figueroa

The Scholarship of Teaching"How's My Teaching?"

Karen Grayson

" C re ating F aculty Communitie s for Te aching "

Betsy Decvk

"Developing a Scholarship of Teaching"

Rosalind Ladd

Teaching Philosophy in Special Venues"Modulus Principle onTeaching Philosophy at Rus-s ian Te chnic al U niv e r s iN "

L sesjunina

"The Interactive Teaching of Philosophy in Slovakia"

Eugen Andreansky

"Ex Corde Ecclesiae: Challenges and Concerns forPhilosopher s at Catholic Institutions "

Kent Anderson and Norm Freund

" O ptimum c omb inat io n of dffi rent me tho d s in I e c turedelivering (for students of a technical university)"

Natalia Sizova

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Charles Seibert

AAPT Nows . Spnrxc 2000"The Logic of Tbaching Ingic Online"

Jerry Kapus

"Telecourse in Contemporary Mofual l&B,wes"

Maufeen Doyle

"Using Real Audio Multimedia Content in the Phi-losophy Classroom"

Andrew Carpenter

"The Use of Threaded Discussion Boards in [Jnder-graduate Philo sophy Cours e s"

Gregory Gilson

Text: An Integrated TooI For

Craig Bach and Mark Manion

"The HypermediatedTeaching Philosophy"

Philosophy and Writing"Two Pedagogical Devices: The One-Page PracticePaper and Paper Checklist"

Scott Brill

"The 'Role Essay'inTeaching the Philosoplry of Religbn"

Yana V. Botsman

" U s in g One - P ar a g rap h ReJl e c tion P ap e r s in W ritin g -Intensive Classes"

Andrew Carpenter

"The Persona Approach to Writing Philosophy"

John Michael Atherton

"Dialogic Writing"

Karen Gravson

Co-Sponsored by

The American Philosophical Association

and

The American Association of Philosophy Teachers

During the 13th Biennial Workshop-Conferenceon Teaching Philosophy

August 24,2000

Alverno College, Milwaukee, Wisconsin

The Teaching Seminar forAdvanced Graduate Studentswill be presented by Professor Martin Benjamin (Michi-gan State University), who has conducted successfulteaching seminars for graduate students at MichiganState University and at AAPT conferences in 1990,1994, 1996, and 1998. The Seminar sessions will in-c lude the fo l low ing themes: o rgan iza t ion o f anintroductory course, teaching ethics and the ethics ofteaching, diversity in the classroom, textbook selection,exam preparations, paper assignments, and gradingmethods. It is assumed that participants will attend allof the Seminar sessions, which will be held each morn-ing, August 2-6. Participants are also encouraged toattend the regularAAPT Workshop and Conference ses-sions in the afternoon and evening.

Advanced graduate students and students who willbe receiving the Ph.D. in June are eligible to apply forthe Teaching Seminar. Preference will be given, first,to applicants who will be teaching their own coursesduring the 2000-01 academic year; second, to those whowill be teaching discussion sections during 2000-01;and third, to those who will be grading for courses theyare not teaching during 2000-01. Participants will alsobe chosen with some concern for achieving a balanceamong fields of interest. Maximum number of partici-pants: 20. Accepted applicants will be notified in lareJune and will receive a reading list at that time.

The American Philosophical Association will be of-fe r ing t rave l g ran ts o f up to $250 each fo r 10participants. Recipients of APA travel grants must bemembers of the APA.

A flyer for this seminar, which includes an applica-t ion form, has been mai led to al l Ph.D.-grant ingphilosophy departments in the USA and Canada.

PANELS"Using Sophie's World"

Stephen Bickham, Mini Maranucci,Carol J. Moeller, and Joe Givvin

"Getting Students Involved: Discussion Formats inPhilosophy"

Dan Putman , Al White,Roger Rigterink, and Bill Schneider

"Teaching the Philosophy of Religion"

Louis Pojman and others to be annsurrced

"Changing Student Learning Behavior Outside ofClass"

Kevin Guilfoy, Audre Brokes, Nils Rauhut,Greg Oakes, and Deb Smith

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AAPT Nnws , Spnrxc 2000

John Perry, Dinlogue on Good, Evil, and the Existence of Godlnilianapolis : Hackefr Publishing C omp any, Inc., 1999

ix + 7I pages, $4.95 paper 0-87220-464-X ; $19.95 harilcoyer 0-87220-461-8

Reviewed by Jason Matzke

Graduale Student, Michigan State University

John Perry's dialogue is an engaging, thought-pro-voking text that would serve well as the introduction tothe traditional problem of evil and the existence of Godfor undergraduates. While historical texts and journal

articles might prove too difficult a read, and textbookdescriptions too easily forgettable and "dry" for novicestudents, Perry's book is both accessible and engross-ing. Its uncomplicated style makes it fitting for studentsnew to the problem of evil, especially if they are alsonew to philosophy. The text would be appropriate foran Introduction to Philosophy course or as a nice re-view for more advanced undergraduates, perhaps earlyin a class in the Philosophy of Religion.

The dialogue makes use of only three characters:Gretchen Weirob, Sam Miller, and Dave Cohen. In short,the book consists of Sam trying to convince doubtingGretchen that one can reasonably (consistently) holdthat God exists even though there is evil in the world.Dave enters the story at the beginning of the secondchapter and, though he occasionally offers argumentsof his own, his usefulness rests in his constant clarify-ing remarks and questions. None of these characters isterribly well developed (in contrast to those in Plato'sor Berkeley's dialogues, for example) but they do adecent job of representing thoughtful contemporary dis-putants to which students might relate. In fact, the lackof exiensive character development may serve the usefulpurpose of keeping the dialogue at a level of simplicityand straightforwardness ideal for an introductory text ona topic with potentially much complexity.

The book consists of a one-page introduction, fourchapters of text, one page of concluding "notes," andone page of suggested further readings. The chaptersdivide the book into sections roughly equal in length(about 17 pages each). Although the divisions do notseem to follow shifts in themes or topics, they nonethe-less provide pauses in the dialogue, giving Perry anopportunity to recap what has been said to that point.

Instructors can use the divisions to make convenientreading assignments.

Following a very brief introduction in which Perrysimultaneously admits that the characters are fictionaland describes how he compiled the dialogue fromnotestaken from their discussions (a rather odd combination),Chapter One begins with Gretchen, feeling ill with theflu, doubting that God could exist in light of the suffer-ing found in the world. Gretchen accepts a bet to theeffect that if Sam can show that there need be no incon-sistency between bel ieving that God exists andacknowledging suffering in the world, Sam would beallowed to say a prayer to alleviate her discomfort. Thisfirst chapter is largely spent laying out the issue, someground rules for an acceptable answer for the resolu-tion of their friendly bet, and Sam's first attempt at asolution: evil exists in the world as a means to greatergood, just as getting up early in the morning can lead toa more wonderful day fishing than if one had not got-ten up so early. Gretchen remains unconvinced.

Chapters Two, Three, and the first part of Four in-volve further discussion of this and other analogiesrevolving around three elements of an "apology forGod" (p. 24), which Sam fashions after Leibniz'sTheodicy. Unlike Leibniz, Sam does not argue that thisworld is the best of all possible worlds, but simply thatthe existence of evil is not inconsistent with the exist-ence of a perfect God. The first element of Sam'stheodicy is the claim that evil exists in the world due toour having and misusing free will. Sam first claims thathaving freedom is better than not having it, even if itsometimes brings suffering, and second that it makessense to say both that God knows what we will do andthat we have free will. The second element of thetheodicy is that what appears to be an unequal distribu-tion of pleasure and pain in this world will be balancedout in the afterlife. God's perfect justice and fairness isthereby maintained. The final element consists of the

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AAPT Nrws . SpruNc 2000

claim that some of the angelic beings God created choseto rebel from their maker and have since caused muchsuffering in the world. This, of course, is meant to ac-count for sufferiirg in the world that is not connected tohuman wrongdoing but to things such as natural disas-ters. Chapter Four concludes with Gretchen offering anevolutionary account ofthe existence ofpleasure, pain,and the related concepts of good and evil. Though sheclearly prefers this account to Sam's, in the end Gretchenis convinced, not that God exists, but that it is possibleto describe a world in which the existence of evil andof a supreme being are not necessarily inconsistent.Having lost the bet, she also reconsiders their initialagreement as to what should count as a successful de-fense of a philosophical position. Consistency, she nowwonders, may not be enough.

What makes this dialogue especially interesting andpedagogically useful with respect to students new tothe problem of evil is that, in addition to the generalargument as briefly described above, it does not shyaway from dealing with some of the complications in-volved, and so provides many points for furtherexploration and discussion. For glample, the interlocu-tors spend considerable time thinking about whether itmakes sense to say that we can have free will if theomniscient creator has foreknowledge of what choiceswe will make. Other philosophically interesting issuesraised include the difference between attacking the per-son and addressing an argument, uses and problems ofarguing from analogy, and the notion cfburden ofproof.Importantly, the discussion of these questions is leftopen enough to provide opportunities for class discus-sion. In addition, several key historical figures arementioned, such as Aquinas and l-eibniz, which can alsoserve as useful launching pads to further investigation.Finally, the points raised by the disputants are laid outin such a way that students new to-philosophy can beasked to reconstruct arguments within paragraphs ratherthan across pages. Gretchen's initial laying out of the prob-lem in the frst chapter is an excellent example of this.

The text challenges students to consider what are theproper criteria for a successful argument. Throughoutthe text consistency is the goal, with plausibility, forexample, being explicitly set aside. Sam continuallyemphasizes this point by saying things such as, "Itdoesn't have to strike you as plausible, much less true.I don't have to claim it is true. I need only to claim thatmy story is consistent" (p. 55). But, as students will

rightly point out, the claim that "poor choices on thepart of free humans often cause suffering" has a certainphilosophical currency that "the Devil causes earth-quakes and hurricanes" lacks. The former enjoys adegree of prima facie plausibility that the latter lacks.This might be worth taking up in discussion. Studentsmight be asked, for example, whether Sam really won,or should have won, the bet with Gretchen. Or, follow-ing Gretchen's inclinations toward the end, studentsmight ponder whether the bet would have been betterset up such that consistency did not become the onlycriterion by which to judge competing claims.

One additional issue, which Perry's text does notbroach, is that of the acceptability of the traditional West-ern use of gender-exclusive language in reference to God,at least in the context ofa philosophy class. I suspect thathad Perry simply used gender-inclusive language withoutexplanation, rnany students would see it as one more bitof political correctness to be endured. To raise the issue ifia meaningful way Perry might, early in the dialogue, haveGretchen express her dismay that although she herself isnot convinced that God exists. constant reference to Godin the masculine marginalizes women-after all, if the mostperfect being (whether real or not) is imaged as male, be-ing male must be better than being female. She might addthat Sam's perfect God ought to transcend gender distinc-tions, which have at least some grounding in our physicalexistgnce (from hormonal ratios to societal expectationsbased on body type). Sam might then agree that nothingin his argument depends on God being masculine. In myexperience, this question is a real conversation starter andcan point to the difference between a particular religiousconception and the minimal description of God neededfor Sam's philosophical argument.

In the end, Perry's book would probably serve won-derfully as a way of introducing beginning philosophystudents to the problem of evil. Perry not only sets upthe problem clearly, but does so in an accessible andengaging style - there is little chance students wouldfind this overly ivory-towerish. In addition, it is full ofinsights and questions with respect both to substantiveclaims and methodology, which could serve as usefulstarting places for class discussion. The lack of dog-matic conclusions and the give-and-tal1e style of thedisputants should give students a sense of what phllo-sophical argument involves. Thus, its dialogical style,'length, level of difficulty, and richness for class dis-cussion make Perry's text an excellent ehoice.

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AAPT Nnws . Spruxc 2000

The AAPT Executive Board met in Boston on De-cember 27, 1999, at 7:30 p.m. in the Boston MarriottCopley Place Hotel. Present were Robert Timko, PhilHamlin, Martin Benjamin, Amy Baehr, and BetsyDecyk.

L. Tfeasurerts ReportA written Treasurer's Report was received from Gary

Talsky. The report indicated that the Association has abalance of 524.421.22 in its accounts and that all cur-rent bills have been paid. It was moved by Phil Hamlinand seconded by Martin Benjamin that the Treasurer'sReport be accepted. Motion passed.

It was recommended that a copy of the Treasurer'sReport be mriiled to all members of the Executive Board.

Betsy Decyk recommended that the Newsletter Edi-tor be sent a copy of the invoice for the Newsletter.

2. Executive DirectorAfter a general discussion of the role and duties of

the Executive Director, it was moved by Robert Timkoand seconded by Betsy Decyk that Nancy Hancock'sterm as Executive Di(ector, which expired in October1999,be extended through the last day of October 2000.Motion passed. Pursuant to this extension, it was rec-ommended that Nancy Hancock provide the board witha five-year plan for the organization and a statement ofher goals as Executive Director. The President will con-vey this request to Nancy.

Phil Hamlin recommended that the Board supportsending the Executive Director to a workshop on howto run a small voluntary organization.

3. Newsletter EditorThe position of Newsletter Editor was discussed with

Betsy Decyk, who indicated her interest in moving fromActing Editor to Editor. After a brief discussion, theBoard voted unanimously to appoint Betsy the Editor.

4. Alverno Workshop- ConferenceReports were received via email from Jim Cadello

and Joe Givvin on the workshops that have been pro-posed for the Alverno workshop-conference. It wasagreed that the number and variety of proposals wassufficient for a successful conference. However, aftersome further discussion of possible additional work-shops, the deadline for proposals was extended untilJanuary 10,2000.

It was reported that Arnold Wilson is working to-ward creating panel discussions on topics in teachingphilosophy to take place at the Alverno conference.

There was extensive discussion of the graduate semi-nar in teaching philosophy, focusing on the need tocontinue liaison with the APA on this important project.Martin Benjamin will continue as the leader of the semi-nar and will work with the new leadership in the APAto continue joint sponsorship of the seminar. Applica-tions for participation in the seminar will be sent tograduate departments as soon as possible.

5. Sessions at the Pacific and CentralAPA Meetings

There will be no AAPT session at this year's PacificAPA meeting. Efforts are being made to re-establish asession at the 2001 Pacific Meeting.

The AAPT is sponsoring a session on "Doing Phi-losophy" at the APA Central Division meetings. Someof the topics to be presented at this session are servicelearning, drama, and play as doing philosophy, andteaching as doing.

There being no further business the meeting ad-journed at9:25 p.m.

Respectfully submitted,

Robert M. Timko, President

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AAPT Nnws . SpnrNc 2000

1. Account Balance for 1999Our assets/credits for the year amount to $31,034.08;these were primarily interest, dues, reimbursements, andtransfers from the previous treasury accounts.

Our l iabi l i t ies/debits for the year amount to$6,515.59; these were primarily APA fees, bank charges,mailing and postage, printing and operational expenses.

Thus our year-end balance is $24,518.49. There arepresently no outstanding bills.

2. Computerization of RecordsOur accounts are now on Quicken software, which willgreatly increase accuracy of our statements, especiallyas the program can break out income and expenses bycategory. This is especially helpful for us since manyof our checks cover several expense categories.

3. Reservation of Tables at APA Easternand Central MeetingsAs with the APA Central last year, arrangements weremade to reserve a table at both evening receptions atboth theAPAEastern and Cenrral Meetings for $25 eachconference. This allows AAPT members to sather andothers to meet with us.

4. BudgetingAs no historical financial records of the organization arepresently available, it is nearly impossible to proceed ac-curately on the project of a budget. At best, we can estimateand we can preserve records so that a budget can be donein the future.

If people would be willing to share estimates of theirexpenses for the up-coming conference atAlverno, I wouldbe willing to coordinate a budget. For now we have spentthe following related to the conference:

Site Visits $ 272.00Printing/Flyers/IVlailing $ 3,967.98

TOTAL g 4.239.98

Ianuary 1,2000

To put this in perspective, if 100 people attend, ourcost in these categories comes to $42.40/person.

Newsletter: I will try to use what records I can to es-tablish the cost basis for our newsletter, which could leadto a review of our dues rates.

5. Coordination with Executive DirectorCopies of our monthly bank statements and photo-copies of deposited membership checks have beenshared with the Executive Director, who in turn pro-vided a membership list and data base.

6. Questions/CommentsPlease feel free to ask any questions or make suggestionsof how I can better serve the organization.

Respectfully submitted,

Gary Talsky, Treasurer

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AAPT Nnws . Spnrnc 2000

Wiut trun" you found useful in the classroom to deepenunderstanding and enhance discussion of philosophicalissues? Here is your chance! Whether you have beenusing a text, video, game, software, oa th" Internet foryears, or have only experimented with it for one semes-ter, we are interested in whether you would recommendit and why.

,,Reviewslmurt u" oilautriir;rOu,travi aiiially used inthe classroom and should include:

. a description of the use you made of the materi-als

. a discussion of student responses to theals

. a summary of the resultso reconilnendations for future use

44PT News has received fol,,Possible,leview: rir r : ,

. Robert T. p"*o"t,l ro; ; r til*Aii;l

t'th'i ev idenc e

materi-

a g ains t th e N ew C re a ti onism(Cambri dge, Mass. :MIT Press,2000)

. Philosophy Now: a magazine of ideas (Summer1 9 9 9 ) t , t , , , ,

: t ' , , ' ' , , , . I

As with other subrnissions ro:aarr^tir, o"rrie;";"Umissions on disk or as e-mail are much appreciated.Elecronic files should be sent to Mecyk@csulb.edu. Submissions may be faxed to me at (562) 985-7135 (ATTN:Decyk )o rma i l ed to ' I . , , , i ' ' ' l ' ' '

Betsy DecyDepartment of PhilosophyCalifornia State University, Long Beach1250 Bellflower BoulevardLong Beach, CA 90840-240t',, ,' ' , '' ', ' '

The AAPT maintains a list serve site. People canask questions about teaching practices and get ideasabout texts, syllabi. and course designs. To subscribetoAAPT-L, e-mail to

LISTSERV@LSV.UKY.EDU

the following one.line message:

SUBSCRIBEAAPI-L <your flrst name> <your last name>

Please note that the AAPT home office has anew address. All membership dues and correspon-dence should be sent to:

Dr. Nancy S. Hancock, Executive Directoii, ',, ' '.

American Association of Philosophy TeachersDepartment of PhilosophyUnivers i tyo fLou isv i l le

- , ' r '

Louisville, KY 40292

Please also note that the e-mail address for the'AAPT is now:

,i., , aapt@philOSOpherS.net ,,, .,,, , ' ..,i., ,,,,,,,,..,,,

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AAPT Ns'ws . Spnnic 2000

2000 Highlights

Ladelle McWhorterCan a Postmodern PhilosoPherTeach Modern PhilosoPhY?

James D ShumakerMoral Reasoning andStory Telling

Thecla Rondhuis and Karelvan der LeeuwPerformance and Progress inPhilosophy

Kayley VernallisPromoting MulticulturalUnderstanding

Gerald J. ErionThe Analogy betweenArguments and Essays

Cressida HeyesTeaching Wollstonecraft's Mana

Jeffrey K. McDonoughRough Drafts without Tears

Michael C. LouiFieldwork and CooPerativeLearning

Ctayton Morgareidgelmposing Values on Olhers'

Marvin J, CroyProblem Solving, WorkingBackwards, and GraPhicProof Representation

Stephen EsquithWar, Political Violence, andService Learning

Eugene Torisky, Jr.Dalton Trumbo's Johnny Got HisGun: Literature in PhilosoPhY

Laura Duhan KaplanEngaging with btudentRelativism

Chr'stopher ConnTeaching Aristotle withModeling Clay

TeachingPhilosop-hy

Michael Goldman, Editor

Teaching Philosophy Provides anopen forum for the exchange andevaluation of ideas, information, andmaterials concerning the teaching ofphilosophy. Published quarterlY,Teaching Philosophy exPlores therelationship between philosophy andits teaching, the nature of philosophycurricula, courses, and methods, andthe unique problems that exist for phi-losophy teachers. Readers will learnabout innovative teaching methods,successful classroom statagems, andthe use of new materials.

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http:l/www.apa.udel.edu/apa/governance/committeeslteachindore''''.'

,i ^^i.|ot,, ii,rr,"or,"ot erroliaion's committee an Teachin'g no* has a website on Teaching Resources. The site intends to be representative of all types of

educational insiitutions. philosophical schools and inteiests. Contribulions are

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Submit:

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iii"trr*ing voung p*pr" engaged in philosophy. The pilot issue of the newsletter,

Questions, will appear in early 2001 and will be organized around the themt of

children's rights. lt wil l include transcripts of philosophical discussions about

children's rights from K- 12 classrooms around the countly, photographs from some

of these clas]ses, and essays, drawings, stories, and poems created by young people

on the subject of children's rights. We welcome the involvement of additional phi-

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At this time, the editorial board for Questions is composed of Jana lvfohr Lone,

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AmericanPhilosophicalAssociation. Formore information please contactJana Mohr

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American Association of Philosophy Teachers13th International Workshop-Conference on Teaching Philosophy

Alverno College, Milwaukee, Wisconsin, August 2-612000

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