philosophy

Building & Running a Philosopher-in-Residence Program

By Karen S. Emmerman, Philosopher-in-Residence at John Muir Elementary & PLATO Education Director How a Philosopher-in-Residence Program Works Yesterday, as I walked down the halls of John Muir Elementary school in the middle of year eleven as their Philosopher-in-Residence (PIR), I passed by students who greeted me with an enthusiastic “Dr. Karen! Are you coming Building & Running a Philosopher-in-Residence Program

Making Friends with Tech in Schools

By Erica Bigelow, Philosopher-in-Residence at Rainier Beach High School in Seattle, WA & University of Washington Philosophy PhD Student Since the beginning of the year, I’ve been one of the inaugural philosophers-in-residence at Rainier Beach High School in Seattle. The residency, which is among the first expansions of PLATO’s philosophers-in-residence program into high schools, has Making Friends with Tech in Schools

Process > Product: Thoughts on How to Combat the Loser’s Blues

By Laurie Grady (HS English & Philosophy Teacher, Haverford Senior High School, PA) The concept of failure is so vast, so diverse, and so widespread, that it is impossible to examine comprehensively. Even within a limited scope, the abstruse and often formidable subject is one that most folks would like to avoid talking about–let alone Process > Product: Thoughts on How to Combat the Loser’s Blues

Moral Reasons and Time Constraints: Reflections on Ethics Education in Summer Camp Settings

By Brianna Larson, Philosophy PhD Student at University of Cincinnati The Cincinnati Ethics Center, established in January of 2022, recently concluded its 2nd year of ethics programming at the Youth Cadet program. Youth Cadet is run by the Cincinnati Police Department and aims to educate 16-19-year-olds about policies and procedures in policing. Over seven Wednesdays Moral Reasons and Time Constraints: Reflections on Ethics Education in Summer Camp Settings

My Journey with Philosophy

By Liam Lobl (Student from Ardsley High School) Coming into high school, I knew very little about philosophy, as my school district does not offer any classes even remotely within the field of philosophy. However, I was intent on getting involved in Lincoln-Douglas debate, a one-on-one competition in which philosophical “frameworks” are used to evaluate My Journey with Philosophy