! ! ! ! ! ! ! EDUCATING FOR INTELLECTUAL VIRTUES An introductory guide for college and university instructors ! ! ! ! Jason Baehr, Ph.D. Professor of Philosophy Loyola Marymount University www.jasonbaehr.wordpress.com
[email protected] ! Copyright © 2015 by Jason Baehr TABLE&OF&CONTENTS& 1. Introduction p. 1 2. Guiding Principles p. 4 3. Practices p. 9 3.1. Course goals p. 10 3.2. Mission statement p. 11 3.3. Direct instruction p. 12 3.4. Self-reflection and self-knowledge p. 14 3.5. Creating and calling attention to opportunities for practice p. 17 3.6. Virtue-based feedback p. 26 3.7. Modeling p. 29 3.8. Conclusion p. 32 4. References p. 33 5. Additional Resources p. 35 ! ! * 1. INTRODUCTION ! Intended audience This guide is for college and university instructors interested in making a more conscious effort to “educate for intellectual virtues.” By “intellectual virtues” I mean the deep personal qualities or character traits of a good thinker or learner. Intellectual virtues are different from and shouldn’t be confused with other kinds of cognitive strengths, including raw intelligence or intellectual skills (Baehr 2011: Ch. 2). More precisely, this guide is for college and university instructors interested in teaching their respective subject matters—whatever these might be—in ways that will help their students better appreciate, practice, and cultivate virtues like curiosity, open- mindedness, intellectual humility, and intellectual courage. Sources The ideas and suggestions contained herein come from three main sources. One is theoretical work in “virtue epistemology,” which is an approach to the philosophical study of knowledge that focuses on intellectual virtues and their role in the cognitive life.