Ultimate Questions: Thinking about Philosophy (3rd Edition)

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9780205731978: Ultimate Questions: Thinking about Philosophy (3rd Edition)

This inexpensive and brief text examines the main problems in contemporary philosophy and uses more than 100 “Food for Thought” exercises to promote critical thinking and help students become active learners of philosophy. The book is intended for use by professors teaching a problems-oriented course, but is structured to appeal to any reader willing to explore subjects such as free will, personal identity, existence of God, and more.

 

Ultimate Questions explores how the timeless problems of Western philosophy are located inside our ordinary ways of thinking and being.  It encourages readers to think about philosophy first-hand by using vivid and engaging examples.  It also introduces readers to prominent up-to-date theories being applied to the same problems encountered by contemporary analytic philosophers.  After reading this text, students will gain a better sense of how mysterious their own natures really are. 

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From the Back Cover:

Nils, Rauhut C., Introduction to Philosophy: An Active Learning Approach/ Helps readers understand the issues and problems in philosophy by becoming true active learners and shows that philosophy is not about remote questions, but rather issues that lie deep within ourselves. Includes over 100 Food for Thought exercises that help readers understand concepts and offer opportunities for genuine conversations about philosophy and contains an extensive discussion and explanation of philosophical terminology. For anyone interested in understanding philosophical issues and how they relate to our lives.

About the Author:

In This Section:

 

I. Author Bio

II. Author Letter

 

 

I. Author Bio

 

Nils Ch. Rauhut studied philosophy and history at the University of Regensburg (Germany). He received an M.A. degree in philosophy from the University of Colorado at Boulder, and a Ph.D. in philosophy from the University of Washington in Seattle. He taught at Weber State University in Ogden, Utah, and he is currently teaching at Coastal Carolina University in Conway, South Carolina.

 

Website: http://ww2.coastal.edu/nrauhut/ 

 

 

II. Author Letter

 

Dear Colleague,

 

I have taught Introduction to Philosophy in various class sizes and at various academic institutions for more than fifteen years. I enjoy it tremendously but I also know that teaching the course is challenging.

 

A genuine introduction to philosophy requires a conversation between us, the students, and the content. However, students are often reluctant to engage in genuine conversations about great ideas. Why think, argue, or speak in class if listening to lectures seems so much more convenient? My textbook, Ultimate Questions: Thinking about Philosophy 3e, is constructed to get students actively engaged in doing philosophy together with you in the classroom. More than 100 Food for Thought Exercises in the text are designed to generate lively classroom discussions and sharpen critical thinking. The exercises are designed to make the philosophy classroom more interactive and they help students realize whether they have grasped important concepts clearly.

 

My text does not presuppose that students already have a natural curiosity to think and talk about great philosophical questions. Instead, it is designed to awaken such curiosity by showing them how the great questions arise naturally in our ordinary ways of being. The book is an invitation for students to realize that the great questions of philosophy are invariably intertwined with the way all of us live every day. To study the great questions then, is ultimately an attempt to get to know ourselves.

 

Students read much less than we instructors hope. I have tried to write Ultimate Questions such that students are seduced into reading. I have tried to write clearly without oversimplifying any philosophical position or problem. My hope is that the book can provide for students partly what a lecture normally provides, so that instructors have more freedom to use class time for discussions, group work, role play or any other form of active learning.

 

I would be delighted to hear from anyone using this book in their classes, and would especially value any suggestions for improvement, my e-mail is nrauhut@coastal.edu.

 

Sincerely,

 

Nils Rauhut

 

Coastal Carolina University

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