GEORGE MACDONALD ROSS
PUBLICATIONS ON TEACHING
What's the use of lectures? - Forty years on, forthcoming in Discourse 10/1, 2011. PDF version.
The 14-19 diploma in humanities and social sciences, Discourse 9/1, 2009, 127-141
The Discourse Interview by David Mossley, Discourse 9/1. 2009, 17-30
Electronic MCQs with no right-or-wrong answers as a means for developing dialogic thinking, Discourse 8/3, 2009
Why my students don't plagiarise, University of Leeds Learning and Teaching Bulletin, 21, May/June 2009, 4
Why my students don't plagiarise: a case study, Plagiary 3(6), 2008, 1-11 [ISSN 1559-3096]
Why students should write dialogues, Credit where credit’s due . . .Newsletter of the Fellowships Scheme for staff and educational developers (forthcoming)
Making excellence better, Academy Exchange 7, 2007, 16 [ISSN 1559-3096]
Making them think, University of Leeds Learning and Teaching Bulletin 18, May 2008, p.6.
Translating the Critique of Pure Reason for undergraduate students, APA session on Teaching Kant to undergraduate students, Chicago, April 2008 (forthcoming)
Learning to think like a philosopher: developing students' research skills in a history of philosophy course, University of Leeds, UK, Alan Jenkins, Mick Healey and Roger Zetter, Linking teaching and research in disciplines and departments, The Higher Education Academy, April 2007, p.50 [ISBN 978-1-905788-38-5]
Arousing curiosity - to stimulate and inspire learning, Credit where credit’s due . . .Newsletter of the Fellowships Scheme for staff and educational developers, 33, October 2006, pp. 4-5.
Educational Research in Philosophy, Academy Exchange 2, Autumn 2005, 16–19 [ISSN 1748-5533].
Kant on Teaching Philosophy, in Discourse: Learning and Teaching in Philosophical and Religious Studies 5/1, Autumn 2005, 65–82 [ISSN 1741-4164].
Plagiarism Really is Crime: A Counterblast against Anarchists, Postmodernists (and Others), in Andy Peden Smith and Fiona Duggan, Plagiarism: Prevention, Practice and Policy Conference, 28–30 June 2004: Proceedings (Newcastle, Northumbria University Press, 2005) 181–193 [ISBN 1-904794-05-X].
The UK Subject Centre for Philosophical and Religious Studies of the Higher Education Academy, American Philosophical Association Newsletter on Teaching Philosophy, 04(2), Spring 2005, 2–5 [ISSN1067-9464].
Plagiarism: The Leeds Approach, University of Leeds Learning and Teaching Bulletin, 8 Februrary 2005, 8 [ISSN1742-092X].
The PRS Subject Center: Four Years on, AAPT News: The Newsletter of the American Association of Philosophy Teachers, 28/1, Winter 2005, 3–4.
External Pressures on Teaching: Three Years on, Discourse: Learning and Teaching in Philosophical and Religious Studies 4/1, Autumn 2004, 38–56 [ISSN1741-4164].
Plagiarism in Philosophy: Prevention Better than Cure, The PRS-LTSN Journal, 3/2, Spring 2004, 23–57 [ISSN 1741-4164].
Establishing a Discipline-Based Scholarship of Learning and Teaching from Nothing, in D. Gosling and V. D'Andrea (eds) International Conference on the Scholarship of Teaching and Learning: Proceedings 2001 and 2002 (London, Educational Development Centre, City University, 2003) 163–165 [ISBN 0-9543742-0-8].
What's Wrong with Double-Blind Marking? University of Leeds Learning and Teaching Bulletin 3, May 2003, 5 [ISSN 1742-092X].
The UK Philosophical and Religious Studies Subject Centre of the Learning and Teaching Support Network, Bulletin de l'Association Internationale des Professeurs de Philosophie 48, April 2003, 3–11 [ISSN 1019-9993].
External Pressures on Teaching, PRS-LTSN Journal, 1/2, 2002, 98–129 [ISSN 1474-2195].
The Implications of Leibniz's Philosophy for Education in a Technological World, in H. Poser (ed.), VII. Internationaler Leibniz-Kongreß: Nihil sine ratione: Mensch, Natur und Technik im Wirken von G.W. Leibniz (Hannover, G.-W.-Leibniz Gesellschaft, 2001), Teil 3, 1093–1100 [ISBN 3-9800978-9-7].
The Establishment in the UK of a Philosophical and Religious Studies Subject Center, AAPT News: The Newsletter of the American Association of Philosophy Teachers 24/1, Spring 2001, 3–8.
Socrates versus Plato: the Origins and Development of Socratic Thinking, Aspects of Education 49, 1993, 9–22; reprinted in Thinking: The Journal of Philosophy for Children 12/4, 1996, 2–8. [11]
Philosophy in Schools, and Philosophy in Schools: A Reply to Jonathan and Blake, Journal of the Philosophy of Education, Vol. 22, No. 2, 1988, 207–219, 229–238. [14, 10]
(With Jim Parry and Martin Cohen), Philosophy and Enterprise, University of Leeds, 1993. [42]
Staffdevelopmentese, Times Higher Education Supplement, 14th May 1993. [3]
Reason for everything, Guardian, 23 May 1989
The National Committee for Philosophy, Radical Philosophy 50, Autumn 1988
Will philosophy exist? Which Course, 1988, p.11.