Steven M. Cahn is Professor of Philosophy at the Graduate Center of the City University of New York. He is the former Chair of the American Philosophical Association Committee on the Teaching of Philosophy and the former President of The John Dewey Foundation.

Alexandra Bradner, Kenyon College; Chair, American Philosophical Association Committee on the Teaching of Philosophy; Executive Director, American Association of Philosophy Teachers.

Andrew P. Mills, Otterbein University; President, American Association of Philosophy Teachers.

"As a teacher for over two decades, I found Philosophers in the Classroom utterly absorbing, enlivening the teaching of philosophy by the insightful, inspiring, and entirely feasible practices employed by these master teachers." —Sally Scholz, Villanova University

"This fabulous collection features two dozen thought-provoking, instructive, and inspiring essays about the vocation and aims of teaching philosophy, written by a diverse group of award-winning professors. Philosophy instructors do well to reflect often on their pedagogy; this volume provides access to the reflections of successful colleagues. Anyone who teaches philosophy will benefit from reading this marvelous book." —Robert B. Talisse, W. Alton Jones Professor of Philosophy, Vanderbilt University

"These varied essays insightfully portray the struggles and occasional triumphs of teaching philosophy, from the large lecture hall to the seminar room, and offer a wealth of strategies, techniques, and practices that promise to enhance philosophy teaching at all levels. By turns inspiring, humbling, depressing, instructive, engaging, insightful, honest, deeply personal, and moving, every philosophy teacher will find something of value here." —Harvey Siegel, University of Miami

"You will meet in these essays smart, experienced, reflective, and funny teachers. You will encounter a variety of creative perspectives on what people do in the classroom, covering everything from the 60,000 feet view about what the goals of a teacher are, to the micro quotidian ideas about assignments. There are accounts of great successes (and many an assignment you will want to try out for yourself), and a few rueful tales of (spectacular!) failures and how they shaped the next day, or week, or course. "One wonderful and distinctive thing about the volume is the deep mark of the personal on most of these pieces. These teachers struggle and stumble! They are sometimes filled with anxiety! But the love of what they do, and the constant careful attention to what works and what does not work propels them, and us, forward." —Katheryn Doran, Hamilton College

"Every philosopher who is a teacher (and even those who are not) ought to own or at least read a copy of this book. The joys and sorrows, obstacles and over-comings, as expressed in the 24 stories are, I wager, experiences that all teachers have had and will continue to experience. To hear such stories expressed by others is a breath of fresh air." —Jason Costanzo, Missouri Western State University , in Philosophy in Review