Renée Smith
Professor, Philosophy and Religious Studies/Faculty Senate Chair
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Biography
Professor Smith joined Coastal’s faculty in 2002. She specializes in philosophy of mind and philosophy pedagogy.
Education
Ph.D. Philosophy (2002, CU Boulder)
M.A. Philosophy (1999, CU Boulder)
B.A. Philosophy (1996, California State University, Sacramento)
Selected Publications
Smith, R. J. (2017) A course in metaphilosophy for undergraduates. Teaching Philosophy, 40:1, pp.55-83.
Smith, R. J. (2016) How to teach philosophy of mind. Teaching Philosophy (39:2), pp. 177-207.
Smith, R. J. and Palm, L. J. (2014). Correlates of exam performance in an introductory logic course. The APA Newsletter on Teaching Philosophy. 14:1, 2-8. (5000 words)
Smith, R. J. (2014) Scaffolding deep reading instruction. The Lenssen Prize Winners and Commentary. Philosophy Documentation Center. Esch, E., Hermberg, K., and Kraft, R. (eds.) Charlottesville, VA: American Association of Philosophy Teachers and the Philosophy Documentation Center, pp. 109-115.
Smith, R. J. (2014) Fire alarms, juries, and moral judgment. Think: Philosophy for Everyone, Summer, (13:37), pp. 27 – 34.
Smith, R. J. (2011). The broad perception model of introspection and the transparency of qualia. Behavior and Philosophy, 39, 69-81.
Smith, R. J. (2011) Moore and Descartes meet in a bar. Think: Philosophy for Everyone, Summer, 11(34), pp. 21-26 (1600 words).
Smith, R. J. and Oxley, J., (2011). The summer ethics academy: teaching ethics to young leaders. Questions: Philosophy for Young People. Volume 11. (4200 words)
Smith, R. J. (2011). Reading to learn to read philosophy. Discourse: Learning and teaching in philosophy and religious studies, 10:2, 175-194. (6300 words)
Smith, R. J. (2010). Can the use of ‘nanny cams’ be morally justified? Think: Philosophy for Everyone, Spring, 9(24), pp. 91-96 (2000 words).
Reprinted in Faculty Miscellany, College of Humanities and Fine Arts, Coastal Carolina University, pp. 35-39, 2012.
Smith, R. J. (2010). Against treating introspection as perception-like. Psyche, 16:1, 79-86. http://www.theassc.org/journal_psyche
Smith, R. J. (2009).Wanted: A wife. In Arnold, E., Earl. E., Martin, P., Smith, R., & Tankersley, H., (2009). Working overtime: A multidisciplinary discussion of parenting and working in the 21st century.” Bridges, Winter, < http://www.coastal.edu/bridges/winter2009.html>
Reprinted in Faculty Miscellany, College of Humanities and Fine Arts, Coastal Carolina University, pp. 126-29, 2012.
Smith, R. J. (2007). Shoemaker’s moderate qualia realism and the problem of transparency. Disputatio, 2:22, 101-113.
Smith, R. J. (2007). Representation, inversion and color constancy. Kriterion, 21, 1-15.
Smith, R. J. & Palm, L. J. (2007). Comparing learning outcomes between traditional and distance introduction to philosophy courses. Discourse: Learning and Teaching in Philosophy and Religious Studies, 6:2, 205-226.
Also cited in Russell, T. L. "No Significant Difference - Presented by WCET." No Significant Difference. WCET (WICHE Cooperative for Educational Technologies) Is a Division of the Western Interstate Commission for Higher Education, 2010. Web. 18 Apr. 2012.
Teaching Areas
PHIL 101: Introduction to Philosophy (Distance and Traditional Sections)
PHIL 102: Introduction to Ethics
PHIL 271: Philosophical Writing (Ethics of abortion, Metaphilosophy)
PHIL 110: Introduction to Logic (Distance and Traditional Sections)
PHIL 305: Contemporary Moral Issues
PHIL 309: Philosophy of Mind
PHIL 333: Doing Philosophy with Children
PHIL 419: Epistemology
Research Areas
Philosophy of Mind (phenomenal consciousness, qualia, introspection) Philosophy Pedagogy
For more information, visit https://sites.google.com/site/doctorenee/