Biography:Russell Marcus
Russell Marcus is a philosopher specializing in philosophy of mathematics and the pedagogy of philosophy. He is Chair of Philosophy at Hamilton College and president of the American Association of Philosophy Teachers.[1]
Education and career
Prior to his work in philosophy, Marcus taught mathematics and other subjects at high schools in New York City and Costa Rica.[1] He received his bachelor of arts in philosophy at Swarthmore College in 1988. He received his doctorate from the Graduate Center of the City University of New York in 2007,[2] where he wrote his dissertation "Numbers without Science".[3] While at graduate school, he taught philosophy and mathematics at Queens College, Hofstra University and the College of Staten Island.[1][2] He began teaching at Hamilton College in 2007, later setting up the Hamilton College Summer Program in Philosophy.[1] He gained tenure in 2016 and was appointed Chair of Philosophy in 2020.[2][4] In 2020, he won the American Philosophical Association's Prize for Excellence in Philosophy Teaching which "recognizes a philosophy teacher who has had a profound impact on the student learning of philosophy in undergraduate and/or pre-college settings", being cited as an "important scholar of teaching and learning in philosophy" for his summer program and "inventive team-based pedagogies and exemplary scaffolded assignments".[1]
Books
- Marcus, Russell (2015). Autonomy Platonism and the Indispensability Argument. Lanham: Lexington Books. ISBN 978-0-7391-7313-8.[5]
- Marcus, Russell, ed (2016). An Historical Introduction to the Philosophy of Mathematics: A Reader. London: Bloomsbury. ISBN 978-1-4725-2534-5.[6]
- Marcus, Russell (2017). Introduction to Formal Logic with Philosophical Applications. New York: Oxford University Press. ISBN 978-0-19-938648-2.
References
- ↑ 1.0 1.1 1.2 1.3 1.4 "Marcus and Villanueva Win the 2020 Prize for Excellence in Philosophy Teaching" (in en-US). American Philosophical Association. 2021-03-02. https://blog.apaonline.org/2021/03/02/marcus-and-villanueva-win-the-2020-prize-for-excellence-in-philosophy-teaching/.
- ↑ 2.0 2.1 2.2 Foster, Holly (2016-05-26). "Russell Marcus, Benjamin Widiss Granted Tenure" (in en). Hamilton College. https://www.hamilton.edu/news/story/russell-marcus-benjamin-widiss-granted-tenure.
- ↑ Marcus, Russell (2007). Numbers without Science (PhD thesis). City University of New York – via PhilPapers.
- ↑ Marcus, Russell. "Russell Marcus Curriculum Vitae". http://www.thatmarcusfamily.org/philosophy/My_Info/CV.htm.
- ↑ Reviews:
- Baker, Alan (2016). "Review of Autonomy Platonism and the Indispensability Argument" (in en). Philosophia Mathematica 24 (3): 422–424. doi:10.1093/philmat/nkw017. ISSN 0031-8019.
- Danne, Nicholas (2017). "Review of Autonomy Platonism and the Indispensability Argument" (in en). Metaphilosophy 48 (4): 591–594. doi:10.1111/meta.12250. ISSN 1467-9973. https://philpapers.org/rec/DANAPA-4.
- ↑ Reviews:
- Kim, Seahwa (2017). "Review of An Historical Introduction to the Philosophy of Mathematics: A Reader" (in en). Australasian Journal of Philosophy 95 (4): 831. doi:10.1080/00048402.2016.1254264. ISSN 0004-8402.
- Brown, James Robert (2017). "Review of An Historical Introduction to the Philosophy of Mathematics: A Reader" (in en). Philosophia Mathematica 25 (1): 151–153. doi:10.1093/philmat/nkw033. ISSN 0031-8019.
Further reading
- Knowles, Robert; Liggins, David (2015). "Good weasel hunting" (in en). Synthese 192 (10): 3397–3412. doi:10.1007/s11229-015-0711-7. ISSN 0039-7857. https://pure.manchester.ac.uk/ws/files/30261981/POST-PEER-REVIEW-NON-PUBLISHERS.PDF.
- Knepp, Dennis (2015). "Review of Philosophy Through Teaching" (in en). Teaching Philosophy 38 (3): 358–362. doi:10.5840/teachphil201538352. ISSN 0145-5788.
- Costanzo, Jason Mark (2019). "Review of Philosophers in the Classroom: Essays on Teaching" (in en). Philosophy in Review 39 (3): 113–115. ISSN 1920-8936. https://journals.uvic.ca/index.php/pir/article/view/18830.
- Schultz, Anne-Marie (2022). "Review of Philosophers in the Classroom: Essays on Teaching" (in en). Teaching Philosophy 45 (2): 258–262. doi:10.5840/teachphil2022452161. ISSN 0145-5788.
 |  |
