Many introductory philosophy students often have the attitude that philosophy thought experiments are obviously stupid. This is a common observation among those who teach introductory philosophy.
We introduce our students to philosophy thought experiments in hopes of facilitating robust in-class discussions; however, instead, we end up spending time and effort explaining to students why the particular thought experiment is not stupid.
This pedagogical issue is something we should expect if we are going to discuss philosophy thought experiments with our students. The situation is unfortunate, but it should not surprise us.
Most non-philosophy individuals respond in the same manner when they find out that philosophers are trying to find answers to complex and important questions by employing thought experiments.
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