David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
I present one specific way of creating problematic situations: generating perplexity. A teacher with a personal history marked by a struggle to conceptualise the words of the professor or of the book, will have paved his way. The teacher develops his subject clearly. When the students say they understand, it is time to show an apparently paradoxical situation. Perplexity appears. The teacher again explains the subject and all accept again that they understand perfectly. But the difficulty doesn't disappear. The debate begins. The discussion creates murmuring, noise. The perfect moment has arrived. A silent classroom would have meant the teacher's failure. Second step: "rewinding". To go back and look for the failure. The students should discover the failure, helped by the teacher. The second step finishes. Perplexities cannot always be solved, especially in the case of philosophy. When they arise from diverse proposals for a solution, it would be bad teaching to present a single way of solving the problem. Students should know that in these cases the debates are open and the discussion continues. In other cases it is just a conceptual failure in construing the corresponding notion, so the discussion should be closed once the failure is found
|Keywords||No keywords specified (fix it)|
No categories specified
(categorize this paper)
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
No references found.
Citations of this work BETA
No citations found.
Similar books and articles
Gareth B. Matthews (1999). Socratic Perplexity and the Nature of Philosophy. Oxford University Press.
John Immerwahr (2008). Augustine's Advice for College Teachers: Ever Ancient, Ever New. Metaphilosophy 39 (4-5):656-665.
James Stillwaggon (2008). Performing for the Students: Teaching Identity and the Pedagogical Relationship. Journal of Philosophy of Education 42 (1):67-83.
Michael Golluber (2001). Aristotle on Knowledge and the Sense of Touch. Journal of Philosophical Research 26:655-680.
Mari-Ann Igland (2009). Negotiating Problems of Written Argumentation. Argumentation 23 (4):495-511.
M. V. Dougherty (2001). Perplexity Simpliciter and Perplexity Secundum Quid. International Philosophical Quarterly 41 (4):469-480.
Clint Randles (2012). Music Teacher as Writer and Producer. Journal of Aesthetic Education 46 (3):36-52.
Malcolm Clark (1972). Perplexity and Knowledge. The Hague,Nijhoff.
Luca Del Frate (2013). Failure of Engineering Artifacts: A Life Cycle Approach. Science and Engineering Ethics 19 (3):913-944.
Angus Brook (2009). The Potentiality of Authenticity in Becoming a Teacher. Educational Philosophy and Theory 41 (1):46-59.
Tina Kindeberg (2012). The Significance of Emulation in the Oral Interaction Between Teacher and Students. Journal of Philosophy of Education 46 (4):99-111.
Lindsay Clare, Ronald Gallimore & G. Genevieve Patthey‐Chavez (1996). Using Moral Dilemmas in Children's Literature as a Vehicle for Moral Education and Teaching Reading Comprehension. Journal of Moral Education 25 (3):325-341.
Daniel Pekarsky (1994). Socratic Teaching: A Critical Assessment. Journal of Moral Education 23 (2):119-134.
Tracie E. Costantino (2008). Teacher as Mediator: A Teacher's Influence on Students' Experiences Visiting an Art Museum. Journal of Aesthetic Education 42 (4):pp. 45-61.
Added to index2011-12-02
Total downloads2 ( #361,129 of 1,099,741 )
Recent downloads (6 months)1 ( #303,379 of 1,099,741 )
How can I increase my downloads?