David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Teaching Philosophy 21 (4):327-337 (1998)
This paper presents the idea, structure, history, goals, and accomplishments of mathematics and science laboratories as they have been organized and taught at Trinity College. The laboratories are designed to develop specific science and mathematics problem-solving skills, presenting them within the context of humanities-related inquiry . These laboratories are especially valuable in providing humanities students with literacy in advanced science and mathematics materials that, since they are not requisite for humanities majors, humanities students would not be exposed to otherwise. Especially in the case of philosophy, laboratories bear the additional benefit of dissolving insularity, opening up study onto directly relevant fields and enriching and informing philosophical inquiry. The author concludes by considering philosophy’s relationship to science and mathematics, what these relationships imply for how a philosophy education should be structured, and the important role that science and mathematics laboratories play in that education
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