David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
American Philosophical Association Newsletter on Teaching Philosophy (Summer):19-22 (1987)
It is a matter of fact—and has been so for a considerable amount of time—that philosophy is taught at the pre—college level. However, to teach philosophy at that (or at any) level is one thing; to teach it well is quite another. Fortunately, it can be taught well, as a host of successful experiences and programs have shown. But in what ways can it be taught? Are there differences in the ways in which it can or should be taught at the pre-college level from the ways in which it is taught in college? Are there differences in the ways in which it can or should be taught at the elementary-school level from ways in which it can or should be taught at the secondary-school level? There are other questions, of a similar nature, that the beginning college-level teacher of philosophy might ask: “I have never taught Introduction to Philosophy before; how should I go about it?” And there is a further question: Should it be taught at all? This question can, of course, be raised at any educational level, but it is especially acute at the elementary level.
|Keywords||No keywords specified (fix it)|
|Categories||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
Jānis Ozoliņš (2008). Creativity and the Aims of Education. Proceedings of the Xxii World Congress of Philosophy 37:221-228.
Robert Phillips (1998). Contesting the Past, Constructing the Future: History, Identity and Politics in Schools. British Journal of Educational Studies 46 (1):40 - 53.
Robert D. Enright & Darwin D. Hendel (1979). An Evaluation of Growth in a University Programme. Journal of Moral Education 9 (1):50-52.
Romanas Plečkaitis (2009). The Rise of Philosophy in Lithuania. Studies in East European Thought 61 (1):3 - 13.
Maralee Harrell (2012). Assessing the Efficacy of Argument Diagramming to Teach Critical Thinking Skills in Introduction to Philosophy. Inquiry: Critical Thinking Across the Disciplines 27 (2):31-39.
E. R. Klein (1998). The One Necessary Condition for a Successful Business Ethics Course. Business Ethics Quarterly 8 (3):561-574.
Sang-Jun Ryu (2008). Strengthening the Thinking in Korean Secondary Education. Proceedings of the Xxii World Congress of Philosophy 37:241-250.
Seth Wilhelmsen (2010). Training and Generalization of Study Skills for College Students with Disabilities. Inquiry 25 (1):17-28.
Patrick Giddy (2011). Why Theology Can and Should Be Taught at Secular Universities: Lonergan on Intellectual Conversion. Journal of Philosophy of Education 45 (3):527-543.
Maria Grever, Terry Haydn & Kees Ribbens (2008). Identity and School History: The Perspective of Young People From the Netherlands and England. British Journal of Educational Studies 56 (1):76 - 94.
Charles J. Abaté (2011). Should Engineering Ethics Be Taught? Science and Engineering Ethics 17 (3):583-596.
Jana Mohr Lone (2011). Recent Texts in Pre-College Philosophy. Teaching Philosophy 34 (1):51-67.
Added to index2010-12-22
Total downloads35 ( #52,320 of 1,099,734 )
Recent downloads (6 months)3 ( #126,683 of 1,099,734 )
How can I increase my downloads?