David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
Learn more about PhilPapers
Teaching Philosophy 34 (3):241-271 (2011)
In this paper I articulate a minimal conception of the idea of doing philosophy that informs a curriculum and pedagogy for producing students who are capable of engaging in philosophical activity and not just competent with a specific domain of knowledge. The paper then relates, by way of background, the departmental assessment practices that have played a vital role in the development of my department’s current curriculum and in particular in the design of a junior-year seminar in philosophical research required of all majors. After a brief survey of the learning theory literature that has informed its design, I share the content of this junior-year seminar. In the paper’s conclusion I provide some initial data that indicates our approach to curriculum and pedagogy has had a positive impact on student achievement with respect to reaching the learning goals associated with “doing” as opposed to “merely studying” philosophy
|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
James Magrini, How the Conception of Knowledge Influences Our Educational Practices: Toward a Philosophical Understanding of Epistemology in Education.
Jessica Li & Shengli Fu (2012). A Systematic Approach to Engineering Ethics Education. Science and Engineering Ethics 18 (2):339-349.
Zhan Wansheng * & Ning Wujie (2004). The Moral Education Curriculum for Junior High Schools in 21st Century China. Journal of Moral Education 33 (4):511-532.
Robert Keith Shaw (2007). Pedagogic Thinking That Grounds E-Learning for Secondary School Science Students in New Zealand. E-Learning and Digital Media 4 (4):471-481.
Georgina Stewart (2011). The Extra Strand of the Māori Science Curriculum. Educational Philosophy and Theory 43 (10):1175-1182.
Ruyu Hung (2013). A Lifeworld Critique of ‘Nature’ in the Taiwanese Curriculum: A Perspective Derived From Husserl and Merleau‐Ponty. Educational Philosophy and Theory 44 (10):1121-1132.
Nadia Kennedy & David Kennedy (2011). Community of Philosophical Inquiry as a Discursive Structure, and its Role in School Curriculum Design. Journal of Philosophy of Education 45 (2):265-283.
Michael Cholbi (2007). Intentional Learning as a Model for Philosophical Pedagogy. Teaching Philosophy 30 (1):35-58.
Krishnaveni Ganeson & Lisa C. Ehrich (2009). Transition Into High School: A Phenomenological Study. Educational Philosophy and Theory 41 (1):60-78.
John C. Cassidy (2006). A Pedagogy for Integrating Catholic Social Ethics Into the Business Ethics Course. Journal of Business Ethics Education 3:35-54.
Simon Knight, Simon Buckingham Shum & Karen Littleton (2013). Epistemology, Pedagogy, Assessment and Learning Analytics. Proceedings of the 3rd International Conference on Learning Analytics and Knowledge.
Lizzy Lewis & Nick Chandley (eds.) (2012). Philosophy for Children Through the Secondary Curriculum. Continuum International Pub. Group.
William J. Rapaport (1986). Philosophy of Artificial Intelligence: A Course Outline. Teaching Philosophy 9 (2):103-120.
Dina Zoe Belluigi (2011). Intentionality in a Creative Art Curriculum. Journal of Aesthetic Education 45 (1):18-36.
Christopher Winch (2012). Curriculum Design and Epistemic Ascent. Journal of Philosophy of Education 46 (4):128-146.
Added to index2011-12-02
Total downloads33 ( #127,834 of 1,934,420 )
Recent downloads (6 months)3 ( #195,835 of 1,934,420 )
How can I increase my downloads?