Search results for 'Philosophy Study and teaching' (try it on Scholar)

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  1. Gregory Pence (1995). Case Study in the Ethics of Teaching Philosophy. Teaching Philosophy 18 (2):165-166.score: 441.0
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  2. Nigel Warburton (2004). Philosophy: The Essential Study Guide. Routledge.score: 435.0
    Philosophy: The Essential Study Guide is a compact and straightforward guide to the skills needed to study philosophy, aimed at anyone coming to the subject for the first time or just looking to improve their performance. Nigel Warburton, bestselling author of Philosophy: The Basics , clarifies what is expected of students and offers strategies and guidance to help them make effective use of their study time and improve their marks. The four main skills covered (...)
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  3. Assist Prof Dr Aytekin Demircioğlu (1998). An Evaluation of the Concepts and Problems of Philosophy of Religion in Terms of Teaching Religion: A Study Into the Units of Philosophy of Religion and Religious Concepts in the Programs of Teaching Philosophy. Philosophy 2 (25):36.score: 414.0
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  4. Willis Moore (1969). A Pioneer Study of the Teaching of Philosophy in the High School. Journal of Critical Analysis 1 (3):216-218.score: 405.0
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  5. Michael Ruse (1990). Making Use of Creationism. A Case-Study for the Philosophy of Science Classroom. Studies in Philosophy and Education 10 (1):81-92.score: 360.0
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  6. Harold Eugene Davis (1965). The Teaching of Philosophy in Universities of the United States. Washington, Pan American Union.score: 354.0
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  7. Theodore Meyer Greene (1951). Religious Perspectives of College Teaching in Philosophy. New Haven, Edward W. Hazen Foundation.score: 354.0
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  8. Howard Evans Kiefer (1956). A Study of the Place of Instruction in General Philosophy in the General Education of Teachers. [Buffalo.score: 354.0
     
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  9. Sven Erik Nordenbo (1989). The Teaching of Philosophy in the Upper Secondary Schools in Western Europe: A Survey. Danish Institute for Educational Research.score: 354.0
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  10. P. George Victor (ed.) (1998). Teaching Philosophy in the Twenty-First Century. D.K. Printworld.score: 354.0
     
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  11. Desh Raj Sirswal (2013). TEACHING AIDS AND MODES IN ACADEMIC PHILOSOPHY. University News 51 (18):21-23.score: 333.0
    Philosophy is the study of the most general and fundamental problems of human life. The main areas of study in philosophy includes metaphysics, epistemology, logic, ethics and aesthetics etc. there are other several branches of philosophy which characterize different branches of knowledge. Philosophy being a very abstract branch of study, has not much scope of using equipment on a large scale to supplement the normal lecture schedules. However, in some papers/areas there are comparatively (...)
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  12. James Amanze, F. Nkomazana & Obed N. Kealotswe (eds.) (2010). Biblical Studies, Theology, Religion, and Philosophy: An Introduction for African Universiteis. Zapf Chancery.score: 300.0
    This book introduces the study of Biblical studies, theology, religion and philosophy from an African perspective. The book comprises twenty six chapters divided into four sections.
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  13. Michael R. Matthews (1994). Science Teaching: The Role of History and Philosophy of Science. Routledge.score: 279.0
    History, Philosophy and Science Teaching argues that science teaching and science teacher education can be improved if teachers know something of the history and philosophy of science and if these topics are included in the science curriculum. The history and philosophy of science have important roles in many of the theoretical issues that science educators need to address: the goals of science education; what constitutes an appropriate science curriculum for all students; how science should be (...)
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  14. Ann Margaret Sharp, Ronald F. Reed & Matthew Lipman (eds.) (1992). Studies in Philosophy for Children: Harry Stottlemeier's Discovery. Temple University Press.score: 273.0
    In this first part, Matthew Lipman offers the reader a glimpse at the thought processes that resulted in Philosophy for Children and, in so doing, ...
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  15. Lizzy Lewis & Nick Chandley (eds.) (2012). Philosophy for Children Through the Secondary Curriculum. Continuum International Pub. Group.score: 270.0
    Philosophy for Children (P4C) is an approach to learning and teaching that aims to develop reasoning and judgement. Students learn to listen to and respect their peers' opinions, think creatively and work together to develop a deeper understanding of concepts central to their own lives and the subjects they are studying. With the teacher adopting the role of facilitator, a true community develops in which rich and meaningful dialogue results in enquiry of the highest order. Each chapter is (...)
     
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  16. Matthew J. Hayden (2012). What Do Philosophers of Education Do? An Empirical Study of Philosophy of Education Journals. Studies in Philosophy and Education 31 (1):1-27.score: 252.0
    What is philosophy of education? This question has been answered in as many ways as there are those who self-identify as philosophers of education. However, the questions our field asks and the research conducted to answer them often produce papers, essays, and manuscripts that we can read, evaluate, and ponder. This paper turns to those tangible products of our scholarly activities. The titles, abstracts, and keywords from every article published from 2000 to 2010 in four journals of educational (...) were analyzed to find out what kind of research is being published in the field of philosophy of education. Over 143 different concepts were identified and analyzed from 1,572 articles. The data suggests that philosophy and education, while primarily concerned with theory, teaching, and learning, tackles a diversity of subjects in a slightly narrowing band of thematic topics. (shrink)
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  17. George Webster Haupt (1935/1972). An Experimental Application of a Philosophy of Science Teaching in an Elementary School. [New York,Ams Press.score: 252.0
     
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  18. Robert Alan Segal (ed.) (1996). Philosophy, Religious Studies, and Myth. Garland Pub..score: 252.0
     
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  19. Douglas Walton (2006). Araucaria as a Tool for Diagramming Arguments in Teaching and Studying Philosophy. Teaching Philosophy 29 (2):111-124.score: 250.0
    This paper explains how to use a new software tool for argument diagramming available free on the Internet, showing especially how it can be used in the classroom to enhance critical thinking in philosophy. The user loads a text file containing an argument into a box on the computer interface, and then creates an argument diagram by dragging lines (representing inferences) from one node (proposition) to another. A key feature is the support for argumentation schemes, common patterns of defeasible (...)
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  20. F. Macagno, D. Walton, G. Rowe & C. Reed (2006). Araucaria as a Tool for Diagramming Arguments in Teaching and Studying Philosophy . Teaching Philosophy 29 (2):111-124,.score: 243.0
  21. James P. Shaver (1980). The Teaching of Philosophy in Social Studies. In George S. Maccia (ed.), On Teaching Philosophy. School of Education, Indiana University.score: 243.0
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  22. Tomomi Asakura (2011). On Buddhistic Ontology: A Comparative Study of Mou Zongsan and Kyoto School Philosophy. Philosophy East and West 61 (4):647-678.score: 240.0
    Mou Zongsan's notion of "Buddhistic ontology" is interpreted here in its fundamental difference from his own previous metaphysical scheme, in the light of the Kyoto School philosophers' similar attempts to resolve the Kantian antinomy of practical reason. This is an alternative both to the analysis provided by previous interpreters of Mou's Buddhistic philosophy, such as Hans-Rudolf Kantor and N. Serina Chan, and to the comparative studies of Mou's theories with Kyoto School philosophy by Ng Yu-kwan. Previous researchers considered (...)
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  23. Matthew Lipman (1980). Philosophy in the Classroom. Temple University Press.score: 228.0
    This is a textbook for teachers that demonstrates how philosophical thinking can be used in teaching children.
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  24. Matthew Lipman (1988). Philosophy Goes to School. Temple University Press.score: 228.0
    Author note: Matthew Lipman, Professor of Philosophy at Montclair State College and Director of the Institute for the Advancement of Philosophy for Children, is ...
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  25. David A. Shapiro (2012). Plato Was Wrong!: Footnotes on Doing Philosophy with Young People. Rowman & Littlefield Education.score: 228.0
    Introduction : why do philosophy with young people? -- What is philosophy? -- What is good thinking? -- What do I know? -- What is real? -- What is art? -- What is the right thing to do? -- What is the meaning of life?
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  26. Lynsey Wolter (2010). Teaching & Learning Guide For: Demonstratives in Philosophy and Linguistics. Philosophy Compass 5 (1):108-111.score: 225.0
    Demonstrative noun phrases (e.g. this; that guy over there ) are intimately connected to the context of use in that their reference is determined by demonstrations and/or the speaker's intentions. The semantics of demonstratives therefore has important implications not only for theories of reference, but for questions about how information from the context interacts with formal semantics. First treated by Kaplan as directly referential , demonstratives have recently been analyzed as quantifiers by King, and the choice between these two approaches (...)
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  27. Jennifer G. Jesse (2011). Reflections on the Benefits and Risks of Interdisciplinary Study in Theology, Philosophy, and Literature. American Journal of Theology and Philosophy 32 (1):62 - 73.score: 225.0
    In recent years, multidisciplinary study has become all the rage in academic circles. Scholars have been going all out for interdisciplinarity, not only in research programs, but pedagogically in the classroom, and structurally in higher education curricula. Fewer and fewer cautionary voices are being heeded or even heard in this conversation. In this essay, I advocate a mediating position on this issue that has emerged from reflecting on my own professional work with interdisciplinary scholarship. That work includes research, scholarship, (...)
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  28. William E. Stempsey (1999). The Quarantine of Philosophy in Medical Education: Why Teaching the Humanities May Not Produce Humane Physicians. Medicine, Health Care and Philosophy 2 (1):3-9.score: 225.0
    Patients increasingly see physicians not as humane caregivers but as unfeeling technicians. The study of philosophy in medical school has been proposed to foster critical thinking about one's assumptions, perspectives and biases, encourage greater tolerance toward the ideas of others, and cultivate empathy. I suggest that the study of ethics and philosophy by medical students has failed to produce the humane physicians we seek because of the way the subject matter is quarantined in American medical education. (...)
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  29. Jurate Morkuniene (2006). The Application of the Problem Method in Teaching Philosophy. The Proceedings of the Twenty-First World Congress of Philosophy 4:105-109.score: 225.0
    This is an attempt to clarify principally some fundamental ideas clustered around the concept of the formal conditions which would constitute the fruitful study of philosophy. First, an ideal study situation would require the student to participate in the object-subject dialogue; philosophical studies are an active dialogue between the text and the subject. Next, philosophy is a paradigmatically and historically changing institution, grounded on the notions of discipline, autonomy and authority. The idea is that we are (...)
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  30. Dimiter Ginev (1990). Towards a New Image of Science: Science Teaching and Non-Analytical Philosophy of Science. Studies in Philosophy and Education 10 (1):63-71.score: 221.3
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  31. Chauncey Maher (2012). The Pittsburgh School of Philosophy: Sellars, Mcdowell, Brandom. Routledge.score: 219.0
    The given -- Belief -- Following rules -- Meaning -- Knowledge without the given -- Intentional action.
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  32. Sara Goering, Nicholas J. Shudak & Thomas E. Wartenberg (eds.) (2012). Philosophy in Schools: An Introduction for Philosophers and Teachers. Routledge.score: 219.0
    All of us ponder the big and enduring human questions—Who am I? Am I free? What should I do? What is good? Is there justice?
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  33. Patricia Hannam (2009). Philosophy with Teenagers: Nurturing a Moral Imagination for the 21st Century. Network Continuum.score: 219.0
    This book explains how P4C can facilitate young people's exploration of key ethical concerns of our time, such as sustainability, justice and intercultural and ...
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  34. Matthew Lipman & Ann Margaret Sharp (eds.) (1978). Growing Up with Philosophy. Temple University Press.score: 219.0
     
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  35. Albert G. A. Balz (1954). Southern Teachers of Philosophy. [Lexington].score: 219.0
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  36. Martin A. Bertman (1974). Research Guide in Philosophy. General Learning Press.score: 219.0
     
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  37. Brand Blanshard, Curt John Ducasse, Charles William Hendel, Arthur Edward Murphy & Max Carl Otto (eds.) (1945). Philosophy in American Education, its Tasks and Opportunities. New York and London, Harper & Brothers.score: 219.0
     
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  38. Philip Cam (ed.) (2007). Philosophy with Young Children: A Classroom Handbook. Acsa.score: 219.0
     
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  39. Robert Fisher (2008). Teaching Thinking: Philosophical Enquiry in the Classroom. Continuum.score: 219.0
     
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  40. Berys Nigel Gaut (2012). Philosophy for Young Children: A Practical Guide. Routledge.score: 219.0
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  41. Etienne Gilson (1948). History of Philosophy and Philosophical Education. Milwaukee, Marquette Univ. Press.score: 219.0
     
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  42. Robert Greene (1999). The Death and Life of Philosophy. St. Augustine's Press.score: 219.0
     
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  43. Mark Holowchak (2011). Critical Reasoning & Philosophy: A Concise Guide to Reading, Evaluating & Writing Philosophical Works. Rowman & Littlefield Publishers.score: 219.0
     
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  44. Klaus Christian Köhnke (1991). The Rise of Neo-Kantianism: German Academic Philosophy Between Idealism and Positivism. Cambridge University Press.score: 219.0
  45. J. K. Kigongo (1989). Philosophy at Five Theological Colleges in Uganda. S.N.].score: 219.0
     
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  46. Sebastian A. Matczak (1971). Research and Composition in Philosophy. Louvain,Éditions Nauwelaerts.score: 219.0
     
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  47. George F. McLean (ed.) (1966). Christian Philosophy in the College and Seminary. Washington, Catholic University of America Press.score: 219.0
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  48. George F. McLean (ed.) (1962). Philosophy and the Integration of Contemporary Catholic Education. Washington, Catholic University of America Press.score: 219.0
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  49. John Henry Melzer (1954). Philosophy in the Classroom: A Report. Lincoln, University of Nebraska Press.score: 219.0
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  50. Jana Mohr Lone & Roberta Israeloff (eds.) (2012). Philosophy and Education: Introducing Philosophy to Young People. Cambridge Scholars Publishing.score: 219.0
     
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