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

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  1. Terrell Ward Bynum, Sidney Reisberg & National Information and Resource Center for the Teaching of Philosophy (1977). Teaching Philosophy Today. Edited by Terrell Ward Bynum and Sidney Reisberg. --. The National Information and Resource Center for the Teaching of Philosophy, by the Philosophy Documentation Center.
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  2.  1
    Daniel Vázquez (2014). Reflections on Tutoring Ancient Greek Philosophy: A Case Study of Teaching First-Year Undergraduates in the UK. Studying Teacher Education 10 (2):117-129.
    This is a case study of my reflections on teaching a first-year undergraduate tutorial on Ancient Greek Philosophy in the UK. This study draws upon the notion of reflective practice as an essential feature of teaching, in this case applied to Higher Education. My aim is to show how a critical engagement with my teaching practices and the overall learning experience modified, developed, or strengthened my practices, attitudes, and teaching philosophy during the (...)
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  3. Elie Holzer (2013). A Philosophy of Havruta: Understanding and Teaching the Art of Text Study in Pairs. Academic Studies Press.
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  4.  13
    Gregory Pence (1995). Case Study in the Ethics of Teaching Philosophy. Teaching Philosophy 18 (2):165-166.
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  5.  55
    Nigel Warburton (2004). Philosophy: The Essential Study Guide. Routledge.
    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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  6.  13
    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.
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  7.  2
    Alexander P. D. Mourelatos (2015). Gregory Vlastos and the Study and Teaching of Ancient Greek Philosophy. Philosophical Inquiry 39 (3):2-7.
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  8.  15
    Willis Moore (1969). A Pioneer Study of the Teaching of Philosophy in the High School. Journal of Critical Analysis 1 (3):216-218.
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  9. Willis Moore (1967). A Pioneer Study of the Teaching of Philosophy in the High School. Educational Theory 17 (3):216-218.
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  10. Harold Eugene Davis (1965). The Teaching of Philosophy in Universities of the United States. Washington, Pan American Union.
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  11. Theodore Meyer Greene (1951). Religious Perspectives of College Teaching in Philosophy. New Haven, Edward W. Hazen Foundation.
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  12. Howard Evans Kiefer (1956). A Study of the Place of Instruction in General Philosophy in the General Education of Teachers. [Buffalo.
     
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  13. Sven Erik Nordenbo (1989). The Teaching of Philosophy in the Upper Secondary Schools in Western Europe: A Survey. Danish Institute for Educational Research.
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  14. P. George Victor (ed.) (1998). Teaching Philosophy in the Twenty-First Century. D.K. Printworld.
     
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  15.  6
    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.
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  16.  68
    Desh Raj Sirswal (2013). TEACHING AIDS AND MODES IN ACADEMIC PHILOSOPHY. University News 51 (18):21-23.
    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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  17.  22
    Michael R. Matthews (2014). Pendulum Motion: A Case Study in How History and Philosophy Can Contribute to Science Education. In International Handbook of Research in History, Philosophy and Science Teaching. Springer 19-56.
    The pendulum has had immense scientific, cultural, social and philosophical impact. Historical, methodological and philosophical studies of pendulum motion can assist teachers to improve science education by developing enriched curricular material, and by showing connections between pendulum studies and other parts of the school programme, especially mathematics, social studies, technology and music. The pendulum is a universal topic in high-school science programmes and some elementary science courses; an enriched approach to its study can result in deepened science literacy across (...)
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  18.  9
    Peimin Ni (1999). Teaching Chinese Philosophy On-Site. Teaching Philosophy 22 (3):281-292.
    Despite consistent student interest in Chinese philosophy, the author reports that American students tend to demonstrate a sense of distance from Chinese authors and texts, often exoticizing or romanticizing them. This paper describes one pedagogical strategy that proved highly effective for overcoming this cultural distance which can hinder students’ ability to engage critically or deeply with the material. The author recounts her experience of teaching a six week Chinese philosophy course to illustrate how becoming acquainted with the (...)
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  19.  21
    Robert W. Bailor (1998). Teaching Philosophy as a Life Skill. Teaching Philosophy 21 (2):119-130.
    This paper addresses the problem of the perceived irrelevance of philosophy to undergraduate students and advances a pedagogical strategy for making philosophy relevant. Teaching philosophy as the pursuit of life as meaningful, that is, as a life skill, frames philosophy as a relevant study of significant benefit to them. The overall goal of a course which approaches philosophy this way is to develop a “creative aptitude” in students. Thus, students do not learn philosophical (...)
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  20.  11
    Jon A. Miller (2000). Why Study Philosophy? Teaching Philosophy 23 (4):359-380.
    This paper takes up and provides three answers to the question “Why study philosophy?” Beginning with a discussion of why this question has been ignored in literature pertaining to the teaching of philosophy, the paper turns to an analysis of what it means to ask about the importance of philosophy, pointing out that the question is ambiguous with other questions like “why should so-and-so study philosophy” or “why does so-and-so study philosophy.” (...)
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  21. Csaba Varga (2013). Contemporary Legal Philosophising: Schmitt, Kelsen, Lukács, Hart, & Law and Literature, with Marxism's Dark Legacy in Central Europe (on Teaching Legal Philosophy in Appendix). Szent István Társulat.
    Reedition of papers in English spanning from 1986 to 2009 /// Historical background -- An imposed legacy -- Twentieth century contemporaneity -- Appendix: The philosophy of teaching legal philosophy in Hungary /// HISTORICAL BACKGROUND -- PHILOSOPHY OF LAW IN CENTRAL & EASTERN EUROPE: A SKETCH OF HISTORY [1999] 11–21 // PHILOSOPHISING ON LAW IN THE TURMOIL OF COMMUNIST TAKEOVER IN HUNGARY (TWO PORTRAITS, INTERWAR AND POSTWAR: JULIUS MOÓR & ISTVÁN LOSONCZY) [2001–2002] 23–39: Julius Moór 23 / (...)
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  22. Michael R. Matthews (1994). Science Teaching: The Role of History and Philosophy of Science. Routledge.
    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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  23.  95
    B. N. Vorontsov (1993). Some Problems of Teaching Philosophy in an Institution of Higher Learning. Russian Studies in Philosophy 32 (1):47-50.
    In our opinion, the flaws in the teaching of philosophy were to a large degree related to the fact that it was regarded as a science . The resolute rejection of this position and the recognition of philosophy's status as a world view is for us the necessary condition for escaping from the existing situation. To put it more concretely, the view of philosophy that became entrenched among us has produced the following fundamental flaws in the (...)
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  24.  2
    Ren Jiyu (1980). The History of Chinese Philosophy - Thirty Years of Study. Contemporary Chinese Thought 12 (2):4-24.
    I have been engaged in teaching and research on the history of Chinese philosophy for a total of not less than thirty years. During the War of Resistance against Japan, it was at the Southwest Associated University in Kunming that I first began lecturing and became engaged in specialized studies on the history of Chinese philosophy. However, I should note that I only began using the truly scientific method to study the history of Chinese philosophy (...)
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  25.  3
    James Amanze, F. Nkomazana & Obed N. Kealotswe (eds.) (2010). Biblical Studies, Theology, Religion, and Philosophy: An Introduction for African Universiteis. Zapf Chancery.
    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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  26.  2
    Lizzy Lewis & Nick Chandley (eds.) (2012). Philosophy for Children Through the Secondary Curriculum. Continuum International Pub. Group.
    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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  27. Alexis Papazoglou (ed.) (2012). The Pursuit of Philosophy: Some Cambridge Perspectives. Wiley.
    Eleven Cambridge academics approach philosophy from various fields, to broaden its practical and theoretical applications. Guides a tour through various academic departments—including history, political science, classics, law, and English—to ferret out the philosophy in their syllabi, and to show philosophy’s symbiotic relationship with other fields Provides a map of what philosophy is considered to be at Cambridge in the early twenty-first century, about a hundred years after the “founding fathers” of analytic philosophy reigned at Cambridge (...)
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  28.  24
    Ulrich Johannes Schneider (2004). Teaching the History of Philosophy in 19th-Century Germany. Teaching New Histories of Philosophy:275-295.
    What does it mean to do philosophy historically, and when does the legend of philosophy begin? When Hegel tried to give a logical explanation of philosophy's history, was he doing the same thing as Eduard Zeller in his account of Creek thought, or Kuno Fischer in his narrative of modern philosophy? l do not believe so, and I shall sugges t in the following that we should carefully differentiate between the different activities commonly referred to as (...)
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  29.  3
    Glenn Rawson (2003). Teaching Ancient Philosophy Among the Remains of Ancient Greece. Teaching Philosophy 26 (4):367-380.
    While visiting original sites provides a clear benefit to study in ancient history, art, and archaeology, this benefit of such an activity for philosophy is less conclusive. In addition to describing a series of classes on Socrates, Plato, and Aristotle that used seven sites in Greece in a study abroad program, this paper draws on student surveys to argue that on-site sessions have two kinds of benefits. First, visiting sites can enhance understanding by providing important contextual information (...)
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  30. George Webster Haupt (1935). An Experimental Application of a Philosophy of Science Teaching in an Elementary School. [New York,Ams Press.
     
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  31.  80
    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.
    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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  32.  46
    Matthew Lipman (1980). Philosophy in the Classroom. Temple University Press.
    This is a textbook for teachers that demonstrates how philosophical thinking can be used in teaching children.
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  33.  39
    Matthew Lipman (1988). Philosophy Goes to School. Temple University Press.
    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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  34.  43
    Ann Margaret Sharp, Ronald F. Reed & Matthew Lipman (eds.) (1992). Studies in Philosophy for Children: Harry Stottlemeier's Discovery. Temple University Press.
    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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  35.  1
    John Herman Randall (1963). How Philosophy Uses its Past. Greenwood Press.
  36.  2
    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.
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  37. Mark Holowchak (2011). Critical Reasoning & Philosophy: A Concise Guide to Reading, Evaluating & Writing Philosophical Works. Rowman & Littlefield Publishers.
    Critical Reasoning and Philosophy is an innovative and clearly written handbook that teaches students how to read critically, think critically while they read, and write thoughtful, sound arguments in response.
     
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  38. John Henry Melzer (1954). Philosophy in the Classroom: A Report. Lincoln, University of Nebraska Press.
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  39.  5
    David A. Shapiro (2012). Plato Was Wrong!: Footnotes on Doing Philosophy with Young People. Rowman & Littlefield Education.
    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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  40.  52
    Tomomi Asakura (2011). On Buddhistic Ontology: A Comparative Study of Mou Zongsan and Kyoto School Philosophy. Philosophy East and West 61 (4):647-678.
    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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  41.  36
    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.
    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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  42.  12
    I. G. Novoselov (2003). The Teaching of Philosophy at Moscow University at the Beginning of the Twentieth Century. Russian Studies in Philosophy 42 (2):89-99.
    For almost the whole of the first half of the nineteenth century, philosophy at Moscow University was subjected to fierce persecution at the hands of the authorities. Their aim was, evidently, to smother in the cradle any manifestation of freethinking among students, the thinking part of Russian society. It was no coincidence that philosophy was chosen as the target of persecution, because the study of this science could lead by the shortest path to reflections concerning man's place (...)
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  43.  13
    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.
    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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  44.  14
    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.
    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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  45. S. T. Kaltakhchian & Iu P. Petrov (1964). On the Teaching of Philosophy in the USSR. Russian Studies in Philosophy 3 (3):58-64.
    Much attention is given to education in philosophy in the USSR, in which the study of dialectical and historical materialism occupies a special place. The practical achievements involved in the transformation of society, together with the advance of the natural and social sciences, have demonstrated most clearly the great strength of dialectical materialism as the scientific world view of the working people and as the philosophical foundation of their practical activity. It is therefore no accident that philosophy (...)
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  46. Yahya Gaedi (2015). The Nature of Philosophy for Children and Its Role in Teaching and Learning. Philosophy Study 5 (6).
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  47. Nemesio Espinoza Herrera (2014). A New Theory About Teaching Philosophy. Philosophy Study 4 (5).
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  48. Robert Fisher (2008). Teaching Thinking: Philosophical Enquiry in the Classroom. Continuum.
     
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  49.  21
    Chauncey Maher (2012). The Pittsburgh School of Philosophy: Sellars, Mcdowell, Brandom. Routledge.
    The given -- Belief -- Following rules -- Meaning -- Knowledge without the given -- Intentional action.
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  50. Klaus Christian Köhnke (1991). The Rise of Neo-Kantianism: German Academic Philosophy Between Idealism and Positivism. Cambridge University Press.
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