Teaching Philosophy 39 (4):401-412 (2016)

Authors
Brian Besong
Ohio Dominican University
Abstract
One very common style of teaching philosophy involves remaining publicly neutral regarding the views being debated—a technique commonly styled ‘teaching the debate.’ This paper seeks to survey evidence from the literature in social psychology that suggests teaching the debate naturally lends itself to student skepticism toward the philosophical views presented. In contrast, research suggests that presenting one’s own views alongside teaching the debate in question—or ‘engaging the debate’—can effectively avoid eliciting skeptical attitudes among students without sacrificing desirable pedagogical outcomes. Thus, there are good reasons to engage philosophical debates as an educator, not merely teach them.
Keywords Teaching Philosophy
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ISBN(s) 0145-5788
DOI 10.5840/teachphil2016112256
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References found in this work BETA

What Do Philosophers Believe?David Bourget & David J. Chalmers - 2014 - Philosophical Studies 170 (3):465-500.
Team-Teaching the Atheism-Theism Debate.Wesley D. Cray & Steven G. Brown - 2014 - Teaching Philosophy 37 (4):465-480.

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Citations of this work BETA

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