Teaching Philosophy 19 (2):145-153 (1996)

Abstract
This paper details methods for teaching a topic-based approach to an introductory philosophy course. The problem with course surveys is that they sacrifice depth because of their fast pace, which often leaves students behind. Students are unable to grasp the scope of survey courses and only high functioning students appear to benefit from the structure. The single topic method can serve as a point of entry to the history of philosophy and students can gain a more intimate relationship with the material. The author outlines the benefits of teaching a topic-based course centered on the problem of evil. The course allows students to immediately gain an intimacy with the material because it has intellectual and emotional connections to their lives. This approach to philosophy on a personal level also allows students to branch out into larger philosophical issues, such as justice, epistemology, politics, and metaphysics
Keywords Teaching Philosophy
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ISBN(s) 0145-5788
DOI 10.5840/teachphil199619213
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