Intentional learning as a model for philosophical pedagogy

Teaching Philosophy 30 (1):35-58 (2007)
Abstract
The achievement of intentional learning is a powerful paradigm for the objectives and methods of the teaching of philosophy. This paradigm sees the objectives and methods of such teaching as based not simply on the mastery of content, but as rooted in attempts to shape the various affective and cognitive factors that influence students’ learning efforts. The goal of such pedagogy is to foster an intentional learning orientation, one characterized by self-awareness, active monitoring of the learning process, and a desire for publicly certified expertise. I provide a number of examples of philosophy-specific teaching strategies that follow this paradigm.
Keywords teaching philosophy  psychology of learning  learning and motivation
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DOI 10.5840/teachphil200730136
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