Teaching Philosophy 27 (4):351-368 (2004)

David Concepcion
Ball State University
This paper argues that explicit reading instruction should be part of lower level undergraduate philosophy courses. Specifically, the paper makes the claim that it is necessary to provide the student with both the relevant background knowledge about a philosophical work and certain metacognitive skills that enrich the reading process and their ability to organize the content of a philosophical text with other aspects of knowledge. A “How to Read Philosophy” handout and student reactions to the handout are provided.
Keywords reading philosophy  metacognition  background knowledge
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ISBN(s) 0145-5788
DOI 10.5840/teachphil200427443
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