Abstract

This paper elucidates a key element that is often missing from graduate training in philosophy -- the art of teaching. In the first section, the author details the extent of the training many philosophers receive in the area of teaching. In the second section, the notion of sympathetic understanding (a la William James, Jane Addams, and John Dewey) is introduced. In the last section, the author articulates the role of sympathetic understanding in the classroom and the benefits that arise from it.