Issues of Old Age in Philosophy Courses

Teaching Philosophy 22 (1):1-15 (1999)
Abstract
As the percentage of U.S. citizenry over 65 years of age rises, people of old age will become increasingly present both in and out of the classroom. This paper recommends several methods for incorporating philosophical reflection about old age into several philosophy courses and various leading questions to help thematize how old age figures into philosophical texts. For an epistemology course, the author explores the question of epistemological authority and epistemological conflict . For an ethics course, the author explores one factual question and one normative question and relates both questions to the broader philosophical themes of human nature, the nature of activity or action, and what it means to live well. The author relates these questions to a number of philosophical texts and figures, including Hindu classics, Plato, Cicero, and Montaigne
Keywords Teaching Philosophy
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ISBN(s) 0145-5788
DOI 10.5840/teachphil19992213
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