Engaging Reading

Teaching Philosophy 37 (1):37-55 (2014)

Authors
Kelsey Perrykkad
Monash University
Clair Morrissey
Occidental College
Abstract
This paper describes a novel approach to teaching introductory-level students how to engage with philosophical texts, developed in the context of a philosophy of art course. We aimed to enhance students’ motivation to read philosophy well by cultivating habits of active reading. To this end we created a structured set of three assignments: instructor created digitally annotated reading assignments, a student digital annotation assignment, and required student participation in a collective GoogleDoc “repository of artworks, examples, ideas, and questions.” Student feedback suggests that this set of teaching tools enhanced their sense of agency in approaching philosophical texts.
Keywords Technology  Reading  Pedagogy
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DOI 10.5840/teachphil201312128
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