Teaching Philosophy 27 (3):251-267 (2004)
AbstractStudent participation is essential to philosophy since dialogue is at the center of philosophical activity: it provides students an opportunity to articulate their philosophical ideas, it helps them connect philosophy to their practical experience, it serves as an opportunity for instructors to take an interest in their students’ views, and it promotes intellectual virtues like courage and honesty. However, lectures can serve many of the same functions, albeit in different ways, e.g. a lecturer can engage other historical philosophers so as to illustrate various dialogues in the history of philosophy. This paper argues that both student participation via dialogue and traditional lecturing play important roles in university education and attempts to offer guidance on how to strike a balance between lecture-driven and student-driven instruction
Similar books and articles
The wrongs of plagiarism: Ten quick arguments.Brook J. Sadler - 2007 - Teaching Philosophy 30 (3):283-291.
Teaching Ethics to Student Relativists.Richard W. Momeyer - 1995 - Teaching Philosophy 18 (4):301-311.
Creative Teaching.Arnold Wilson - 2006 - The Proceedings of the Twenty-First World Congress of Philosophy 4:159-163.
Teaching ethics in engineering and computer science: A panel discussion.Charles Glagola, Moshe Kam, Caroline Whitebeck & Michael C. Loui - 1997 - Science and Engineering Ethics 3 (4):463-480.
A report on the development and prospects of medical psychology in the federal republic of germany.G. Chemnitz & E. Feingold - 1980 - Theoretical Medicine and Bioethics 1 (3):369-374.
Student evaluations and moral Hazard.Nalinaksha Bhattacharyya - 2004 - Journal of Academic Ethics 2 (3):263-271.
Performing for the students: Teaching identity and the pedagogical relationship.James Stillwaggon - 2008 - Journal of Philosophy of Education 42 (1):67-83.
Student teachers investigating the morality of corporal punishment in South Africa.Karin Murris - 2012 - Ethics and Education 7 (1):45 - 58.
Added to PP
Historical graph of downloads
Citations of this work
Building a Pedagogical Relationship between Philosophy and Digital Humanities through a Creative Arts Paradigm.Taylor Elyse Mills - 2020 - Teaching Philosophy 43 (4):403-429.
References found in this work
No references found.