Teaching Philosophy 37 (2):215-231 (2014)

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Elizabeth Schiltz
College of Wooster
Abstract
This article articulates a range of possible pedagogical goals for courses in comparative philosophy, and discusses a number of methods and strategies for teaching courses intended to achieve those ends. Ultimately, it argues that the assignment to teach comparative philosophy represents an opportunity to design a course with remarkable freedom and tremendous potential. Comparative philosophy courses can engage students in unique ways that not only increase their understanding of the fundamental assumptions and beliefs of non-Western traditions, but also facilitate the development of the skills and dispositions that enable them to become better philosophers
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DOI 10.5840/teachphil20144415
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