Aliteracy in the Philosophy Classroom

Teaching Philosophy 28 (3):261-276 (2005)
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Abstract

For whatever reasons, students seem more resistant than ever before to reading. Educators have catered to this trend, introducing learning activities other than reading. I argue that, in philosophy at least, nothing can substitute for reading and discussion. I further argue that the best readings are famous, intellectually challenging, and substantial enough to reward the student with a memorable philosophical experience. I have noticed that students appreciate meaty, classical, philosophical works that challenge them, but are bored by dumbed-down textbooks or summaries. After considering some obvious objections, I relate two successful techniques I have used to raise the level of student engagement in class.

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Robert Skipper
St. Mary's University, Texas

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