Teaching Philosophy 26 (1):3-20 (2003)

Students sometimes leave introductory courses in philosophy with no deep sense of the connection between the work of Plato and contemporary philosophy, with a view of Plato’s dialogues as a kind of literature, or with a somewhat shallow sense of the thrust of Plato’s philosophy. This paper proposes a pedagogical method that offers students a highly sophisticated understanding of Plato’s philosophy that is both applicable to lower-level survey courses and capable of being delivered in a limited amount of time. By emphasizing the process of dialogue, and that Plato can be understood as a participant in three simultaneous conversations, students are able to access Plato’s work in a more sophisticated manner, one that emphasizes the value of philosophy and its relation to their lives.
Keywords Teaching Philosophy
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ISBN(s) 0145-5788
DOI teachphil20032615
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