Teaching Philosophy 19 (2):137-144 (1996)
AbstractThe author examines the single topic approach to the construction of introductory philosophy courses. The author considers the single topic approach to be an alternative to more historically- and topically-based approaches. The traditional approach to philosophy is often broad and difficult for students to engage with in classroom discussion. A narrow and detailed treatment of a standard area or topic facilitates classroom discussion and allows students to transfer insights and skills in areas of their own disciplines. The author outlines a methodology that treats philosophical texts in an interdisciplinary context, which emphasizes to students that philosophy is not a detached field of study.
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