Results for 'Philosophy, Indic Study and teaching'

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  1.  2
    Reflections on Tutoring Ancient Greek Philosophy: A Case Study of Teaching First-Year Undergraduates in the UK.Daniel Vázquez - 2014 - Studying Teacher Education 10 (2):117-129.
    This is a case study of my reflections on teaching a first-year undergraduate tutorial on Ancient Greek Philosophy in the UK. This study draws upon the notion of reflective practice as an essential feature of teaching, in this case applied to Higher Education. My aim is to show how a critical engagement with my teaching practices and the overall learning experience modified, developed, or strengthened my practices, attitudes, and teaching philosophy during the course of (...)
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  2.  25
    Case Study in the Ethics of Teaching Philosophy.Gregory Pence - 1995 - Teaching Philosophy 18 (2):165-166.
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  3. A Philosophy of Havruta: Understanding and Teaching the Art of Text Study in Pairs.Elie Holzer - 2013 - Academic Studies Press.
  4. A Pioneer Study of the Teaching of Philosophy in the High School.Willis Moore - 1969 - Journal of Critical Analysis 1 (3):112-115.
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  5.  43
    Orientalism and Religion: Postcolonial Theory, India and 'the Mystic East'.Richard King - 1999 - Routledge.
    Orientalism and Religion offers us a timely discussion of the implications of contemporary post-colonial theory for the study of religion. Drawing on a variety of post-structuralist and post-colonial thinkers, including Foucault, Gadamer, Said, and Spivak, Richard King examines the way in which notions such as mysticism, religion, Hinduism and Buddhism are taken for granted, and shows us how religion needs to be redescribed along the lines of cultural studies.
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  6.  5
    Gregory Vlastos and the Study and Teaching of Ancient Greek Philosophy.Alexander P. D. Mourelatos - 2015 - Philosophical Inquiry 39 (3):2-7.
  7.  60
    Philosophy: The Essential Study Guide.Nigel Warburton - 2004 - Routledge.
    Philosophy: The Essential Study Guide is a compact and straightforward guide to the skills needed to study philosophy, aimed at anyone coming to the subject for the first time or just looking to improve their performance. Nigel Warburton, bestselling author of Philosophy: The Basics , clarifies what is expected of students and offers strategies and guidance to help them make effective use of their study time and improve their marks. The four main skills covered by the book (...)
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  8.  13
    An Evaluation of the Concepts and Problems of Philosophy of Religion in Terms of Teaching Religion: A Study Into the Units of Philosophy of Religion and Religious Concepts in the Programs of Teaching Philosophy.Assist Prof Dr Aytekin Demircioğlu - 1998 - Philosophy 2 (25):36.
  9.  15
    A Pioneer Study of the Teaching of Philosophy in the High School.Willis Moore - 1969 - Journal of Critical Analysis 1 (3):216-218.
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  10. A Pioneer Study of the Teaching of Philosophy in the High School.Willis Moore - 1967 - Educational Theory 17 (3):216-218.
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  11. Saṃskr̥tasevāsādhanā: Sva. Paṃ. Vāsudevadvivedīśāstrimahodayānāmatmaprakarṣaṃ Kartr̥tvaṃ Saṃskr̥tapracārāvadānam Cādhikr̥tya Nibaddho'yam Abhinandanagranthaḥ.Vāsudeva Dvivedī, Dharmadatta Caturvedī, Śaradindukumāra Tripāṭhī & Ramākānta Paṭeriyā (eds.) - 2006 - Abhinandanagranthasamitiḥ.
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  12.  38
    Teaching Philosophy as a Life Skill.Robert W. Bailor - 1998 - Teaching Philosophy 21 (2):119-130.
    This paper addresses the problem of the perceived irrelevance of philosophy to undergraduate students and advances a pedagogical strategy for making philosophy relevant. Teaching philosophy as the pursuit of life as meaningful, that is, as a life skill, frames philosophy as a relevant study of significant benefit to them. The overall goal of a course which approaches philosophy this way is to develop a “creative aptitude” in students. Thus, students do not learn philosophical lessons by wrote, but rather, (...)
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  13.  23
    Why Study Philosophy?Jon A. Miller - 2000 - Teaching Philosophy 23 (4):359-380.
    This paper takes up and provides three answers to the question “Why study philosophy?” Beginning with a discussion of why this question has been ignored in literature pertaining to the teaching of philosophy, the paper turns to an analysis of what it means to ask about the importance of philosophy, pointing out that the question is ambiguous with other questions like “why should so-and-so study philosophy” or “why does so-and-so study philosophy.” The author then provides three (...)
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  14.  22
    Making Use of Creationism. A Case-Study for the Philosophy of Science Classroom.Michael Ruse - 1990 - Studies in Philosophy and Education 10 (1):81-92.
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  15. TEACHING AIDS AND MODES IN ACADEMIC PHILOSOPHY.Desh Raj Sirswal - 2013 - University News 51 (18):21-23.
    Philosophy is the study of the most general and fundamental problems of human life. The main areas of study in philosophy includes metaphysics, epistemology, logic, ethics and aesthetics etc. there are other several branches of philosophy which characterize different branches of knowledge. Philosophy being a very abstract branch of study, has not much scope of using equipment on a large scale to supplement the normal lecture schedules. However, in some papers/areas there are comparatively better scope to make (...)
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  16. The Teaching of Philosophy in Universities of the United States.Harold Eugene Davis - 1965 - Washington: Pan American Union.
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  17. Religious Perspectives of College Teaching in Philosophy.Theodore Meyer Greene - 1951 - New Haven: Edward W. Hazen Foundation.
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  18. A Study of the Place of Instruction in General Philosophy in the General Education of Teachers.Howard Evans Kiefer - 1956 - [Buffalo.
     
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  19. The Teaching of Philosophy in the Upper Secondary Schools in Western Europe: A Survey.Sven Erik Nordenbo - 1989 - Danish Institute for Educational Research.
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  20. Teaching Philosophy in the Twenty-First Century.P. George Victor (ed.) - 1998 - D.K. Printworld.
     
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  21.  16
    Teaching Ancient Philosophy Among the Remains of Ancient Greece.Glenn Rawson - 2003 - Teaching Philosophy 26 (4):367-380.
    While visiting original sites provides a clear benefit to study in ancient history, art, and archaeology, this benefit of such an activity for philosophy is less conclusive. In addition to describing a series of classes on Socrates, Plato, and Aristotle that used seven sites in Greece in a study abroad program, this paper draws on student surveys to argue that on-site sessions have two kinds of benefits. First, visiting sites can enhance understanding by providing important contextual information that (...)
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  22.  25
    Pendulum Motion: A Case Study in How History and Philosophy Can Contribute to Science Education.Michael R. Matthews - 2014 - In International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 19-56.
    The pendulum has had immense scientific, cultural, social and philosophical impact. Historical, methodological and philosophical studies of pendulum motion can assist teachers to improve science education by developing enriched curricular material, and by showing connections between pendulum studies and other parts of the school programme, especially mathematics, social studies, technology and music. The pendulum is a universal topic in high-school science programmes and some elementary science courses; an enriched approach to its study can result in deepened science literacy across (...)
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  23.  23
    Teaching Chinese Philosophy On-Site.Peimin Ni - 1999 - Teaching Philosophy 22 (3):281-292.
    Despite consistent student interest in Chinese philosophy, the author reports that American students tend to demonstrate a sense of distance from Chinese authors and texts, often exoticizing or romanticizing them. This paper describes one pedagogical strategy that proved highly effective for overcoming this cultural distance which can hinder students’ ability to engage critically or deeply with the material. The author recounts her experience of teaching a six week Chinese philosophy course to illustrate how becoming acquainted with the place and (...)
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  24. Black Elk Speaks, John Locke Listens, and the Students Write: Designing and Teaching a Writing Intensive Introduction to Philosophy and Cultural Diversity.Lisa Bergin, Douglas Lewis, Michelle Martinez, Anne Phibbs, Pauline Sargent & Naomi Scheman - 1998 - Teaching Philosophy 21 (1):35-59.
    This paper details the experience of planning, orchestrating, teaching, and participating in a writing-intensive, team-taught, introductory philosophy class designed to expand the diversity of voices included in philosophical study. Accordingly, this article includes the various perspectives of faculty, TAs, and students in the class. Faculty authors discuss the administrative side of the course, including its planning and goals, its texts and structure, its working definition of “philosophy,” its balance of canonical and non-canonical texts, the significant resistance met in (...)
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  25. Science Teaching: The Role of History and Philosophy of Science.Michael R. Matthews - 1994 - Routledge.
    History, Philosophy and Science Teaching argues that science teaching and science teacher education can be improved if teachers know something of the history and philosophy of science and if these topics are included in the science curriculum. The history and philosophy of science have important roles in many of the theoretical issues that science educators need to address: the goals of science education; what constitutes an appropriate science curriculum for all students; how science should be taught in traditional (...)
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  26.  20
    Graduate Study in Continental Philosophy in the United States.Robert C. Solomon - 1984 - Teaching Philosophy 7 (4):337-346.
  27.  19
    Literacy and the Study of Philosophy.Galen K. Pletcher - 1983 - Teaching Philosophy 6 (2):109-115.
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  28.  15
    The Study of Philosophy.Peter A. Angeles - 1983 - Teaching Philosophy 6 (2):171-172.
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  29.  30
    Response to Gregory Pence's Case Study in the Teaching of Ethics.Robert Makus - 1996 - Teaching Philosophy 19 (3):280-282.
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  30.  22
    Graduate Study in Continental Philosophy in American Universities.Robert C. Solomon - 1975 - Teaching Philosophy 1 (2):159-174.
  31.  6
    Cogitations: A Study of the Cogito in Relation to the Philosophy of Logic and Language and a Study of Them in Relation to the Cogito. [REVIEW]Roy Martinez - 1990 - Teaching Philosophy 13 (2):175-177.
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  32.  14
    The Advaita Tradition in Indian Philosophy: A Study of Advaita in Buddhism, Vedānta and Kāshmīra Shaivism.Candradhara Śarmā - 1996 - Motilal Banarsidass Publishers.
    This work is indeed a masterly survey of Mahayana Buddhism, Advaita Vedanta and kashmira Shaivism which brings into rominence the author`s original contributions some of which are of outstanding merit for a correct appreciation of the ...
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  33. Contemporary Legal Philosophising: Schmitt, Kelsen, Lukács, Hart, & Law and Literature, with Marxism's Dark Legacy in Central Europe (on Teaching Legal Philosophy in Appendix).Csaba Varga - 2013 - Szent István Társulat.
    Reedition of papers in English spanning from 1986 to 2009 /// Historical background -- An imposed legacy -- Twentieth century contemporaneity -- Appendix: The philosophy of teaching legal philosophy in Hungary /// HISTORICAL BACKGROUND -- PHILOSOPHY OF LAW IN CENTRAL & EASTERN EUROPE: A SKETCH OF HISTORY [1999] 11–21 // PHILOSOPHISING ON LAW IN THE TURMOIL OF COMMUNIST TAKEOVER IN HUNGARY (TWO PORTRAITS, INTERWAR AND POSTWAR: JULIUS MOÓR & ISTVÁN LOSONCZY) [2001–2002] 23–39: Julius Moór 23 / István Losonczy 29 (...)
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  34. An Experimental Application of a Philosophy of Science Teaching in an Elementary School.George Webster Haupt - 1935 - [New York, Ams Press.
     
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  35. Some Problems of Teaching Philosophy in an Institution of Higher Learning.B. N. Vorontsov - 1993 - Russian Studies in Philosophy 32 (1):47-50.
    In our opinion, the flaws in the teaching of philosophy were to a large degree related to the fact that it was regarded as a science . The resolute rejection of this position and the recognition of philosophy's status as a world view is for us the necessary condition for escaping from the existing situation. To put it more concretely, the view of philosophy that became entrenched among us has produced the following fundamental flaws in the teaching process:—An (...)
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  36.  10
    A Study of Time in Indian Philosophy.Anindita Niyogi Balslev - 1983 - O. Harrassowitz.
  37.  34
    A Conceptual-Analytic Study of Classical Indian Philosophy of Morals.Rajendra Prasad - 2008 - Jointly Published by Centre for Studies in Civilization and Concept Pub. Co. For the Project of History of Indian Science, Philosophy, and Culture.
    Using recontructive ideas available in classical Indian original works, this book makes a departure in the style of modern writings on Indian moral philosophy.
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  38. The Negative Dialectics of India: A Study of the Negative Dialecticism in Indian Philosophy.Dhirendra Sharma - 1973 - Philosophy East and West 23 (1):251-253.
     
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  39. The Theories of Error in Indian Philosophy: An Analytical Study.Bijayananda Kar - 1978 - Ajanta Books International.
     
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  40. The Four Values in Indian Philosophy and Culture a Study of the Purusarthas.P. Nagaraja Rao - 1970 - Prasaranga, University of Mysore.
     
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  41.  18
    Auto-Immunity in the Study of Religions(S): Ontotheology, Historicism and the Theorization of Indic Culture.Arvind Mandair - 2004 - Sophia 43 (2):63-85.
    Despite the prevalence of post-colonial theory in the humanities and social sciences, why is it that the two main secular formations in the study of religion(s), as philosophy of religion and history of religions, continue to deploy very similar mechanisms that reconstitute past imperialisms such as the hegemony of theory as specifically Western and/or the division of labor between universal and particular knowledge formations? To answer this question this paper stages an oblique engagement between the seemingly divergent discourses: (i) (...)
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  42.  2
    The History of Chinese Philosophy - Thirty Years of Study.Ren Jiyu - 1980 - Contemporary Chinese Thought 12 (2):4-24.
    I have been engaged in teaching and research on the history of Chinese philosophy for a total of not less than thirty years. During the War of Resistance against Japan, it was at the Southwest Associated University in Kunming that I first began lecturing and became engaged in specialized studies on the history of Chinese philosophy. However, I should note that I only began using the truly scientific method to study the history of Chinese philosophy in 1949. Actually, (...)
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  43. Man, Being and Meaning: A Comparative Study of Guru Nanak's Philosophy and Indian Philosophy.Shashi Bala - 1996 - Guru Nanak Dev University.
     
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  44. A Study of the Indian Philosophy.Shantaram Anant Desai - 1906 - Anupama Publications.
     
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  45. Indian Philosophy: An Analytical Study.Bijayananda Kar - 1985 - Ajanta Books International.
     
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  46. A Comparative Study of the Concept of Liberation in Indian Philosophy.Ashok Kumar Lad - 1967 - [Burhanpur, Girdharlal Keshavdas].
     
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  47.  24
    A Historical-Developmental Study of Classical Indian Philosophy of Morals.Rajendra Prasad (ed.) - 2009 - Project of History of Indian Science, Philosophy and Culture, Centre for Studies in Civilizations.
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  48. Indian and Muslim Philosophy: A Comparative Study.M. Rafique - 1988 - Ashish Pub. House.
  49. A Study of Universals, with Special Reference to Indian Philosophy.Sushanta Sen - 1978 - Research Publications Committee, Visva-Bharati.
     
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  50. Indian Philosophy of Knowledge: Comparative Study.L. C. Shastri - 2002 - Global Vision Pub. House.
     
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