When asked to choose between the pedagogical value of the “content” of a philosophy course, the positions argued for in canonical texts (i.e.Tags: Ernest Hemingway EssayDissertation Research Methodology QuestionnaireWorld War I Essay ConclusionThesis Statement Research ProposalEvan Wolfson What Is Marriage ThesisCritical Thinking Homeschool CurriculumThe Crucible By Arthur Miller EssaysEssay On The Causes And Results Of The War Of 1812Dna Research PaperSchool Sports Day Essays
Importantly, no one gains new skills by listening passively to a description.
Teaching beyond the texts –- teaching toward philosophical virtues and skills –- requires more activity on the part of both professors and students. We like to believe that we possess the intellectual virtues.
From the very start of the Western philosophical tradition, there has been no separation between teaching and doing philosophy.
According to survey research conducted recently by Andrew Mills, nearly 80% percent of philosophers report that at least 61% of their students taught in a typical year are general education students, students with no plan to declare a major who are taking a single philosophy course to fulfil a distribution requirement.
Beliefs that were supported by authority but not by reason were to be discarded, no matter how sacred.
Was Socrates doing philosophy or, against his best efforts, teaching philosophy? He was teaching his students how to reason, so they could check power without violence.
If he had truths to tell, he could have simply dropped them off.
But, instead, he remained in the conversation, completely attentive to his students, listening to their questions, guessing at what they didn’t know, and trying to help them understand that ignorance.
How does one find the motivation to complete a reading assignment, when the terminology is inscrutable?
Where do respectful listeners find the courage to raise objections?