Teaching Philosophy

Inbunden, Engelska, 2009

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Beskrivning

This book addresses the complex issues involved in teaching philosophy at undergraduate level. In the current academic climate, teaching is often seen as secondary to research. "Teaching Philosophy" seeks to bring teaching philosophy higher on the academic agenda. An international team of contributors, all of whom share the view that philosophy is a subject that can transform students, offers practical guidance and advice for teachers of philosophy.The book suggests ways in which the teaching of philosophy at undergraduate level might be facilitated. Some of the essays place the emphasis on individual self discovery, others focus on the wider political context, many offer practical ideas for enhancing the teaching of philosophy through exercises that engage students in often unconventional ways. The integration of students' views on teaching provides a necessary reminder that teaching is not a one-way process, but a project that will ultimately succeed through cooperation and a shared sense of achievement amongst participants.This thoughtful and important book emphasises the responsibility of the philosophy teacher towards his or her students and to society in general.

Produktinformation

Utgivningsdatum:2009-02-19
Mått:156 x 234 x 17 mm
Vikt:511 g
Format:Inbunden
Språk:Engelska
Antal sidor:232
Förlag:Bloomsbury Publishing PLC
ISBN:9781847062437

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Mer om författaren

Andrea Kenkmann has a PhD in philosophy from the University of East Anglia, UK, and has taught at the Universities of East Anglia and Hertfordshire, UK.

Recensioner i media

‘Kenkmann has brought together an impressive variety of contributors, each of whom provides a different perspective on how one should approach the teaching of philosophy. A distinctive and refreshing feature of the book is that all the authors embed their recommendations within a particular philosophical tradition rather than a general pedagogical theory. The sheer range of approaches should stimulate a much needed debate among philosophers about how best to teach their discipline.' - George Macdonald Ross, Director of the Subject Centre for Philosophical and Religious Studies, University of Leeds, UK

Innehållsförteckning

Introduction; 1. Gillian Howie (University of Liverpool,UK): 'The Scheme of Mass Education: philosophy in context'; 2. Michael McGhee University of Liverpool, UK): 'On wisdom and virtue: what do philosophers teach?'; 3. Phil Hutchinson & Michael Loughlin (Manchester Metropolitan University,UK) 'Why teach philosophy?' Student Interlude; 4. Richard Shusterman (Florida Atlantic University, USA) 'Philosophy as self-knowledge and self-cultivation. An embodied approach.'; 5. William Edelglass (Colby College, USA) 'Embodiment, Affectivity and the Practice of Philosophy'; 6. Drew Leder (Loyola College, USA) 'Escaping the Cave: Experiential Learning in the Classroom, Community, and Correctional Institutions'; 7. Maya Levanon (National Louis University, USA) 'Pedagogy of recovery' Student Interlude; 8. Rupert Read & Matt Lavery (University of East Anglia, UK) 'Philosophy is/as the power of words'; 9. Panayiota Vassilopoulou (University of Liverpool, UK) 'Teaching philosophy through metaphors'; 10. Brendan Larvor (University of Hertfordshire, UK) 'Feeling the Force of the Argument' Student Interlude; 11. Finn Hansen (Danish University of Education, Denmark) 'Philosophical practices as a Community of Wonder in education and educational guidance'; 12. Maughn Gregory (Montclaire State University, USA) & Megan Laverty (Columbia University, USA) 'Philosophy, Wisdom, Education'; 13. Christopher Cowley (University College Dublin, Ireland) 'Philosophy and the real word'.