Abstract
ty is particularly salient in teaching intro ductory philosophy courses in which teachers try to foster abstract thinking within an active classroom environment. Active learning is bolstered by an ap proach that emphasizes creative problem solving, Socratic teaching methods, and critical thinking.2 And active learning often begins with a question.3 Perhaps the thoughtful use of questions is indeed the quintessential activity of an effective teacher, and in fact the use of questions is as old as teaching itself. Despite those techniques, philosophi cal inquiry can sometimes lead to eso teric, pedantic, or even banal approaches to teaching that leave the neophyte intel lectually lost or detached from the learn ing process. What often seems to be miss ing is the student's personal investment in the subject matter. Because of the sophis tication and subtlety of philosophical minutiae, students may sometimes detach
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