Abstract
How should students be able to think and what should they be able to do as a result of studying philosophy? What will most readily engage students in the practice of the discipline? And how do we determine the learning strengths and needs of students in order to assist them in the practice of the discipline? These are the questions taken up in this article in an attempt to explore the difference it makes and the expertise it requires to inquire into philosophy as a framework for student learning. Reflecting on his own principles and practices in teaching philosophy, the author indicates potential implications for the scholarship of teaching and learning and the place of theory within it.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
