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Zusatztext ‘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 Informationen zum Autor 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. Klappentext 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. Vorwort Addresses the complex issues involved in teaching philosophy at undergraduate level. Zusammenfassung In the academic climate, teaching is often seen as secondary to research. This book seeks to bring teaching philosophy higher on the academic agenda. It offers practical guidance and advice for teachers of philosophy. It suggests ways in which the teaching of philosophy at undergraduate level might be facilitated. Inhaltsverzeichnis Introduction 1. Teaching Philosophy in Context, Gillian Howie (University of Liverpool, UK) 2. Wisdom and Virtue, or What Do Philosophers Teach?, Michael McGhee (University of Liverpool, UK) 3. Why Teach Philosophy?, Phil Hutchinson and Michael Loughlin (both Manchester Metropolitan University, UK) Student Interlude I 4. Teaching Philosophy: A Somaesthetic Approach, Richard Shusterman (University of Florida, USA) 5. Place-Based Learning, William Edelglass (Marlboro College, USA) 6. Escaping the Cave: Experiential Learning in the Classroom, Community and Correctional Institutions, Drew Leder (Loyola University, USA) Student Interlude II 7. Philosophy is/as Power of Words, Rupert Read and Matt Lavery (University of East Anglia, UK) 8. Teaching Philosophy Through Metaphor, Panayiota Vassilopoulou (University of Liverpool, UK) 9. Feeling the Force of Argument, Brendan Larvor (University of Hertfordshire, UK) Student Interlude III 10. Philosophy and Education for Wisdom, Maughn Gregory (Montclair State University, USA) and Megan Laverty (Columbia University, USA) 11. Pedagogy of Recovery, Maya Levanon (Montclair State University, USA) 12. Philosophical Praxis as a Community of Wonder in Education and Professional Guidance, Finn Hansen (Danish University of Education, Denmark) Bibliography Index ...
About the author
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.
