Description

Book Synopsis
This practical guide for teaching philosophy brings together essays by two dozen distinguished philosophers committed to pedagogy. Addressing primarily practical issues, such as how to motivate students, construct particular courses, and give educational exams, the essays also touch on theoretical issues such as whether moral edification is a proper goal of teaching ethics. An excellent sourcebook for graduate students just learning to teach as well as for professors searching for new strategies and inspiration or called upon to teach courses outside of their specialties.

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This book's comparative loneliness already marks it out as significant: it is one of the very few works that explicitly deal with the practical task of teaching philosophy in contemporary universities. The book's contents, moreover, mark it out as extremely useful: all teachers of the subject will have something to learn from it. -- Steven Tudor, University of Melbourne * Australasian Journal of Philosophy *

In the Socratic Tradition Essays on Teaching

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    A Paperback by Tziporah Kasachkoff

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      View other formats and editions of In the Socratic Tradition Essays on Teaching by Tziporah Kasachkoff

      Publisher: Rowman & Littlefield Publishers
      Publication Date: 12/18/1997 12:00:00 AM
      ISBN13: 9780847684793, 978-0847684793
      ISBN10: 0847684792

      Description

      Book Synopsis
      This practical guide for teaching philosophy brings together essays by two dozen distinguished philosophers committed to pedagogy. Addressing primarily practical issues, such as how to motivate students, construct particular courses, and give educational exams, the essays also touch on theoretical issues such as whether moral edification is a proper goal of teaching ethics. An excellent sourcebook for graduate students just learning to teach as well as for professors searching for new strategies and inspiration or called upon to teach courses outside of their specialties.

      Trade Review
      This book's comparative loneliness already marks it out as significant: it is one of the very few works that explicitly deal with the practical task of teaching philosophy in contemporary universities. The book's contents, moreover, mark it out as extremely useful: all teachers of the subject will have something to learn from it. -- Steven Tudor, University of Melbourne * Australasian Journal of Philosophy *

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