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Teaching Philosophy

Theoretical Reflections and Practical Suggestions

«It is not only students who need an occasional injection of new approaches in the classroom to motivate and enhance their learning. Both beginning and seasoned philosophy teachers also welcome fresh ideas and will find these essays a great resource for energizing their teaching.»

Rosalind Ekman Ladd, Professor of Philosophy Emerita, Wheaton College, Massachusetts

The difference in the practical approach to teaching philosophy can mean the difference between an engaging class and an excruciating one. In this expanded edition of In the Socratic Tradition (1997) Kasachkoff adds new sections on teaching philosophy with computers, teaching philosophical explanation, and teaching philosophy of gender. Les mer

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The difference in the practical approach to teaching philosophy can mean the difference between an engaging class and an excruciating one. In this expanded edition of In the Socratic Tradition (1997) Kasachkoff adds new sections on teaching philosophy with computers, teaching philosophical explanation, and teaching philosophy of gender. Chapters in the collection share the pedagogical insights of more than two dozen distinguished philosophers, offering practical suggestions on such issues as how to motivate students, construct syllabi and creative examinations for specific courses, and teach complex philosophical concepts. Like its predecessor, Teaching Philosophy will be an indispensable resource for teachers of all levels and fields of philosophy, and will be particularly helpful in lending inspiration to graduate students and professors called upon to teach courses outside of their specialty areas.

Detaljer

Forlag
Rowman & Littlefield Publishers
Innbinding
Innbundet
Språk
Engelsk
ISBN
9780742514485
Utgivelsesår
2004
Format
23 x 16 cm

Om forfatteren

Tziporah Kasachkoff is currently the editor of The American Philosophical Association Newsletter on Teaching Philosophy. She is also professor of philosophy and professor of social science at the City University of New York.

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«It is not only students who need an occasional injection of new approaches in the classroom to motivate and enhance their learning. Both beginning and seasoned philosophy teachers also welcome fresh ideas and will find these essays a great resource for energizing their teaching.»

Rosalind Ekman Ladd, Professor of Philosophy Emerita, Wheaton College, Massachusetts

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