Think Again: A Philosophical Approach to Teaching

Overview

Contemporary education is held captive by an obsession with assessment. The culture of ‘teaching-to-the-test' and ‘spoon-feeding' has distorted the purpose of teaching and destroyed the joy of free enquiry.

This book offers practical advice on how to use philosophy as the cornerstone of a new approach to teaching and learning, with the central aim of developing students' capacity for deeper, freer thought. Drawing on his experience of innovative curriculum development work, the ...

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Think Again: A Philosophical Approach to Teaching

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Overview

Contemporary education is held captive by an obsession with assessment. The culture of ‘teaching-to-the-test' and ‘spoon-feeding' has distorted the purpose of teaching and destroyed the joy of free enquiry.

This book offers practical advice on how to use philosophy as the cornerstone of a new approach to teaching and learning, with the central aim of developing students' capacity for deeper, freer thought. Drawing on his experience of innovative curriculum development work, the author explains how philosophical questions provide an excellent vehicle for engaging students and drawing them into analytical, creative and independent ways of thinking. Think Again provides:
 
• activities for encouraging critical and creative thinking,
• examples of ‘entry points' for integrating philosophy in a formal curriculum; and
• practical guidance on using philosophy to enliven learning in a range of subjects.

The author emphasizes the significant opportunity that project work provides for enabling students to develop their research and analytical skills, and suggests how the 13+ curriculum could be developed to bring a philosophical dimension to learning in all subject areas.

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Product Details

  • ISBN-13: 9781441121066
  • Publisher: Bloomsbury Academic
  • Publication date: 6/21/2012
  • Edition number: 1
  • Pages: 192
  • Product dimensions: 6.80 (w) x 9.90 (h) x 0.60 (d)

Meet the Author

John Taylor is Head of Philosophy and Director of Critical Skills at Rugby School. Before taking up his post at Rugby he tutored in the Philosophy of Science at Oxford University. Since 1999 he has directed the "Perspectives on Science"
(PoS) project. Dr Taylor is also a Chief Examiner for the Extended Project.

A.C. Grayling is Professor of Philosophy at Birkbeck College, University of London. He has written and edited numerous works of philosophy and is the author of biographies of Descartes and William Hazlitt.

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Table of Contents

Preface \ Foreword by A.C. Grayling \ Introduction: The over-examined life \ 1. Encouraging Self-Sufficiency: How to liberate learners through philosophy \ 2. Socratic Mentoring: A guide to philosophical approaches to learning \ 3. Practically Speaking: How to integrate philosophical perspectives into existing curricula \ 4. Re-unifying the Curriculum: Encouraging students to think more philosophically about — science, history, religious studies, English, psychology, economics, and art and design \ 5. Assessment Re-Assessed: An education-driven assessment model \ 6. Philosophically Speaking: The future \ Index.

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