The Role of Activities in Teaching Philosophy

Abstract

Introduction:  I propose the idea that there is a singular and central role for a variety of dramatic and image-based activities in a properly designed Philosophy curriculum.  Just as it seems intuitively sensible to choose inquiring (working through the posing and investigation of questions in a community of inquiry) as the primary approach to understanding and practicing Philosophy, it seems intuitively obvious that well-chosen creative activities have an essential role in the teaching of creative thinking.  While there is creative thinking involved in all thinking, so that traditional philosophical teaching is infused with creative thinking, many aspects of creative thinking are overshadowed if not obliterated by critical thinking where the latter is accorded the dominant role.  I assume that we have a responsibility to teach both critical and creative thinking both in general and in an academic study of Philosophy.  I ask how creative thinking in Philosophy is to be taught without regular recourse to well-designed creative tasks and activities.