Ordinary Language Analysis in Teaching the Philosophy of Education

Authors

  • Steven I. Miller

Abstract

Introduction:  A continuing issue in the teaching of philosophy to undergraduates is making a case for its relevance. I have discovered that it is not simply enough to stipulate that philosophical thinking is a helpful adjunct to critical thinking, but that such a claim needs to be demonstrated in rather concrete ways. Such student-centered demands are not at all unreasonable, given the twin factors of a stagnant employment outlook and rising tuition. In a conventional sense of "pragmatism", then, students are now much more interested in the possible "payoff" value of philosophical inquiry.

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How to Cite

Miller, S. I. (2014). Ordinary Language Analysis in Teaching the Philosophy of Education. Analytic Teaching, 16(2). Retrieved from https://journal.viterbo.edu/index.php/at/article/view/641

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