Ordinary Language Analysis in Teaching the Philosophy of Education
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.Downloads
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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