Improving Teaching and Learning in Philosophy Through Process-Oriented Feedback

Abstract

In this article, I argue that process-oriented feedback is one of the most critical factors for effective teaching and learning in philosophy. Given that extensive research on pedagogical practices demonstrates that feedback is the single most powerful predictor of learning across subjects and tasks, we can justifiably infer that this also holds true in philosophy. Admittedly, teachers and students of philosophy routinely engage in certain types of feedback practices. The problem is that process-oriented feedback is usually absent or understood and applied through the lens of pedagogical strategies that weaken its effectiveness. One reason is that many philosophy teachers possess an insufficient understanding of feedback, its types, and its impact. By better understanding and incorporating feedback, especially process-oriented feedback, into philosophy, philosophy teachers and learners can improve the effectiveness of their learning and teaching practices.