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Confronting students' beliefs and values in introductory philosophy
Author(s) -
Whisner William N.
Publication year - 1984
Publication title -
new directions for teaching and learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.192
H-Index - 46
eISSN - 1536-0768
pISSN - 0271-0633
DOI - 10.1002/tl.37219842009
Subject(s) - cognitive dissonance , psychology , cognition , mathematics education , philosophy of education , pedagogy , higher education , epistemology , social psychology , philosophy , political science , law , neuroscience
When the introductory philosophy course evokes cognitive dissonance over philosophical problems in which students are already interested, it can help to develop students' skills in reasoning and assessing arguments.