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Three Approaches to Doing Philosophy: a Proposal for Grouping Philosophical Exercises in Classroom Teaching
Author(s) -
Kienstra Natascha,
Karskens Machiel,
Imants Jeroen
Publication year - 2014
Publication title -
metaphilosophy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.475
H-Index - 35
eISSN - 1467-9973
pISSN - 0026-1068
DOI - 10.1111/meta.12085
Subject(s) - socratic method , epistemology , philosophical methodology , philosophical theory , philosophy of computer science , philosophy , experimental philosophy , western philosophy , philosophy education , value (mathematics) , community of inquiry , action (physics) , practical philosophy , sociology , psychology , computer science , cognition , physics , quantum mechanics , neuroscience , machine learning
Classroom teaching has two aims: learning philosophy, that is, the great philosophers, and doing philosophy. This article provides an overview of thirty exercises that can be used for doing philosophy, grouped into three approaches. The first approach, doing philosophy as connective truth finding or communicative action, is related to such philosophers as D ewey and A rendt, and is illustrated by the Socratic method. The second, doing philosophy as test‐based truth finding, is related to such philosophers as Popper, and is illustrated by Community of Philosophical Inquiry. The third, doing philosophy as juridical debate, judging truth‐value and making judgment, is related to such philosophers as F oucault, and is illustrated by philosophical debate. The analysis shows that although the classical methods applied by the great philosophers appear to be missing from classroom exercises, they do, in fact, remain at the heart of the matter.