Pedagogy and the development of philosophy teaching methodology
DOI:
https://doi.org/10.36322/jksc.179(B).22900Keywords:
Philosophical lesson, pedagogy, didactics, pedagogy of philosophyAbstract
Many researchers have addressed the idea of the possibility for a pedology of philosophy to exist, while others have denied the possibility entirely and eliminated the claims of the opposing theory, that’s due to the fact that when we approach these two terms together, we’re faced by conflicting and to some extent radical definitions, which explains the reason why teaching philosophy on the academic level runs in closed circles that doesn’t seem to be as reproductive as what’s been done before, that’s due to philosophy researchers, academics and philosophers alike being unable to attempt novel copiagogic or didactic methods to approach philosophical teaching to examine to what extent it would prove to be successful which in turn explains the current struggle of modern philosophy on the academic level.
Thus, the exitsence of such a pedology according to researchers would significantly help to improve and develop philosophy teaching methodology and would prove beneficial on the long and short term for researchers and academics alike.
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