Teaching Theory of Knowledge

SOME PEDAGOGICAL REMARKS

CONTRIBUTORS:

Carolyn Black, James Bogen, Marjorie Clay, Mylan Engel, Jaakko Hintikka, Keith Lehrer, G. J. Mattey, Willism Morris. Andrew Naylor.

INNOVATIONS

      The preceding sections of this booklet focus on content, and represent our best effort at preparing a guide to some of the readings, topics, etc., that might be used to develop a Theory of Knowledge course. With this section, we turn to pedagogy, and offer a variety of ideas about how theory of knowledge might be taught. For example, Jaakko Hintikka suggests a way to use popular fiction to motivate epistemological discussions; Jim Bogen describes an unusual philosophy course where students are encouraged not to read anything except papers produced by the class itself. Other innovations include micro-essays, recitals, thought questions and dialogues. We have also included sample assignments, from paper topics (p. 131) to exam questions (p. 132), and a selection of questions taken from the German edition of Keith Lehrer's Knowledge (p. 134).

Division of this unit:

1. Using Popular Fiction

2. Introduction to Philosophical Writing

3. Micro-Essays

4. Miscellaneous Ideas