Teaching Philosophy in Relationship to Textbooks from Other Disciplines
About the Presenter(s)
Viorel Pâslaru, Associate Professor, Philosophy
Location
Kennedy Union Room 222
Start Date
January 2024
End Date
January 2024
Abstract/Description
I propose an approach to teaching philosophy that links philosophical works to the non-philosophical textbooks of students enrolled in a philosophy course. I illustrate my approach using the case of teaching philosophy of science, but it can be applied for teaching other philosophy courses. My proposal illustrates how disciplinary boundaries can be crossed to provide a holistic education for the common good.
At the beginning of the course, the professor of philosophy of science shows to students an example of a description of scientific method from a science textbook. Such descriptions are often presented by means of tidy schemas and are simplified explanation of the actual scientific practice. Students are invited to find similar descriptions in one of their science textbooks. As students read philosophy of science literature that examines key notions, such as models, theory, assumptions, hypotheses, values, research programs, paradigms, etc., they are asked to explain how theses notions relate to and enrich the description of the scientific method given at the beginning of the course. At the end of the semester, the initial description is enriched and the tidy schema becomes a complex representation that better describes the complexity of the actual scientific practice.
The advantage of my proposal is that it allows philosophy to complement the non-philosophical subject matter and helps students to gain a richer understanding of their subject matter, and helps them to appreciate the utility of cross boundary investigations and of a holistic education.
Goals for Attendees
Rediscovering and redefining the meaning of a holistic education in the Marianist spirit as we continue to bridge divides and cross boundaries for the common good
Teaching Philosophy in Relationship to Textbooks from Other Disciplines
Kennedy Union Room 222
I propose an approach to teaching philosophy that links philosophical works to the non-philosophical textbooks of students enrolled in a philosophy course. I illustrate my approach using the case of teaching philosophy of science, but it can be applied for teaching other philosophy courses. My proposal illustrates how disciplinary boundaries can be crossed to provide a holistic education for the common good.
At the beginning of the course, the professor of philosophy of science shows to students an example of a description of scientific method from a science textbook. Such descriptions are often presented by means of tidy schemas and are simplified explanation of the actual scientific practice. Students are invited to find similar descriptions in one of their science textbooks. As students read philosophy of science literature that examines key notions, such as models, theory, assumptions, hypotheses, values, research programs, paradigms, etc., they are asked to explain how theses notions relate to and enrich the description of the scientific method given at the beginning of the course. At the end of the semester, the initial description is enriched and the tidy schema becomes a complex representation that better describes the complexity of the actual scientific practice.
The advantage of my proposal is that it allows philosophy to complement the non-philosophical subject matter and helps students to gain a richer understanding of their subject matter, and helps them to appreciate the utility of cross boundary investigations and of a holistic education.
