Abstract

Scholars and teachers are often hard-pressed to look beyond the confines of the specific writings of the philosophers they are discussing in their courses. Ensnared in a set of curricular demands that inevitably compel them to move briskly through their history of philosophy syllabus, there is usually little, if any, opportunity to look around and consider the broader picture—the context in which the philosophers wrote. To some, this seems an unfortunate state of affairs. Karl Popper, for instance, argues that this, the prima facie method of teaching philosophy, as he sees it, is beset with problems