Abstract

No matter how clearly the goal of reasoned, respectful exchange and development of ideas may appear to us, frequent stumbling blocks may keep us from reaching it as readily as we would wish. Or, to change the metaphor, there are all too many slips between the cup of philosophical issues that attracts us, and the lips that seek to discourse upon them. In his article, "Some Factors Influencing the Success of Philosophical Discussion in the Classroom," Michael Whalley points out some kinds of behavior which may make such discussion difficult, and suggests some rules to help provide conditions for successful philosophical communicayion in the classroom.