Results for 'Philosophy, Russian Study and teaching'

965 found
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  1.  5
    Review of Recent Russian Studies of Hermann Cohen’s Philosophy. [REVIEW]Ivan Y. Lapshin & Julia G. Karagod - 2024 - Kantian Journal 43 (2):172-193.
    The review covers scholarly publications devoted to the philosophy of Hermann Cohen, the head of the Marburg School of Neo­Kantianism, written by Russ­ ian researchers in the period between 2000 and 2023. Although Cohen commanded unquestioned authorityamong Russian philosophers of his time — among them some followers and pupils — there was no systematic and substantive study of his work in pre­revolutionary Russia. The review below attempts to show the evidentgrowth of interest in Cohen’s philosophy in the last (...)
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  2.  10
    The History of Study of Aristotle's Ethics at the Institute of Philosophy of the Russian Academy of Sciences.Платонов Р.С - 2022 - Philosophy and Culture (Russian Journal) 12:90-105.
    The article is devoted to the 100th anniversary of the Institute of Philosophy of the Russian Academy of Sciences (IPhRAS), held in 2021. The purpose of the article is to give an overview of IPhRAS's contribution to the study of Aristotle's ethics within the framework of domestic Aristotelian studies, to note the main works of IPhRAS employees in this field. The material of the article is aimed not only at summing up the results to a significant date, but (...)
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  3.  11
    Russian religious philosophy: selected aspects.Frederick Charles Copleston - 1988 - Notre Dame, Ind., USA: University of Notre Dame.
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  4.  23
    Reflections on Tutoring Ancient Greek Philosophy: A Case Study of Teaching First-Year Undergraduates in the UK.Daniel Vázquez - 2014 - Studying Teacher Education 10 (2):117-129.
    This is a case study of my reflections on teaching a first-year undergraduate tutorial on Ancient Greek Philosophy in the UK. This study draws upon the notion of reflective practice as an essential feature of teaching, in this case applied to Higher Education. My aim is to show how a critical engagement with my teaching practices and the overall learning experience modified, developed, or strengthened my practices, attitudes, and teaching philosophy during the course of (...)
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  5.  28
    The Teaching of Philosophy at Moscow University at the Beginning of the Twentieth Century.I. G. Novoselov - 2003 - Russian Studies in Philosophy 42 (2):89-99.
    For almost the whole of the first half of the nineteenth century, philosophy at Moscow University was subjected to fierce persecution at the hands of the authorities. Their aim was, evidently, to smother in the cradle any manifestation of freethinking among students, the thinking part of Russian society. It was no coincidence that philosophy was chosen as the target of persecution, because the study of this science could lead by the shortest path to reflections concerning man's place in (...)
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  6. Some Problems of Teaching Philosophy in an Institution of Higher Learning.B. N. Vorontsov - 1993 - Russian Studies in Philosophy 32 (1):47-50.
    In our opinion, the flaws in the teaching of philosophy were to a large degree related to the fact that it was regarded as a science . The resolute rejection of this position and the recognition of philosophy's status as a world view is for us the necessary condition for escaping from the existing situation. To put it more concretely, the view of philosophy that became entrenched among us has produced the following fundamental flaws in the teaching process:—An (...)
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  7.  36
    Concluding Russian Studies in Philosophy: An Eye Towards the Future.Marina F. Bykova - 2022 - Russian Studies in Philosophy 60 (6):503-507.
    In 2022, Russian Studies in Philosophy (RSP) celebrates its sixtieth anniversary and the current issue completes the anniversary volume of the journal. Launched in 1962 by founding publisher Mike S...
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  8.  30
    On the Teaching of Philosophy in the USSR.S. T. Kaltakhchian & Iu P. Petrov - 1964 - Russian Studies in Philosophy 3 (3):58-64.
    Much attention is given to education in philosophy in the USSR, in which the study of dialectical and historical materialism occupies a special place. The practical achievements involved in the transformation of society, together with the advance of the natural and social sciences, have demonstrated most clearly the great strength of dialectical materialism as the scientific world view of the working people and as the philosophical foundation of their practical activity. It is therefore no accident that philosophy has an (...)
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  9.  30
    On Studying Human Teaching Behavior with Robots: a Review.Anna-Lisa Vollmer & Lars Schillingmann - 2018 - Review of Philosophy and Psychology 9 (4):863-903.
    Studying teaching behavior in controlled conditions is difficult. It seems intuitive that a human learner might have trouble reliably recreating response patterns over and over in interaction. A robot would be the perfect tool to study teaching behavior because its actions can be well controlled and described. However, due to the interactive nature of teaching, developing such a robot is not an easy task. As we will show in this review, respective studies require certain robot appearances (...)
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  10.  33
    Gregory Vlastos and the Study and Teaching of Ancient Greek Philosophy.Alexander P. D. Mourelatos - 2015 - Philosophical Inquiry 39 (3-4):2-7.
  11.  57
    (1 other version)Case Studies for Teaching Research Ethics.Deni Elliott - 1995 - Professional Ethics 4 (3/4):179-198.
  12.  9
    Philosophy in Roman society of the late Ist –early IInd centuries AD.Данилова В.Ю - 2024 - Philosophy and Culture (Russian Journal) 9:77-92.
    The subject of research in this article is the role of philosophy in the life of Roman society in the late Ist – early IInd centuries AD. The period of the reign of Emperor Domitian (81-96), Nerva (96-98) and Trajan (98-117) is considered. The author sets himself the following tasks: firstly, to determine how strong the influence of philosophical teachings on the political views of Roman citizens was; secondly, to analyze the role of philosophy in the worldview and behavior of (...)
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  13.  9
    Falsafah-ʼi Islāmī: ṭarḥ-i darsʹhāyī barā-yi āmūzish bih kūdakān = Islamic philosophy: lesson plans for teaching children.Mahdī Parvīzī - 2013 - [Tihrān]: Sāzmān-i Intishārāt-i Pizhūhishgāh-i Farhang va Andīshah-i Islāmī. Edited by Masʻūd Ismāʻīlī & Yaldā Dilgushāyī.
    Philosophy of Islamic religious education to preschool children.
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  14.  18
    Descartes in the classroom: teaching Cartesian philosophy in the early modern age.Davide Cellamare & Mattia Mantovani (eds.) - 2022 - Boston: Brill.
    The volume offers the first large-scale study of the teaching of Descartes' philosophy in the early modern age. Its twenty chapters explore the clash between Descartes' "new" philosophy and the established pedagogical practices and institutional concerns, as well as the various strategies employed by Descartes' supporters in order to communicate his ideas to their students. The volume considers a vast array of topics, sources, and institutions, across the borders of countries and confessions, both within and without the university (...)
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  15.  7
    Vocal Music as a Medium for Emotional Transmission: The Application of Emotion Philosophy in Vocal Music Teaching.Chunyu Tian - 2024 - European Journal for Philosophy of Religion 17 (1):66-80.
    Our study explored the application of emotion philosophy in vocal music teaching. We utilized surveys, semi-structured interviews, and focus group discussions to gather data from a group of 18 students. The survey results revealed an average familiarity with emotion philosophy concepts but a strong agreement on the importance of understanding a song's emotions for effective singing. Students perceived their current vocal training to be somewhat helpful in understanding emotional background but felt it focused more on technical skills than (...)
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  16. Einstein's Revolution: A Study in Theory Unification.Rinat M. Nugayev - 2018 - Sharjah, UAE: Bentham science publishers.
    Press release. -/- The ebook entitled, Einstein’s Revolution: A Study of Theory-Unification, gives students of physics and philosophy, and general readers, an epistemological insight into the genesis of Einstein’s special relativity and its further unification with other theories, that ended well by the construction of general relativity. The book was developed by Rinat Nugayev who graduated from Kazan State University relativity department and got his M.Sci at Moscow State University department of philosophy of science and Ph.D at Moscow Institute (...)
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  17.  15
    Application of virtual simulation situational model in Russian spatial preposition teaching.Yanrong Gao, R. T. Kassymova & Yong Luo - 2022 - Frontiers in Psychology 13.
    The purpose is to improve the teaching quality of Russian spatial prepositions in colleges. This work takes teaching Russian spatial prepositions as an example to study the key technologies in 3D Virtual Simulation teaching. 3D VS situational teaching is a high-end visual teaching technology. VS situation construction focuses on Human-Computer Interaction to explore and present a realistic language teaching scene. Here, the Steady State Visual Evoked Potential is used to control Brain-Computer (...)
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  18.  2
    A study of the place of instruction in general philosophy in the general education of teachers.Howard Evans Kiefer - 1956 - [Buffalo,: [Buffalo.
  19. The Philosophy of N.F. Fedorov.L. A. Kogan - 1992 - Russian Studies in Philosophy 30 (4):7-27.
    Nikolai Fedorovich Fedorov is one of the most original and as yet inadequately studied Russian thinkers. Neither a professional philosopher, nor a well-known scholar, nor a critical essayist, he led a kind of double existence while working as an ordinary civil servant, developing his original philosophy at his leisure in the hours free from his intensive daily work. Fedorov's life was one of selflessness and self-denial, not at all eventful outwardly. He graduated from the Gymnasium in Tambov and completed (...)
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  20. Teaching Philosophy with Team-Based Learning.Kimberly Van Orman - 2015 - American Association of Philosophy Teachers Studies in Pedagogy 1:61-81.
    Team-Based Learning is a comprehensive approach to using groups purposefully and effectively. Because of its focus on decision making, it is well suited to helping students learn to do philosophy and not simply talk about it. Much like the “flipped classroom” approach, it is structured so that students are held responsible for “covering content” through the reading outside of class so that class meeting times can be spent practicing philosophical decisions, allowing for frequent feedback from the professor. This chapter discusses (...)
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  21.  6
    Philosophy in Contemporary Education: Foundation or Instrument?Дарья Павловна Козолупенко - 2024 - Russian Journal of Philosophical Sciences 67 (1):98-130.
    The widespread adoption of new technologies has led to changes in worldview that impact the effectiveness of education and require new forms of teaching. This article demonstrates that the loss of academic motivation, growing pragmatism, and emerging new ethics characteristic of the current generation of students, loosely referred to as millennials, contradict the fundamental principles of research activities. The author notes that research-based education with the creation of a generative environment and problem-based learning is the most reasonable strategy in (...)
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  22.  15
    Teaching Philosophy Historically.David Evans - 2007 - Discourse: Learning and Teaching in Philosophical and Religious Studies 7 (1):81-94.
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  23.  14
    Teaching Ancient Philosophy.John Sellars - 2003 - Discourse: Learning and Teaching in Philosophical and Religious Studies 2 (2):23-49.
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  24. Chelovek, kosmos, ėvoli︠u︡t︠s︡ii︠a︡: tradit︠s︡ii russkoĭ religioznoĭ filosofii i sovremennostʹ.L. V. Fesenkova (ed.) - 1992 - Moskva: IFRAN.
     
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  25.  86
    Teaching Philosophy as a Life Skill.Robert W. Bailor - 1998 - Teaching Philosophy 21 (2):119-130.
    This paper addresses the problem of the perceived irrelevance of philosophy to undergraduate students and advances a pedagogical strategy for making philosophy relevant. Teaching philosophy as the pursuit of life as meaningful, that is, as a life skill, frames philosophy as a relevant study of significant benefit to them. The overall goal of a course which approaches philosophy this way is to develop a “creative aptitude” in students. Thus, students do not learn philosophical lessons by wrote, but rather, (...)
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  26.  52
    Teaching Philosophy of the City.Gerald J. Erion - 2018 - Teaching Philosophy 41 (2):137-150.
    This paper reviews goals, content materials, and other essential elements of a new, experimental philosophy course on the built environment of cities now being developed in Buffalo, New York. Applying traditional philosophical methods, the course adds experiential components and expands philosophy’s scope in ways that promote deep learning about the city. A model unit on the work of Frederick Law Olmsted receives special attention here, as Olmsted’s work in Buffalo and elsewhere invites philosophical treatment—analysis, critical examination, and so on—from scholars, (...)
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  27.  11
    I want to be a philosophy professor” or the story of one of the A.S. Turgenev’s “projects.V. V. Vanchugov - 2019 - RUDN Journal of Philosophy 23 (2):145-171.
    The article devotes to the initial stage of I.S. Turgenev’s creativity path, when he intended to devote himself to philosophy. The first part of the historical and philosophical research covers the studentship stage of his life, Turgenev’s involvement to the University course of philosophy primarily in Moscow, then in St. Petersburg universities. Everything happened at Moscow University due to Professor M.G. Pavlov, Shelling’s philosophy follower, who was teaching physics in a philosophical format. He listened course of lectures on metaphysics (...)
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  28.  52
    Teaching Moral Philosophy through Literature Circles.Tricia Van Dyk - 2019 - Teaching Philosophy 42 (3):265-278.
    How do you effectively teach moral philosophy to classes of twenty to thirty-five students who come from diverse national, ethnic, religious, linguistic, and educational backgrounds, and most of whom have little or no interest in philosophy? In seeking ways to create a course that is relevant, practical, and engaging, I hit upon the idea of adapting literature circles to the study of moral philosophies. In this paper, I contextualize the need for an approach that promotes individual student responsibility within (...)
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  29.  18
    Teaching Philosophy: A Guide.Steven M. Cahn - 2018 - London: Routledge.
    Some students find philosophy engrossing; others are merely bewildered. How can professors meet the challenge of teaching introductory-level philosophy so that their students, regardless of initial incentive or skill, come to understand and even enjoy the subject? For nearly a decade, renowned philosopher and teacher Steven M. Cahn offered doctoral students a fourteen-week, credit-bearing course to prepare them to teach undergraduates. At schools where these instructors were appointed, department chairs reported a dramatic increase in student interest. In this book, (...)
  30.  8
    Teaching Plato in Palestine: philosophy in a divided world.Carlos Fraenkel - 2015 - Princeton, New Jersey: Princeton University Press.
  31. Fundamentals of Philosophy: A Study of Classical Texts. [REVIEW]G. L. - 1971 - Review of Metaphysics 24 (4):746-747.
    The aim of this text is to teach beginning students, not about philosophy, but how to philosophize. It presents the enduring problems of Western philosophy through artful selection from the writings of Plato, Descartes, and the British Empiricists, together with analysis and criticism of the positions and their supporting arguments. After a short essay on pre-Socratic contributions, the student is conducted through the Phaedo with frequent halts for recapitulation and examination of the issues. The thesis of the Phaedo is seen (...)
     
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  32.  30
    An Elementary Social Studies Teacher's Quest to Develop Democratic Citizens: The Boundaries of Ambitious Teaching.Tina L. Heafner & Jessica Norwood - 2019 - Journal of Social Studies Research 43 (3):187-198.
    Developing informed and participatory citizens is one of the aims of the National Council for the Social Studies’ (NCSS) vision of civic education. However, when aspiring to meet the call for meaningful civic education, teachers may find themselves at odds with other goals of accountability-driven school environments, creating contexts in which ambitious teaching becomes the answer to instilling democratic citizenship in students. The purpose of this study is to document the experience of such an ambitious teacher, chronicling a (...)
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  33.  85
    Social Studies Education as a Moral Activity: Teaching towards a just society.Daniel Byrd - 2012 - Educational Philosophy and Theory 44 (10):1073-1079.
    Many competing ideas exist around teaching ‘standard’ high school social studies subjects such as history, government, geography, and economics. The purpose of this paper is to explore the potential of social studies teaching and learning as a moral activity. I first propose that current high school curriculum standards in the United States often fail in focusing on the kinds of sustained discourse and ideas necessary for students to develop an awareness and commitment to justice in a pluralistic society. (...)
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  34.  7
    Dukhovno-akademicheskai︠a︡ filosofii︠a︡ v Rossii pervoĭ poloviny XIX veka: kievskai︠a︡ i peterburgskai︠a︡ shkoly: novye materialy.N. A. Kut︠s︡enko - 2005 - Moskva: Institut filosofii RAN.
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  35.  52
    Teaching Chinese Philosophy On-Site.Peimin Ni - 1999 - Teaching Philosophy 22 (3):281-292.
    Despite consistent student interest in Chinese philosophy, the author reports that American students tend to demonstrate a sense of distance from Chinese authors and texts, often exoticizing or romanticizing them. This paper describes one pedagogical strategy that proved highly effective for overcoming this cultural distance which can hinder students’ ability to engage critically or deeply with the material. The author recounts her experience of teaching a six week Chinese philosophy course to illustrate how becoming acquainted with the place and (...)
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  36.  45
    Global Agenda for Teaching Philosophy.David Evans - 1999 - The Proceedings of the Twentieth World Congress of Philosophy 3:165-171.
    Critiques of the ‘global’ have, in recent years, concerned the alleged implication of cultural dominance and secondly—and more philosophically—discerned therein foundationalism/essentialism. These charges will be examined. I next turn to the bearing of organizational/faculty matters on our theme, drawing on teaching experience in more than one country. The relocation of philosophy cannot but raise questions about how the subject itself is conceived. In the final section I suggest that the original humanist import of philosophical studies needs recovery, with ‘globality’ (...)
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  37.  41
    Embedding Teaching Critical Thinking Skills in a Philosophy Course.Julie Loveland Swanstrom - 2018 - American Association of Philosophy Teachers Studies in Pedagogy 4:78-99.
    I explore methods for the explicit instruction of critical thinking in a topics-based philosophy course. These methods make the classroom more experiential and less didactic and involve students in the philosophical process, allowing them to learn content while using the methods of philosophy to work through, explain, or produce similar content. Experiential learning—approaching learning as a “continuous process grounded in experience” involving the acquisition of practices, the specialization in those practices, and the integration of oneself into the learning process—enhances traditional (...)
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  38.  37
    Teaching ‘Philosophy of Feminism’ from a Global Perspective.Gail Presbey - 2012 - Apa Newsletter on Feminism and Philosophy 12 (1):4-9.
    The paper points out ways in which philosophy can be taught from a global feminist perspective without falling into typical Eurocentric pitfalls. For example, African women's practices of cliterodectomy can be studied thoughtfully and in context, with attention to both sides of the issue, instead of covering the topic for its shock value as a strategy to convince students that relativism is wrong. The paper covers a reading list and topics that both cover feminist critiques of the prevalent male philosophical (...)
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  39.  20
    Philosophy as a Way of Teaching: A Handbook.Jane Drexler - 2021 - American Association of Philosophy Teachers Studies in Pedagogy 6:173-192.
    In this essay, Drexler reflects broadly on our practices as philosophy teachers: how we think of our classrooms and design students’ learning experiences, how we evaluate ourselves and our teaching, and generally, how we keep walking into the classroom each semester. Based on a talk she delivered in 2020, Drexler’s contribution to this issue presents a series of “chapters” of an “enchiridion” for teaching: a handbook of loosely-connected reflections, principles, and strategies for teaching Philosophy as a Way (...)
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  40.  16
    The Role of Philosophy in Developing a Researcher’s Capacity for Creativity.Диана Борисовна Богоявленская & Елена Вадимовна Палей - 2024 - Russian Journal of Philosophical Sciences 67 (1):74-97.
    The article elucidates the pivotal role of philosophical knowledge in nurturing students’ capacity for scientific creativity. Grounded in D.B. Bogoyavlenskaya’s typology of cognition levels (stimulus-productive, heuristic, and creative), the authors illustrate that authentic creativity is not merely tied to the acquisition of subject-specific knowledge but is deeply rooted in personal engagement with science and the primacy of cognitive motivation. The decisive factor in sculpting a scientist’s creative potential lies in their immersion in the culture of philosophical thought, characterized by its (...)
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  41.  44
    Teaching Ancient Philosophy Among the Remains of Ancient Greece.Glenn Rawson - 2003 - Teaching Philosophy 26 (4):367-380.
    While visiting original sites provides a clear benefit to study in ancient history, art, and archaeology, this benefit of such an activity for philosophy is less conclusive. In addition to describing a series of classes on Socrates, Plato, and Aristotle that used seven sites in Greece in a study abroad program, this paper draws on student surveys to argue that on-site sessions have two kinds of benefits. First, visiting sites can enhance understanding by providing important contextual information that (...)
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  42.  14
    Teaching Philosophy by Pictorial Representations: The ‘Divergent’ Example.Sunday Af - 2024 - Philosophy International Journal 7 (1):1-8.
    Teaching philosophy at pre-tertiary levels faces some fundamental challenges, including the misconception that philosophy is an abstract and esoteric field of study. This mind-set hinders teaching philosophy at all levels, particularly in the pre-tertiary stage. Nonetheless, philosophy holds significant cognitive values when taught to children. Therefore, it is crucial to find ways to simplify the process of learning philosophy, especially when children are in their formative years and have a greater capacity for learning. Children possess qualities necessary (...)
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  43.  42
    Reflections on Teaching Applied Environmental Ethics in a Philosophy Course.Craig Derksen - 2018 - American Association of Philosophy Teachers Studies in Pedagogy 4:116-133.
    I designed and executed an environmental ethics course intended to provide a useful product to a municipal partner. In teaching the course I had an opportunity to get concrete experience in experiential teaching. I share my experiences with being a philosopher in an applied program and tie it to the models of experiential learning. My experience indicates that the important work is not the abstract conceptualization or the concrete experience, but the bridging between them.
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  44.  11
    Teaching philosophy in the twenty-first century.P. George Victor (ed.) - 2002 - New Delhi: D.K. Printworld.
    Contributed articles presented at a National Seminar on "Teaching Philosophy in India: a Vision for the Twenty-First Century Education", held at Andhra University, during 9-11 March 1998 and sponsered by Indian Council of Philosophical Research, New Delhi.
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  45.  28
    Teaching Confucianism.Jeffrey L. Richey (ed.) - 2008 - New York: Oxford University Press.
    Even the most casual observer of Chinese society is aware of the tremendous significance of Confucianism as a linchpin of both ancient and modern Chinese identity. Furthermore, the Confucian tradition has exercised enormous influence over the values and institutions of the other cultures of East Asia, an influence that continues to be important in the global Asian diaspora. If forecasters are correct in labeling the 21st century 'the Chinese century,' teachers and scholars of religious studies and theology will be called (...)
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  46. Teaching Ancient Women Philosophers: A Case Study.Sara Protasi - 2020 - Feminist Philosophy Quarterly 6 (3).
    In this paper I discuss in some detail my experience teaching women philosophers in the context of a survey course in ancient Greek philosophy at a small liberal arts college. My aim is to share the peculiar difficulties one may encounter when teaching this topic in a lower-level undergraduate course, difficulties stemming from a multiplicity of methodological hurdles that do not arise when teaching women philosophers in other periods, such as the modern era. In the first section, (...)
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  47. The teaching of philosophy in universities of the United States.Harold Eugene Davis - 1965 - Washington,: Pan American Union. Edited by Harold A. Durfee.
     
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  48.  7
    The teaching of philosophy in the upper secondary schools in Western Europe: a survey.Sven Erik Nordenbo - 1989 - Copenhagen: Danish Institute for Educational Research.
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  49.  41
    Teaching Philosophy of Science to Science Students: An Alternative Approach.Ragnar Fjelland - 2021 - Studies in Philosophy and Education 41 (2):243-258.
  50.  55
    Notes on Teaching Logic.Peter Milne - unknown - Discourse: Learning and Teaching in Philosophical and Religious Studies 4 (1):137-158.
    hese notes don’t reach any conclusions. Their purpose is to point to issues one needs to think through seriously when thinking about logic teaching. They indicate some of the relevant literature where some of these issues are addressed, but they also raise points that seem to have been overlooked. They aim to promote informed discussion. That indeed was their origin: they are descended from an internal discussion document prepared a few years ago when the then Department of Philosophy at (...)
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