Philosophy's Contribution Toward Learning Beyond Specialization

Presentation Type

Oral and/or Visual Presentation

Presenter Major(s)

Liberal Studies, Philosophy

Mentor Information

Judy Whipps

Department

Liberal Studies

Location

Kirkhof Center 2263

Start Date

11-4-2012 4:00 PM

Keywords

Changing Ideas/Changing Worlds, Culture, Ethics, Historical Perspectives, Philosophy/ Literature

Abstract

In ancient times, educated citizens were encouraged to practice philosophy. Today, excessive specialization marginalizes philosophy, significantly decreasing philosophical development across curricula. Yet, philosophical development occurs beyond specialization. In this paper, I discuss how philosophy's role has changed and why implementing philosophical education across curricula is practical despite tensions between traditional vs. progressive values and developing jobs skills vs. philosophical development. I critique American higher education by comparing ancient Socratic and Confucian pedagogies, demonstrating that the conflicts that currently contribute to philosophy's marginalization were present in ancient times. In showing that the two conflicts existed in the ancient eras supports that historically, philosophical development was a foundation of education despite the presence of these two conflicts, without abandoning traditions and practical skills.

This document is currently not available here.

Share

COinS
 
Apr 11th, 4:00 PM

Philosophy's Contribution Toward Learning Beyond Specialization

Kirkhof Center 2263

In ancient times, educated citizens were encouraged to practice philosophy. Today, excessive specialization marginalizes philosophy, significantly decreasing philosophical development across curricula. Yet, philosophical development occurs beyond specialization. In this paper, I discuss how philosophy's role has changed and why implementing philosophical education across curricula is practical despite tensions between traditional vs. progressive values and developing jobs skills vs. philosophical development. I critique American higher education by comparing ancient Socratic and Confucian pedagogies, demonstrating that the conflicts that currently contribute to philosophy's marginalization were present in ancient times. In showing that the two conflicts existed in the ancient eras supports that historically, philosophical development was a foundation of education despite the presence of these two conflicts, without abandoning traditions and practical skills.