Tag Archives: college teaching practice

The discipline of philosophy is something to be held inviolate; the classroom likewise.  One might be inclined to ask, what is the function of teaching provocative material to an introductory level philosophy class?  There wouldn’t be, if the material didn’t have philosophical import.  If the material does have philosophical import, then why chose, at the very least, something that is provocative?  One important quality that philosophy is supposed to instill in intellectual thought, itself, is a dispassionate nature, whether in judgment or analysis.  Continue reading →