Abstract

Perpetuating the discipline of philosophy is not the main educational responsibility of philosophers. Instead, it is to equip students with those distinctively philosophical intellectual resources that will serve students in serving the public good through participation in the economy (broadly conceived) and democratic life. Given this responsibility philosophers, individually and collectively, have a duty to take teaching and learning more seriously than they do. The paper offers some confident ideas about what this means when it comes to approaching training and professional development and some more tentative ideas about what it means, specifically, for the Philosophy curriculum and the pedagogical strategies philosophers should adopt in the classroom.