Presupposing Self-Reflection

Teaching Philosophy 22 (1):41-52 (1999)
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Abstract

This paper addresses the indifference of students in higher education to the importance of self-reflection. As the economic justifications for higher education lose their hold, students display an absence of reasons for getting a college degree. The result of this, their indifference to the task of self-reflection, cannot be tackled from a perspective that presupposes the importance of self-reflection (e.g. traditional courses or coursework). Instead, the author holds that students need texts that demonstrate the path to self-reflection. Turning to literary texts, the author discusses why stories are so capable of speaking to and moving students on a personal level. The author concludes by presenting a number of texts from a course he designed and explaining their philosophical role in the course.

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Philosophy in Schools: Then and Now.Megan J. Laverty - 2014 - Journal of Philosophy in Schools 1 (1):107-130.

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