Abstract

The purpose of the paper is to explore to what extent the book Doing Philosophy written by Gerald Rochelle can contribute to practical issues of teaching philosophy as doing philosophy. Students often feel a gap between what is offered in textbooks and what is required from them in learning objectives: their own philosophical activity and creativity. The outstanding feature of Doing Philosophy is the author’s continual insistence on questioning; in the long term, this could develop a valuable philosophical attitude of problematisation. Rochelle’s intention is not so much to present philosophical content but more to invite the reader toexplore the recommended Further Reading. He guides the reader from the question, through the argument to the conclusion. The growing edge of the book and the approach is the domain of conceptualisation. This attitude of questioning that could be expanded to this domain as well remains within the areas of problematisation and argumentation. The book can help students and teachers with its novel encouragement of their questioning and can be combined with other philosophical sources