Teaching Philosophy 33 (4):347-361 (2010)

Abstract
Digital media technology, when deployed in ways that cultivate shared learning communities in which students and teachers are empowered to participate as partners in conjoint educational practices, can transform the way we teach and learn philosophy. This essay offers a model for how to put blogging and podcasting in the service of a cooperative approach to education that empowers students to take ownership of their education and enables teachers to cultivate in themselves and their students the excellences of dialogue. The essay is organized around a compelling story of how the students in an Ancient Greek Philosophy course responded to an anonymous, belligerent commenter on the blog from outside of the class. The incident brings the pedagogy of cooperative education into sharp relief.
Keywords Teaching Philosophy
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ISBN(s) 0145-5788
DOI teachphil201033442
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References found in this work BETA

Democracy and the Political Unconscious.Noëlle McAfee - 2008 - Cambridge University Press.
.J. Sachs (ed.) - 1995 - Green Lion Press.

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Citations of this work BETA

The Case for Motivational Grading.John Immerwahr - 2011 - Teaching Philosophy 34 (4):335-346.

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