Abstract

This paper contains two main parts, the first part of the interpretation of what is, in theory, PBL approach . In this section, the author by the literature collection and exchange of experience, explain the origins of today's PBL pedagogy, application scenarios, as well as the teaching philosophy and spirit of the original correlation, further pointed out that the implementation of PBL teaching philosophy and educational possibilities. The second part is in practice shows that the author since 2006, the use of PBL teaching in the philosophy of "Introduction to Philosophy" course program. In this section, the author describes curriculum planning, classroom instruction with entities outside the classroom situation, and the use of asynchronous Internet-assisted teaching, etc., indicating the status of implementation of the course. And examples of a unit in this course occurs the "problem" case. Finally, PBL teaching professional courses in the philosophy of the feasibility of implementing specific, empirical results have been obtained, at least in PBL teaching philosophy of education which will play a positive and efficient way of learning. This paper is basically composed of two parts, and the first one is to explain what PBL is in theory, wherein the writer is to employ his related documents and experience to demonstrate the evolution of this pedagogy, how it is applied, how this pedagogy is related to the original spirit of philosophy, and, moreover, point to the possibility of implement PBL in the education of philosophy. The second part is to demonstrate the writer's teaching project-which has been in use ever since 2006 -of applying PBL in the course of "Introduction to Philosophy." The writer will explain here the course plan, the teaching activities within and without the classroom, as well as illustrate the teaching of the course by means of non-synchronized on-line learning. We also present a "problem" in one of the units of the course. Finally, since the practicality of PBL in the professional courses of the department of philosophy has been confirmed, the pedagogy of PBL should be considered a positive and efficient way of learning in the education of philosophy