Philosophy of Education and Education of Philosophy: Three Styles of Teaching Philosophy according to their Conceptions of Philosophy

Abstract

What follow is an attempt to isolate the specificity of the nature of teaching and learning

philosophy in which philosophy is seen as identical with or closely tied to a specific activity.

Because philosophers who embrace one of certain views tend to think that learning and

teaching this activity is a main aim of philosophical education, guidelines for teaching and

learning practice are already implied by their own conceptions. However, discussions of the

nature of the nature of the subject are conducted apart from debates about adequate teaching

methods. In this paper, I want to examine how different conceptions are related to teaching

philosophical practices, that is to say how methods of teaching philosophy can vary with these

different conceptions of philosophy.