The Principle of a Problem-Based Approach and Its Consequences for Teaching Philosophy and ‘Ethik’

Analytic Teaching and Philosophical Praxis 33 (1):54-64 (2012)
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Abstract

The problem-based approach in teaching is a central concept of general didactics and technical didactics. It is a substantial principle and not one of those fashionable terms in didactics that are unjustifiably overrated. The discipline of didactics of philosophy can claim that it developed the problem-based approach first. Early in dialogic-pragmatic didactics of philosophy, Ekkehard Martens already understood philosophy as a “problembased process of communication.”1 In the following, I would like to discuss the problem-based approach in teaching regarding three aspects.

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References found in this work

Thinking in Education.Matthew Lipman - 1992 - British Journal of Educational Studies 40 (2):187-189.
Thinking in Education.Matthew Lipman - 2003 - British Journal of Educational Studies 51 (3):303-305.
Dialogues with children.Gareth B. Matthews - 1984 - Cambridge: Harvard University Press.
Philosophie der ökologischen Krise.Vittorio Hösle - 1992 - Tijdschrift Voor Filosofie 54 (3):568-569.
Learning to Philosophize: Positive Impacts and Conditions for Implementation.Marie-France Daniel - 2008 - Thinking: The Journal of Philosophy for Children 18 (4):36-48.

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