USING INTERACTIVE METHODS IN TEACHING PHILOSOPHY
Keywords:
Interactive teaching methods, Philosophy education, Student engagement, Critical thinking, Brainstorming, Pedagogical strategies, Higher education, Communication skills, Analytical thinking, Humanities teaching.Abstract
This thesis explores the use of interactive teaching methods in the instruction of philosophy, emphasizing their effectiveness in fostering logical thinking, critical analysis, and active student engagement. It argues that traditional methods are no longer sufficient in the modern educational environment, and that interactive techniques—such as brainstorming, group discussions, and collaborative activities—enhance comprehension and student interest. By aligning philosophical content with students' real-life experiences and encouraging dialogue, educators can better develop students’ analytical skills and prepare them as socially responsible, reflective individuals. The study underscores the importance of well-planned, interactive pedagogy in shaping students' worldview and intellectual independence.
References
Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. ASHE-ERIC Higher Education Report No. 1.
Brookfield, S. D., & Preskill, S. (2005). Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms. Jossey-Bass.
Freire, P. (2000). Pedagogy of the Oppressed. Continuum.
Silberman, M. (1996). Active Learning: 101 Strategies to Teach Any Subject. Allyn & Bacon.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
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