The purpose of the paper is to explore to what extent the book Doing Philosophy written by Gerald Rochelle can contribute to practical issues of teaching philosophy as doing philosophy. Students often feel a gap between what is offered in textbooks and what is required from them in learning objectives: their own philosophical activity and creativity. The outstanding feature of Doing Philosophy is the author’s continual insistence on questioning; in the long term, this could develop a valuable philosophical attitude of (...) problematisation. Rochelle’s intention is not so much to present philosophical content but more to invite the reader toexplore the recommended Further Reading. He guides the reader from the question, through the argument to the conclusion. The growing edge of the book and the approach is the domain of conceptualisation. This attitude of questioning that could be expanded to this domain as well remains within the areas of problematisation and argumentation. The book can help students and teachers with its novel encouragement of their questioning and can be combined with other philosophical sources. (shrink)

The central issue of the presentation is two questions: the first one is related to the issue of competences which are currently penetrating into philosophy curricula. The second, also related to the first one, is the issue of formulation of curriculum objectives and consequently of teaching methodology and practice. The controversial thesis that “the practice of philosophy is a whole which can not be divided into parts, procedures and techniques” is discussed and the reasons for more articulated learning objectives are (...) offered. On the level of the curriculum a reflective approach to objectives-driven curriculum and the inclusion of process-driven curriculum is offered as a solution. On the level of the teaching methodology and practice the need for appropriately articulated learning objectives for the purpose of the conceptualisation of the process is shown. (shrink)

Marinković’s book is as inspiring for teachers as it is for readers from two perspectives. They can be reminded of their fundamental dilemmas which are similar, or the same, throughout history. These can be general issues of pedagogy or relationships to authorities. The author tries to find the theoretical ground for a solution to this problem in the concept of the pedagogical act. This is also a link to the second, for us more interesting, perspective, which is focused on teaching (...) philosophy and, therefore, on its teaching methodology. This book discussion explores the scopes and limits of this category from both perspectives. The attitude of the author is challenging enough to invite us to a critical analysis of recent issues such as the implementation of Bologna reform in a transitional context wherewe need to go beyond this limiting ground and use an appropriate approach. In the case of teaching philosophy, we must admit the historical relevance and creativity of the author’s opposition to dogmatic prescriptive insistence of adherence to the form and his offer of the dramaturgy of teaching as an alternative which has its emphasis on the content. The contributions in this field, however, invite us to go beyond the form and the content towards the process. (shrink)