Text Selection for Philosophy Courses: A Topic-Sensitive Guide
Balg D, Dung L (2025)
Publication Type: Journal article
Publication year: 2025
Journal
Book Volume: 48
Pages Range: 163-181
Journal Issue: 2
DOI: 10.5840/teachphil2025617222
Abstract
Which philosophical texts should instructors of philosophy choose to foster the development of philosophical skills and competences? In this paper, we would like make some steps towards answering this question by critically comparing two prominent sources of philosophical texts: the philosophical tradition and contemporary research in academic philosophy. Against the background of three basic desiderata that any philosophical text needs to satisfy in order to be eligible for usage in problem-centered educational settings that are particularly suitable for philosophical skill development, we will argue that any choice between these two sources must be sensitive to specific situational circumstances. More specifically, we will show that whether the philosophical tradition or contemporary philosophical research is in a better position to satisfy the three basic desiderata will depend on the specific topic that is taught. Furthermore, we will argue that some such topics also give rise to additional, more specific desiderata that mandate a prioritization of one of these sources of philosophical content.
Involved external institutions
Germany (DE)How to cite
APA:
Balg, D., & Dung, L. (2025). Text Selection for Philosophy Courses: A Topic-Sensitive Guide. Teaching Philosophy, 48(2), 163-181. https://doi.org/10.5840/teachphil2025617222
MLA:
Balg, Dominik, and Leonard Dung. "Text Selection for Philosophy Courses: A Topic-Sensitive Guide." Teaching Philosophy 48.2 (2025): 163-181.
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