What Does “Teaching Philosophy” Mean? A Case Study: Professor X Teaching Philosophy

Mitrović, Veselin (2025) What Does “Teaching Philosophy” Mean? A Case Study: Professor X Teaching Philosophy. Nastava i vaspitanje, 74 (1). pp. 25-48. ISSN 0547-3330 eISSN 2560-3051

Text What Does Teaching Philosophy Mean.pdf - Published Version Available under License Creative Commons Attribution Non-commercial No Derivatives. Download (375kB)

Abstract

In higher education, teaching philosophy is a crucial tool for conducting and assessing teaching quality. Yet, there is limited focus on exploring its essence. Teaching philosophy can be interpreted as a strategy in education and pedagogy, illustrating how teachers tackle the teaching process. This involves both pedagogical and educational aspects. A different perspective on teaching philosophy is to view it as the direct transfer of philosophical knowledge from teacher to students. This qualitative study on higher education is conducted by looking at Professor X’s social and educational background, teaching in different settings, the professor’s methodology of teaching philosophy from basics as well as their broader academic work, which includes writing, research, and public presentations. The research investigates the teacher’s self-reflection on philosophy and the development of a “teaching philosophy from scratch”, exploring how it supports teachers to push philosophy beyond conventional academic environments and a particular teaching philosophy. The findings suggest that there is a connection between teaching methods and research and publication endeavors. The outcomes extend beyond the typical association to highlight the essence of the link between research and teaching. This deepens our insight into the meaning of “teaching philosophy” as a diverse process that includes teaching, writing, academic endeavors, and public contributions

Actions (login required)

View Item