The following post constitutes an edited transposition of a series of comments found in another thread on this site. In the event that I have uncharitably edited this material from its origin, I depend upon my peers to alert me to the fact. You can find the original post here. While the title of this post refers to two individuals (for purely archival purposes…and I think it’s a clever title), it is not my desire to exclude others from the discourse; in fact, I hope that those who are interested in this topic will get involved in this conversation.
Context: Some commentators and analysts argue that undergraduates emerge from the contemporary American system with weak critical engagement skills. Specifically, some students express difficulty in determining the cohesive meaning of the sum of their intellectual exploits. In other words, some students become frustrated when they are unable to find (satisfactory) connections between different and seemingly disparate courses, ideas, and arguments. Does this difficulty result from weak critical methodology? Should educators be more explicit or direct in their efforts to get students to hone their critical skills? If so, how could educators go about doing this?
Archive for the ‘Hermeneutics’ Category
Digging Deeper Into the Text
Posted in General Interest, Hermeneutics, Philosophy of Language, Teaching Philosophy on March 21, 2011| 5 Comments »
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Santiago Zabala Interview
Posted in Hermeneutics, Interviews on May 16, 2008| Leave a Comment »
Here’s a nice interview with Santiago Zabala on his new book The Heremenutic Nature of Analytic Philosophy: A Study of Ernst Tugendhat.