Philosophy has consequences! Developing metacognition and active learning in the ethics classroom

Stokes, Patrick 2012, Philosophy has consequences! Developing metacognition and active learning in the ethics classroom, Teaching philosophy, vol. 35, no. 2, pp. 143-169.

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Title Philosophy has consequences! Developing metacognition and active learning in the ethics classroom
Author(s) Stokes, Patrick
Journal name Teaching philosophy
Volume number 35
Issue number 2
Start page 143
End page 169
Total pages 27
Publisher Philosophy Documentation Center
Place of publication Charlottesville, Va.
Publication date 2012-06
ISSN 0145-5788
2153-6619
Keyword(s) metacognition
active learning
moral intuitions
moral dilemma
Summary The importance of enchancing metacognition and encouraging active learning in philosophy teaching has been increasingly recognised in recent years. Yet traditional teaching methods have not always centralised helping students to become reflectively and critically aware of the quality and consistency of their own thinking. This is particularly relevant when teaching moral philosophy, where apparently inconsistent intuitions and responses are common. In this paper I discuss the theoretical basis of the relevance of metacognition and active learning for teaching moral philosophy. Applying recent discussions of metacognition, intuition conflicts and survey-based teaching techniques, I then outline a strategy for encouraging metacognitive awareness of tensions in students’ pretheoretical beliefs, and developing a critical self-awareness of their development as moral thinkers.
Language eng
Field of Research 220311 Philosophical Psychology (incl Moral Psychology and Philosophy of Action)
130399 Specialist Studies in Education not elsewhere classified
220305 Ethical Theory
Socio Economic Objective 970122 Expanding Knowledge in Philosophy and Religious Studies
HERDC Research category C1 Refereed article in a scholarly journal
Persistent URL http://hdl.handle.net/10536/DRO/DU:30049436

Document type: Journal Article
Collection: School of Humanities and Social Sciences
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Created: Tue, 20 Nov 2012, 12:11:01 EST by Patrick Stokes

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