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. Attached Files Name Description MIMEType Size Downloads Title Philosophy has consequences! Developing metacognition and active learning in the ethics classroom Author(s) Stokes, Patrick orcid.org/0000-0001-9574-6064 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 Collections: Faculty of Arts and Education School of Humanities and Social Sciences   Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Tue, 20 Nov 2012, 12:11:03 EST Tue, 20 Nov 2012, 12:12:10 EST Tue, 20 Nov 2012, 12:49:27 EST Wed, 21 Nov 2012, 16:13:23 EST Fri, 23 Nov 2012, 09:35:27 EST Fri, 23 Nov 2012, 09:36:18 EST Fri, 23 Nov 2012, 09:37:08 EST Fri, 13 Jun 2014, 16:08:04 EST Tue, 03 Feb 2015, 13:18:21 EST Filtered Full Citation counts:   Cited 8 times in TR Web of Science Cited 8 times in Scopus Search Google Scholar Access Statistics: 940 Abstract Views, 3 File Downloads  -  Detailed Statistics Created: Tue, 20 Nov 2012, 12:11:01 EST by Patrick Stokes