| Popis: |
Introduction After teaching a wide variety of philosophy courses at the undergraduate level, I came to believe that the fundamental barrier students faced in my classes was an inability to read philosophy, especially primary sources. Most students, it seemed, could get the general idea of a text, but could not follow the argument. Indeed, most students did not recognize that the text presented an argument; rather, they would read the text as a story. This type of reading was plain when, for example, students were asked to give presentations; generally the student merely highlighted the points the author made, in the sequence the author made them. |
