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Title: Teaching philosophy online
Author: Danka, Istvan
Awarding Body: University of Leeds
Current Institution: University of Leeds
Date of Award: 2013
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The present dissertation investigates some possible aims and methods of online philosophy education. It argues that online philosophy education should put a greater emphasis on learning philosophical know-how via collaboration. Online education, contrary to recent criticism, could be done efficiently if it did not intend purely to imitate traditional education but defined its own strategic targets in accordance with some needs which have emerged online. Improving argumentative, systematic and interpretative skills are essential for being a good philosopher as well as a self-reliant online citizen. Preparing students for online practices via teaching them philosophical skills at least partly satisfies some internal purposes of philosophy education as well as some social needs. Learning these skills is irreducible to learning propositional knowledge. Establishing access to (even well-selected) information is insufficient for teaching philosophical skills. One way of teaching these skills is via role-playing philosophical discussions, for which Massively Multiplayer Online Role-Playing Games as a background technology is an effective way.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available