Writing, thinking, and learning in the philosophy classroom

Charmaine Swansen Boswell, Purdue University

Abstract

Historically, writing in the classroom has been used as a means to measure student progress. Written exams and essays are the most common ways that writing is used as a form of measurement in philosophy courses. However, students enrolled in introductory philosophy courses find themselves immersed in a discipline that is new and foreign to them, and it is often the case that students are unprepared to write in the discipline. The consequence is that the knowledge students have acquired over the course of a semester will not always show on paper. To assure that written measurements are an accurate representation of what students have learned, students require practice writing. When given the opportunity to write within the discipline, students will be more prepared to transfer newly acquired knowledge from their personal mental shorthand to the written word. By arguing for an approach that utilizes the scaffolding of assignments in introductory philosophy courses, this thesis presents a method that uses writing as a tool to teach. Writing is an integral part of the discipline, and it is through the written word that philosophers present their arguments and theories. Inviting students to write allows them to do philosophy by participating in the conversation. In addition, experienced writers understand that writing is a process and not an end product. The questions presented during rhetorical analysis allow student writers to further their engagement with the course material by questioning, analyzing, and thinking critically about their responses. Writing is the medium that allows students to rehearse and sculpt their responses, along with their abstract thoughts, into cogent prose. As students write, further thinking takes place and, in turn, further writing. Being given the opportunity to write in the philosophy classroom gives students the tools necessary to become active participants in the classroom and in the verbal and written philosophical conversations.

Degree

M.A.

Advisors

Bryant, Purdue University.

Subject Area

Philosophy|Educational evaluation|Education

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