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Teaching philosophy of education offers us a chance to apply the familiar Socratic dialectic to ourselves. But it is very seldom taught in this spirit, if taught at all. Perhaps we fear that such a course would be impossibly self-referential. This paper argues, however, that precisely this kind of self-reference could be its strength. I outline a course of this sort, based upon a number of iterations I have taught over the past few years. A range of different classroom styles are enacted and examined for their hidden assumptions about teaching, learning, and knowledge.