What does "Teaching philosophy" mean? A case study: Professor X teaching philosophy
In higher education, teaching philosophy is a crucial tool for conducting and assessing teaching quality. Yet, there is limited focus on exploring its essence. Teaching philosophy can be interpreted as a strategy in education and pedagogy, illustrating how teachers tackle the teaching process. This...
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| Language: | English |
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Pedagoško društvo Srbije i Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu
2025-01-01
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| Series: | Nastava i Vaspitanje |
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| Online Access: | https://scindeks-clanci.ceon.rs/data/pdf/0547-3330/2025/0547-33302501025M.pdf |
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| author | Mitrović Veselin |
| author_facet | Mitrović Veselin |
| author_sort | Mitrović Veselin |
| collection | DOAJ |
| description | In higher education, teaching philosophy is a crucial tool for conducting and assessing teaching quality. Yet, there is limited focus on exploring its essence. Teaching philosophy can be interpreted as a strategy in education and pedagogy, illustrating how teachers tackle the teaching process. This involves both pedagogical and educational aspects. A different perspective on teaching philosophy is to view it as the direct transfer of philosophical knowledge from teacher to students. This qualitative study on higher education is conducted by looking at Professor X's social and educational background, teaching in different settings, the professor's methodology of teaching philosophy from basics as well as their broader academic work, which includes writing, research, and public presentations. The research investigates the teacher's self-reflection on philosophy and the development of a "teaching philosophy from scratch", exploring how it supports teachers to push philosophy beyond conventional academic environments and a particular teaching philosophy. The findings suggest that there is a connection between teaching methods and research and publication endeavors. The outcomes extend beyond the typical association to highlight the essence of the link between research and teaching. This deepens our insight into the meaning of "teaching philosophy" as a diverse process that includes teaching, writing, academic endeavors, and public contributions. |
| format | Article |
| id | doaj-art-8701d3396b8d4ad1bfcf2eb3e53b8a01 |
| institution | OA Journals |
| issn | 0547-3330 2560-3051 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Pedagoško društvo Srbije i Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu |
| record_format | Article |
| series | Nastava i Vaspitanje |
| spelling | doaj-art-8701d3396b8d4ad1bfcf2eb3e53b8a012025-08-20T02:25:04ZengPedagoško društvo Srbije i Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u BeograduNastava i Vaspitanje0547-33302560-30512025-01-01741254810.5937/niv74-543120547-33302501025MWhat does "Teaching philosophy" mean? A case study: Professor X teaching philosophyMitrović Veselin0https://orcid.org/0000-0001-5783-2164Institute of social sciences, Belgrade, SerbiaIn higher education, teaching philosophy is a crucial tool for conducting and assessing teaching quality. Yet, there is limited focus on exploring its essence. Teaching philosophy can be interpreted as a strategy in education and pedagogy, illustrating how teachers tackle the teaching process. This involves both pedagogical and educational aspects. A different perspective on teaching philosophy is to view it as the direct transfer of philosophical knowledge from teacher to students. This qualitative study on higher education is conducted by looking at Professor X's social and educational background, teaching in different settings, the professor's methodology of teaching philosophy from basics as well as their broader academic work, which includes writing, research, and public presentations. The research investigates the teacher's self-reflection on philosophy and the development of a "teaching philosophy from scratch", exploring how it supports teachers to push philosophy beyond conventional academic environments and a particular teaching philosophy. The findings suggest that there is a connection between teaching methods and research and publication endeavors. The outcomes extend beyond the typical association to highlight the essence of the link between research and teaching. This deepens our insight into the meaning of "teaching philosophy" as a diverse process that includes teaching, writing, academic endeavors, and public contributions.https://scindeks-clanci.ceon.rs/data/pdf/0547-3330/2025/0547-33302501025M.pdfteaching philosophyhigher educationpedagogystudentseducational and research style |
| spellingShingle | Mitrović Veselin What does "Teaching philosophy" mean? A case study: Professor X teaching philosophy Nastava i Vaspitanje teaching philosophy higher education pedagogy students educational and research style |
| title | What does "Teaching philosophy" mean? A case study: Professor X teaching philosophy |
| title_full | What does "Teaching philosophy" mean? A case study: Professor X teaching philosophy |
| title_fullStr | What does "Teaching philosophy" mean? A case study: Professor X teaching philosophy |
| title_full_unstemmed | What does "Teaching philosophy" mean? A case study: Professor X teaching philosophy |
| title_short | What does "Teaching philosophy" mean? A case study: Professor X teaching philosophy |
| title_sort | what does teaching philosophy mean a case study professor x teaching philosophy |
| topic | teaching philosophy higher education pedagogy students educational and research style |
| url | https://scindeks-clanci.ceon.rs/data/pdf/0547-3330/2025/0547-33302501025M.pdf |
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