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Why Teach Philosophy

In Andrea Kenkman (ed.), Teaching Philosophy. Continuum. pp. 38-54 (2009)

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  1. Introduction to special issue on the art of dialogue.Hannah Marije Altorf - 2016 - Arts and Humanities in Higher Education 18 (1):3-7.
    This article starts from the observation that Socratic dialogues in the Nelson–Heckmann tradition can create a sense of belonging or community among participants. This observation has led me to the current argument that Socratic dialogue offers an alternative to more prominent forms of conversation, which I have called ‘discussion’ and ‘discourse of uncritical acceptance.’ I explain the difference between these forms of conversation by considering the role of experience in Socratic dialogue and the requirement that participants put themselves in each (...)
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