By Alan Davis
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All of the above seem to suggest that philosophy, as an activity, is down to earth a way of life, and its signiﬁcance, again referring to Wittgenstein, lies in its being closely tied to the problem it addresses (Villa 2009, p. 99). The above position is important, in that the complexity of life and philosophy can now be seen as mutually informed in the service of the growth and development of humans. This mutuality has vast implications for education (and in our case the subject of Liberal Studies in particular).
1). Envisioning of becoming a good facilitator and resourceful person (Kwan 2000, p. 2) of this kind can only be possible if the above difﬁculties are settled. And it is only when these seemingly unbearable challenges are overcome would the philosophic disposition (Dewey 1944, p. 325) of students be vitalized in this dialogic environment. To succeed is not merely about pedagogical skills but, more importantly, one’s habitual deliberative practice on the life situation of people. This is where critical thinking ﬁnds its place and philosophers of education should come into play and become, in Turner’s terminology, engaged scholars, “who bring our scholarship to the world while simultaneously bringing the world to our scholarship” (Turner 2005, p.
I usually invite the student teacher to reﬂect on whatever she could think of in her own performance. I could see from her facial expression that she was not very satisﬁed, but somehow she didn’t feel like taking the initiative to let me know her thoughts. Then, I told her exactly what I saw with special respect to the way she emphasized what she would like the students to remember. Shortly after I ﬁnished sharing my comment she revealed to me that she was under pressure to do so, which came from her students’ evaluation.