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The Principle of a Problem-Based Approach and Its Consequences for Teaching Philosophy and 'Ethik'

Author(s): Markus Tiedemann

Journal: Analytic Teaching and Philosophical Praxis
ISSN 0890-5118

Volume: 33;
Issue: 1;
Start page: 54;
Date: 2012;
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The problem-based approach in teaching is a central concept of general didactics and technical didactics. It is a substantial principle and not one of those fashionable terms in didactics that are unjustifiably overrated. The discipline of didactics of philosophy can claim that it developed the problem-based approach first. Early in dialogic-pragmatic didactics of philosophy, Ekkehard Martens already understood philosophy as a “problem-based process of communication.”In the following, I would like to discuss the problem-based approach in teaching regarding three aspects:•The problem-based approach as a philosophical immanence•The problem-based approach as a historical imperative•The problem-based approach as a didactical consequenceThe last aspect is further subdivided into three levels, the theoretical-conceptual level, the methodical-practical level and the empirical-critical level.
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