ERIC Number: ED172856
Record Type: RIE
Publication Date: 1979
Reference Count: 0
An Empirical Study Toward a More Meaningful Philosophy Curriculum.
Oastler, John; Czopek, Michael J.
As part of an effort to determine which basic philosophy courses are appropriate to a community college curriculum, 37 topics were itemized by clustering related philosophical concepts under a general concept or topic. Topics were in turn grouped under the following headings: knowledge, major schools of philosophy, logic, value theory and ethics, and applications of philosophical methods. Then, philosophy faculty members and college students and graduates were asked to evaluate each topic in terms of its importance. Agreement about the importance of a topic would be interpreted to mean that the topic is essential to a philosophy curriculum. Knowledge and value theory and ethics received higher than average ratings by all groups. In the schools of philosophy, Plato and existentialism received high ratings, along with logic and inductive reasoning. In the area of applied philosophy, the philosophies of religion, law, and business were rated higher than average. University and community college professors judged more topics important than the student groups. Community college students did not accord high ratings to as many topics as university students. Both faculty and students felt that those teaching philosophy could have primary expertise in another subject but must have some graduate training in philosophy. (DR)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A