Finding meaning in the curriculum: orienting philosophy majors to a meaningful life as a primary learning outcome
I discuss a learning outcome of the Western Carolina University, Department of Philosophy and Religion, which focuses on a student's development and pursuit of a meaningful, thriving, well-lived life, as a corrective to the poverty of existential reflection in the academy. We achieve this Socra...
| Auteur principal: | |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Taylor & Francis
[2018]
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| Dans: |
International journal of philosophy and theology
Année: 2018, Volume: 79, Numéro: 4, Pages: 451-457 |
| Sujets / Chaînes de mots-clés standardisés: | B
Western Carolina University, Philosophy and Religion Department
/ Études
/ Bonne vie
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| RelBib Classification: | FA Théologie FB Formation théologique KBQ Amérique du Nord VA Philosophie |
| Sujets non-standardisés: | B
Happiness
B Good Life B Narrative B fulfilling B Flourishing B Existential B Reflection B Programme scolaire B Career B Meaning B Vocation B Teaching |
| Accès en ligne: |
Volltext (Verlag) |
| Résumé: | I discuss a learning outcome of the Western Carolina University, Department of Philosophy and Religion, which focuses on a student's development and pursuit of a meaningful, thriving, well-lived life, as a corrective to the poverty of existential reflection in the academy. We achieve this Socratic goal via a targeted series of assignments throughout the student's education, a required pro-seminar on the topic of human flourishing, and other elective courses. The self-reflective, narrative assignments are designed to help students develop their own tentative position on a flourishing life, consider whether and how they are pursuing that vision, and articulate meaningful ways to integrate potential vocations with a fulfilling existence. Students are introduced to these questions in introductory classes; take a pro-seminar analyzing various positions on the good life' drawn from numerous philosophical, religious, and literary texts (for breadth), with a research paper assignment critically evaluating one position of their choice (for depth); and, in their final year, revisit their earlier meaning assignments,' examining retrospectively their academic career (including other courses that existentialize' these questions) and personal development, and prospectively their postbaccalaureate life and career. I conclude with some suggestions for programs keen to incorporate a similar outcome into their own curriculum. |
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| ISSN: | 2169-2335 |
| Contient: | Enthalten in: International journal of philosophy and theology
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| Persistent identifiers: | DOI: 10.1080/21692327.2018.1462242 |