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...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Taylor & Francis
[2018]
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| In: |
International journal of philosophy and theology
Year: 2018, Volume: 79, Issue: 4, Pages: 451-457 |
| Standardized Subjects / Keyword chains: | B
Western Carolina University, Philosophy and Religion Department
/ Higher studies
/ Good living
|
| RelBib Classification: | FA Theology FB Theological education KBQ North America VA Philosophy |
| Further subjects: | B
Happiness
B Good Life B Narrative B fulfilling B Flourishing B Curriculum B Existential B Reflection B Career B Meaning B Vocation B Teaching |
| Online Access: |
Volltext (Verlag) |
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| 245 | 1 | 0 | |a Finding meaning in the curriculum |b orienting philosophy majors to a meaningful life as a primary learning outcome |c John F. Whitmire Jr. (Department of Philosophy and Religion, Western Caroline University, Cullowhee, NC, USA) |
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| 520 | |a 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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