Using peer instruction to teach philosophy, logic, and critical thinking

Sam Butchart*, Toby Handfield, Greg Restall

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

17 Citations (Scopus)

Abstract

Peer Instruction is a simple and effective technique you can use to make lectures more interactive, more engaging, and more effective learning experiences. Although well known in science and mathematics, the technique appears to be little known in the humanities. In this paper, we explain how Peer Instruction can be applied in philosophy lectures. We report the results from our own experience of using Peer Instruction in undergraduate courses in philosophy, formal logic, and critical thinking. We have consistently found it to be a highly effective method of improving the lecture experience for both students and the lecturer.

Original languageEnglish
Pages (from-to)1-40
Number of pages40
JournalTeaching Philosophy
Volume32
Issue number1
DOIs
Publication statusPublished - 2009

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