What follow is an attempt to isolate the specificity of the nature of teaching and learning philosophy in which philosophy is seen as identical with or closely tied to a specific activity. Because philosophers who embrace one of certain views tend to think that learning and teaching this activity is a main aim of philosophical education, guidelines for teaching and learning practice are already implied by their own conceptions. However, discussions of the nature of the nature of the subject are conducted apart from debates about adequate teaching methods. In this paper, I want to examine how different conceptions are related to teaching philosophical practices, that is to say how methods of teaching philosophy can vary with these different conceptions of philosophy.
Ⅱ. Philosophy as Problem-Oriented
Ⅲ. Philosophy as History-Oriented
Ⅳ. Philosophy as Person-Oriented
Ⅴ. Choice or Combination of Styles of Teaching?
Ⅵ. Concluding Remarks