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Well in my case it’s college kids, and while my approach is to be as unobtrusive as I can, I can’t just let them be. Also, I teach the kind of stuff that’s just really hard to read w/o guidance. But for a younger set, I see what you mean
College classes are a totally different ballgame: they're not compulsory. I can't speak to your teaching ability, but if your students don't find your materials or methods useful, they presumably don't have to be there
Yeah that’s basically true. I think about this stuff a lot, both in terms of the relevant pedagogical issues, and the broader questions of what it means to teach philosophy, and to what extent philosophy can be properly und as edifying. I can reliably fill seats, though not sure
....how articulately I could convey my approach (distill it down to basic components) in such a way that it was emulatable.
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