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Catherine H. Zuckert 《Perspectives on Political Science》2018,47(1):27-37
Erica Benner and Leo Strauss have recently challenged the reigning consensus that, having concentrated on politics, Machiavelli was not a philosopher. Readers did not always consider Machiavelli's work to be unphilosophical; and whether a commentator considers Machiavelli to be a “philosopher” depends on his or her understanding of what a philosopher is. Neither Benner nor Strauss takes the activities and studies of professors of philosophy in universities today to be definitive. Instead, they look to an older tradition both describe as “Socratic.” Benner rests her argument primarily on Machiavelli's references to Xenophon, Plato, and Plutarch. Unfortunately, Machiavelli's references to the works of Xenophon and Plato do not include those that feature Socrates. Strauss points out the similarities between Socrates and Machiavelli's emphasis on the political and their appeal to the young, but he concludes that, although Machiavelli is a “political philosopher,” his use of philosophy to serve the desires of the demos means that he is not a “Socratic.” 相似文献
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Catherine Oliver Samantha Leader Nicholas Kettridge 《Journal of Geography in Higher Education》2018,42(3):442-459
Providing cost-effective, hands-on field-based experiences to large cohorts of undergraduate students provides a core challenge for effective teaching and learning. This grand challenge is tackled through the construction of an exemplar outdoor learning environment within the Environmental Change Outdoor Laboratory (ECOLAB): Birmingham Bog (BB). Adjacent to the Geography building, the facility aims to produce a seamless, interconnected learning environment (in both space and time) that brings inaccessible fieldwork activities direct to the classroom at the time and frequency appropriate to the learning objectives. With the integration of this facility within a 3rd year undergraduate module, we explore through group interviews the ways in which BB adapted and influenced students’ engagement with lecture material, and the extent to which the approach can complement or replace current field based teaching activities. The group interviews identified how BB was considered an example of “effective learning” within the context of the wider degree programme. However, if confirmed, the value placed on residential field courses cannot be met by such campus experiences. Despite this, BB represents an increasingly fertile space for deeper stimulation and innovative ways of learning; diversifying pedagogical techniques and enabling students to re-engage with lecture content. 相似文献
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