Philosophical Studies Newcastle University

Personalised, context-based learning: philosophical theory and contemporary relevance The paper will outline the innovative teaching approach of personalised student projects in Philosophical Studies at Newcastle University. Context-based learning aims to demonstrate the relevance of both philosophical skills and knowledge outwith the academic domain and to also ground philosophical debate in a „real ‟ territory for students. Once the teaching approach has been described, the paper will seek to theoretically justify (and to outline the proposed empirical methodology to support these arguments) a series of claims: (1) that the personalized, context-based approach is more successful at both developing and making the student aware of developing specific educational skills (autonomy, independence, critical aptitude, etc.) which are highly desirable and easily transferable; (2) that the student does not view the acquisition of knowledge as merely a means to an end (e.g., passing an examination) and, hence, transitory; and (3) the approach is more suited to contemporary cultural conditions in that it successfully breaks free from outdated binary oppositions, namely the academic versus the vocational and the factual versus the technical which no longer map onto current social and economic reality. The final section of the paper will simply open discussion on whether the approach can be broadened to other disciplines or requires a core curriculum of philosophical modules