I would
encourage interdisciplinary studies, or at least some experiences where you're getting a better understanding of the work that's being done in an area where you think philosophy is going to be relevant, or an area where you want to take it.
First, when it comes to articulated beliefs about what constitutes appropriate instruction for early adolescents, both groups are proponents of instruction that: (1) is theme based, (2) is
interdisciplinary, (3) fosters student self - direction and independence, (4) promotes self - understanding, (5) incorporates basic skills, (6) is relevant to the learner and thus based on
study of significant problems, (7) is student - centered, (8) promotes student discovery, (9) values group interaction, (10) is built upon student interest, (11)
encourages critical and creative exploration of ideas, and (12) promotes student self - evaluation (e.g., Currier, 1986; Kaplan, 1979; Maker & Nielson, 1995; Stevenson, 1992).
With more than 30 readings, pages of full - color artwork, and a variety of classroom strategies, activities, and questions, Sacred Texts provides opportunities for teachers of both Judaic and general
studies to integrate learning and
encourages interdisciplinary conversations.