Patrick Stokes

Paolo Diego Bubbio's Sacrifice in the Post-Kantian Tradition offers a valuable and insightful discussion of the place of sacrifice plays in nineteenth century European philosophy, setting the stage for its emergence as a central theme in subsequent continental thought. Bubbio offers a strong case for the claim that the foundational move of the post-Kantian tradition is a fundamentally kenotic one. Bubbio is also critical of certain excesses in the way sacrifice is discussed in more recent work. However, the case of Kierkegaard in particular suggests kenosis is not so easily kept within the comfortable boundaries Bubbio prescribes for it: its excesses may be an integral part, rather than a hyperbolic distortion, of the logic of sacrifice.

The importance of enchancing metacognition and encouraging active learning in philosophy teaching has been increasingly recognised in recent years. Yet traditional teaching methods have not always centralised helping students to become reflectively and critically aware of the quality and consistency of their own thinking. This is particularly relevant when teaching moral philosophy, where apparently inconsistent intuitions and responses are common. In this paper I discuss the theoretical basis of the relevance of metacognition and active learning for teaching moral philosophy. Applying recent discussions of metacognition, intuition conflicts and survey-based teaching techniques, I then outline a strategy for encouraging metacognitive awareness of tensions in students’ pretheoretical beliefs, and developing a critical self-awareness of their development as moral thinkers.