How Philosophy Lecturers Connect Ideas To Personal Development Through Lived Philosophical Practices

Abstract

This study examines how philosophy lecturers connect abstract concepts to students’ personal growth by integrating lived practices into their teaching. It involved a qualitative analysis of 60 lecturers from Malaysian public universities, utilizing online short-answer surveys to understand their engagement methods. The research employs a qualitative methodology, collects data through surveys and interviews, and analyzes it thematically to uncover recurring themes and insights. It also investigates strategies encouraging students to reflect on their spiritual beliefs and values about their learning and decision-making. Findings indicate that lecturers act as facilitators, prompting critical engagement with frameworks like Socratic questioning to address real-world challenges. By situating philosophy in students’ lives, educators foster a deeper connection between intellectual inquiry and personal growth. This research underscores the transformative potential of teaching philosophy as a lived practice, urging educators to adopt pedagogical methods that empower students to apply philosophical insights in their daily lives. The findings will enhance existing pedagogy and student engagement literature, providing practical implications for fostering transformative learning experiences.