Croatian Journal of Philosophy

Marko Jurjako’s article “Self-deception and the selectivity problem” (Jurjako 2013) offers a very interesting discussion of intentionalist approaches to self-deception and in particular the selectivity objection to anti-intentionalism raised in Bermúdez 1997 and 2000. This note responds to Jurjako’s claim that intentionalist models of self-deception face their own version of the selectivity problem, offering an account of how intentions are formed that can explain the selectivity of self-deception, even in the “common or garden” cases that Jurjako emphasizes.

The paper addresses the issue whether Tennant’s textbook Introducing Philosophy, a demanding textbook based on the methodology of Analytical philosophy, can be useful for high school teachers not trained in Analytical methodology. The pedagogical background is presented through a conceptual framework of problematization, conceptualisation and argumentation, and I follow Tennant’s methodology through these three principles. The issue which I discuss is how Tennant’s methodology can help teachers to foster the three analytical abilities in students. I will show how his presentation of topics as content demonstrate his methodology and how particular examples can be used by teachers in secondary education, as well as in introductory university courses in philosophy. If teachers pay attention to this methodology within the content, they can apply it to other topics.