As a practical matter, if we teach an introductory-level lecture course in philosophy (on the philosophy of language, for example) at a college or university, we are almost inevitably faced with a series of problems that are not easy to solve. Since the old days of ancient Greek philosophy the conveyability of philosophical knowledge has been one of the most important theme in the western philosophical tradition. Sooner or later we cannot help asking ourselves: how we can find a textbook suitable for the class level; If it is not possible to find one, how we can prepare adequate teaching materials, especially when students are not familiar with philosophy at all; If we find one, how we can alter the author' s descriptions that we think insufficient or inappropriate as explanations; How we can help students who have not take much interest in philosophy to understand various types of arguments and learn methods of philosophical thinking which they can utilize, once acquired, to think about whatever subjects they like; And what the significance is of such kind of training at all. I do not have theoretically perfect answers to the above questions. Instead, I explain, from a practical point of view, what kind of efforts we should make to develop the effective methods of teaching philosophy that are more workable. Then I show how I solved the specific educations problems with my lecture course on the philosophy of language together with a sample of teaching materials as an appendix.
