What does it mean for a student to come to an understanding of a
philosophical standpoint and can the explosion of resources now
available on the web support this process, or is it inclined
instead to create more confusion? We believe that a possible answer
to the problem of finding a means through the morass of information
on the web to the philosophical insights it conceals lies in the
process of narrative pathway generation. That is, the active
linking of resources into a learning path that contextualizes them
with respect to one another. This result can be achieved only if
the content of the resources is indexed, not just their status as a
text document, an image or a video. To this aim, we propose a
formal conceptualization of the domain of philosophy, an ontology
that would allow the categorization of resources according to a
series of pre-agreed content descriptors. Within an e-learning
scenario, a teacher could use a tool comprising such an ontology to
annotate at various levels of granularity available philosophical
materials, and let the students explore this semantic space in an
unsupervised manner, according to pre-defined narrative pathways.
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