Philosophy teaches us to think critically about the world around us. It exposes us to new vantage points and ways of questioning; it sharpens our analytical skills and equips us with the ability to assess and evaluate arguments. It follows then, that a successful philosophy course should not only aim to familiarize students with the issues or problems that have come to define a particular branch of philosophy (be it epistemology, feminism, metaphysics, etc.). Rather, a course – and so a course instructor – should but should strive to provide students with the opportunity to further develop their critical capacities. Indeed, the study of philosophy is unique amongst the humanities in that it is just as important for an aspiring philosophy student to learn how to think philosophically as it is for them to become acquainted with any philosophical material. Understood in this way, it is not an exaggeration to claim that in order for a philosophy class to truly be successful, it must not only provide students with knowledge of a given subject matter, but also assist students in becoming independent, critical thinkers.

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In order for a philosophy course to achieve this transformative effect, however, students must first acquire some basic skills. Specifically, they need to learn how to:

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            (1) critically engage with philosophical material

            (2) construct and assess arguments

            (3) articulate their ideas in a clear and precise manner

            (4) learn to apply philosophical thinking to the world in which they live

 

Although obtaining these skills will certainly require effort on behalf of students, I think think there are at least three things a course instructor can do to assist students in this endeavor.

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First, as students may be initially intimidated by the prospect of doing philosophy altogether, it is important for the instructor to design a course in such a way that that the course is challenging, yet not inaccessible. Experience has taught me that the best way to get students excited about grappling with big ideas – especially when students are new to the practice of philosophy – is to demonstrate the continuing relevance of the philosophical approach by showing that it can be used to successfully think through problems students are already concerned with and invested in. My approach then, is either to center courses on issues or topics which directly speak to contemporary concerns (e.g., issues of race and gender, colonialism, economic inequality, political representation) or to draw upon historical works and show how the conceptual frameworks and arguments provided by past thinkers can be used to shed new light on current topics of debate and interest. For example, although my course on “17th and 18th Century Philosophy” will certainly deal with canonical figures and the important contributions they have made to metaphysics and epistemology, I also use the study of these figures as an occasion to re-think a variety of social/political issues. Specifically, in this course I make use of Descartes theory of the soul to motivate students to think about the nature of the self and the role the body (in particular, sex) plays in the constitution of identity; highlight the continued relevance of Spinoza’s account of superstition and its etiology for understanding the widespread presence of irrational beliefs (e.g., pseudoscience or the predictive power of astrological signs); utilize Hume’s associative theory of ideas in order to gain insight into the nature of contemporary advertising and the mechanisms by which it works; and draw upon Kant’s account of the use of “public reason” to further the process of enlightenment to raise important questions about the role public forums (such as the new forms of social media) play in influencing the direction of society and culture.

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Second, in order to best facilitate philosophical thinking, it is crucial that the classroom be a place where students feel both supported and respected. It is my experience that many academics, especially those who specialize in philosophy, overlook the fact that most people are easily overwhelmed  by theory and the abstract language by which philosophers express their ideas. What is more, it can be incredibly distressing at times to be asked to critically analyze and dissect (or possibly modify or reject) your most cherished beliefs and values. If students are to discover how exciting and rewarding earnestly engaging in philosophical thinking can be, then it is of the upmost importance that the instructor establish a learning environment wherein everyone feels secure enough to grapple with challenging and new ideas and viewpoints. I have found that the best way to achieve this is by leading class discussions in such a way that the class approaches the course material as a group or small academic community, emphasizing not so much where individual students might clash or differ.

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Finally, as interpreting and making sense of philosophical works (especially past philosophical works) have always presented students with a formidable challenge, it is incumbent upon a course instructor to present course material in an organized, effective, and informed way, yet without alienating students or discouraging their participation or interaction. My method of instruction takes its inspiration from my study of philosophical hermeneutics and is organized around three basic principles that I have found assist in the process of understanding.

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First, when introducing new philosophical material, it is vital to make sense of it by situating it within a greater whole, that is to say, by providing a greater context within which the material is to be understood, whether this context be, for instance, the overall philosophical project of the thinker or the history of the problem to which the work is a response. Indeed, it has been my continued experience me that students best begin grappling with new ideas once they have a better understanding of the larger motivations and problems that gave rise to them. For this reason, I make a sustained effort to take some time to first explore why the material is written before dealing with any particular concept or argument. Second, it is important for a course instructor to present materials in such a manner that it can be easily followed over the period of a class, and this requires students have a clear sense of where the class is heading. To facilitate these two aims, I utilize Powerpoint presentations (which students can download to their devices before class). Typically, I begin classes by presenting class begins with my presenting the students with three or four “guiding questions” that structure the class discussion and which organize the content I cover on my Powerpoint slides. I find that if I begin by briefly going over each of these guiding questions – hinting, perhaps, at their possible solution – and then leading a class discussion around the joint task of responding to them, students are better able to orient themselves towards the material from the outset and find the process of coming to solutions much more exciting.

Third, I aim to have class discussions proceed in the manner of a dialogue. In order to assist students in the process of thinking critically about course material, each slide contains a question I have prepared in advance. After students discuss and provide answers to the question, I then return to a number of slides which contain (what I would consider) awe then discuss possible solutions together.  to the question. Once the question is given this answer, I use the answer to motivate yet further questions I have prepared. This dialogical method has proved beneficial in that ensures that class conversations have clear parameters and don’t go off topic and it allows the students a chance to receive immediate feedback regarding their grasp of the material. Additionally, the process of unpacking the material and thinking through it becomes is more of a group effort rather than the accomplishment of any particular individual. This sense of collaboration not only reminds students that I value their input, but also contributes more generally to establishing a class environment that is both friendly and inclusive.