Philosophy and Education Forum

From the desk of Felicity Alpert                                                                                      February 2010

 

Why study Philosophy? What are we talking about when we refer to 'philosophical thinking'?  What kind of learning are we talking about when we study Philosophy?

"Philosophy" means a love of wisdom.  The term comes from the ancient Greeks.  The first part of the word, "Philos" means "love of", and "sophy" derives from 'sophia' which means wisdom.  The ancient Greeks valued the pursuit of wisdom so highly; they named their city of Athens after "Athena" the goddess of wisdom.

Wisdom was seen as a practical matter, a quest for knowledge and understanding, a guide on how one should live and why it is the right way. The classical Greek philosophers pursued wisdom through the study of philosophy.  Plato (428-348BC), known as the father of philosophy, for example, searched for a deeper understanding of knowledge. He developed his theory of Forms, in his attempt to search for truth that was both perfect and unchanging. He argued that everything in our everyday world is transient and oriented to our senses (for example, someone is considered tall insofar as someone else is considered short; a cloth that appears red during the day appears black in the evening). Thus, what we see in our everyday world cannot provide us with true knowledge.  He proposed that true knowledge can only exist in the realm of the unchanging and immortal, which he called "Forms" or ideas, and that these "Forms" have at their peak, the ultimate source of all existence and perfection - the ultimate source of all knowledge - namely, the Form of The Good, which gave meaning to everything else. (For further information on Plato's philosophy see http://www.philosophypages.com/hy/2f.htm#). Plato's theory of Forms has given rise to a great deal of robust discussion over the centuries. His philosophical views have had a strong impact on Western culture, religion and art. Our own Christian intellectual tradition echoes aspects of Plato's philosophy, as it relates to the immortality of the soul (and vision of the afterlife); the existence of a world beyond the sensory; and the God-like Form of The Good.

Modern day Philosophy interweaves three main strands - pure Philosophy, critical thinking and deductive logic.  In its pure form, Philosophy deals directly with the fundamental questions of existence, knowledge and value: In particular, it seeks to understand the nature of justice, knowledge, beauty, freedom and truth.  It challenges us to probe beneath the surface - to go beyond obvious answers, to find out how things really are, and to maximize meaning by searching for deeper knowledge and understanding.  We do a lot of questioning in Philosophy as we try to clarify key ideas and concepts, and explore these concepts in depth.

Some of the many questions canvassed through the process of philosophical inquiry include:  What is justice?  How can we tell if something is fair? Is it always good to be fair?  

What is freedom and why is it important?

How do you know when something is real? For example, are your thoughts real?

Understanding the nature of courage and intelligence brings up questions such as: Can you be courageous without being at all intelligent?

If you were to prioritize one of the following values - wealth or friendship - which would it be? Would it be worse to be without money or to be without friends?  A related question might be:  Is your personal identity as important as family or tradition?

Philosophy also grapples with confronting questions that call upon us to make choices which have serious life implications, and deepen our understanding of our Christian values. These are questions such as: Which is more important - truth or happiness?  Would you rather be unhappy and know the truth or be happy and be deceived? And of course, there is the very big question of 'what is happiness?'

As well as promoting a deeper understanding about the nature of ourselves and the world, Philosophy provides the tools with which students (and adults) of all ages can improve reasoning skills, think critically and express thoughts clearly.

In developing good thinking in Philosophy, attention is paid to the skills related to asking good questions, these being questions which evoke curiosity and wonder, questions which are puzzling and thought provoking. The most interesting questions of this kind take the form of "open questions". These are questions whose answers have not been established as correct or where no amount of reviewing the text will produce an answer. For example, the story of King Midas might give rise to the question:  'Does wealth bring happiness?'  Alternatively, an observer of human relationships might well ask the question: 'Can a real friendship be broken?'

 

This is unlike asking "closed questions" whose answers can be located by consulting the text.  A "closed question" might be "Who came to Humpty Dumpty's aid when he fell off the wall? Another might be, "What major battles took place in World War Two and where did they occur?"

Philosophy not only pays attention to developing skills that improve our ability to ask good questions, it also sharpens our ability to think more clearly by sharpening our analytical skills. For example, it prompts us to examine what makes a good reason, a good analogy, or a good distinction.  Philosophical analysis calls for us not to merely accept a point of view but to examine the evidence and the assumptions or implications made by others, as part of the process of gaining a deeper understanding of issues, and exploring different points of view.

Philosophical inquiry requires us to see both sides of a case, to get to the heart of the matter by seeing what the implications are when following a line of thought.  It enables us to detect bad (and good) reasoning, ambiguities, inconsistencies and other weaknesses in the ideas expressed.  Such critical thinking helps us to become more inquiring as individuals, and in a collective sense, the focus of philosophical inquiry on clear, analytical thinking and reasoned judgments helps us to develop a society which also values good thinking- one which is more reasonable, reflective, and prudent about its own ideas, more open minded and less prone to prejudices.

In addition, the skills and knowledge gained from the process of philosophical inquiry - its methods of thinking and skills in argument are not confined to the discipline of Philosophy but can be applied in very large measure to other fields of study such as History, Theology, Politics, Law, Mathematics and Computer Science.

 

PHILOSOPHY IN ACTION

In school age children, especially in the primary and middle years of schooling, the aim of studying Philosophy is not to turn children into philosophers, but to provide them with the critical thinking tools that can make them more thoughtful, considerate, reflective and reasonable in terms of their own ideas, as well as in their feelings of others.

Children are constant thinkers who reflect on their thoughts and ideas.  They want their thoughts and knowledge to be meaningful and interesting.  They are quite capable of thinking critically and creatively and morally, and should be encouraged to do so by active engagement, using the process of philosophical inquiry and good reasoning skills within the context of Christian values. Even young children are sometimes pre-occupied with such questions as "What did mum mean when she said I didn't have 'a good reason' for saying something?" or "What makes a friend a "best friend?". Such thinking can also deepen a child's understanding and appreciation of his own family's underlying values.

In the pre-adolescent years, philosophical discussion is carried out by involving children intellectually and emotionally with the lives and characters depicted in stories. These characters generate the inquiry process through a storyline, which has as its theme, an issue that people have pondered over for a very long time. 'The Bunyip of Berkely's Creek', by Jenny Wagner, which is a popular Australian children's story, is an interesting case in point. The story centres on a black and muddy animal desperately seeking to find out who he is and what he looks like. A platypus informs him that he is a bunyip. He then seeks confirmation of his identity from other animals but finds little consolation in their terse responses. When he finally confronts a man with the question, he is told matter-of-factly, that bunyips simply do not exist. In a surprise ending, he unexpectedly comes across a near identical creature to himself, who provides him with a newfound companionship. This experience confirms his sense of identity and sense of belonging. Younger students have responded to this story by raising some interesting questions (such as "Are bunyips real?" "Why did the man reject the bunyip's existence even though the bunyip was speaking to him?"); and fundamental questions such as, "What does it mean to exist?" Similarly, a simple children's story like Snow White, the beautiful daughter of a king, banished by the King's vain, new Queen because she was jealous of Snow White's beauty, has generated many interesting questions among primary age students: These include, "Why did the new Queen keep asking the mirror to confirm that she was the most beautiful of all women?" "What does it mean to be beautiful?"  "Snow White was very scared and saddened by what happened to her. "What does it mean to be sad (or afraid)?" Good choices in stories should stimulate interest about such issues as the nature of mind, of personhood, of freedom and rules, and the role of judgment.

In the middle years of schooling, philosophical inquiry occurs as an extension to the subject matter that is being studied.   It is important to pay attention not only to the skills and practices of proficient, mastery learning but also to stimulate "reflective" learning which is based on critical, creative and complex thinking.  Reflective learning, which is fundamental to philosophical inquiry, seeks to establish beliefs about the facts; it seeks out truth, imagines possibilities and develops concepts.

As an illustration, the ANZAC story - in which Australians fought on the shores of Gallipoli - is a theme that historically, features strongly in Australia's role in World War One.  This event is also often cited as a major contributing factor to the further theme of Australia developing an identity as separate from her colonial heritage with 'mother England'. These themes, which form part of a history course studied in the middle years of high school, lend themselves well to stimulating philosophical inquiry.  In addition to acquiring a proficient knowledge base of these complex, historical events, these events also give rise to a number of philosophical themes found beneath the surface.  Issues that give rise to reflective thinking include considering the implications of following the rule of another country (in this case, 'mother England') and how this might relate to self-determination;  the concept of 'legend' and of 'national hero'. Does a country have an obligation to support its allies on matters of policy even if it doesn't agree with their policy?  These are moral dilemmas especially in wartime situations. They also give rise to other reflections, such as the nature of bravery and trust and how these bear out in practice. What is 'fighting for freedom'? Could a country, for instance, which is living under the rule of another country, still consider itself free? What is freedom? What does it mean to say 'a person is free' or that 'we live in a free society' or a 'free country'?

The story of "Simpson and His Donkey," which took place on the Gallipoli battlefield also provides a rich source of material for further philosophical inquiry, raising questions about the nature of sacrifice, and the utilitarian idea of an individual's sacrifice for the greater good.  This story is also rich in the concepts and issues that pertain directly to fundamental questions of personal, moral and political freedom.

Thus, the concepts and issues that arise in the theme of the ANZACS and Gallipoli also give rise to fertile thought and philosophical inquiry. Its leading ideas relate to the value of freedom, the right to self-determination, the threat of tyranny, the necessity of war itself, and the potential of the individual to make a difference. The pressure on Australia from the 'mother country' to send soldiers to fight in Gallipoli gives rise to questions related to the connection of loyalty with obligation, of bravery and trust, of courage and friendship.

In summary, the process of philosophical inquiry with its strong emphasis on developing critical thinking skills encourages students to inquire and reason about things of significance.  In its application to school based learning, philosophical inquiry is a highly intellectually pro-active, innovative extension program, which adds a new dimension to current studies.  Schools that have introduced Philosophy have found that the nature of its intellectual expectations, not only helps improve student performance but also encourages students to act in moderation, with wider benefits reflected in and outside the classroom - in the minimizing of tendencies towards destructive behaviour and bullying and in an increase in manifested attributes, such as being more open-minded, respectful, tolerant and compassionate people.

As such, Philosophy is very much a key to successfully implementing much of what is valued in Christian education and in education generally: It cultivates excellent thinking, providing new dimensions to our current ideas by focusing on critical and creative processes, and it is inclusive of issues related to social democracy and ethical judgments that promote compassion and understanding of one another.

In short, it makes us better people who genuinely seek to aspire to live by the values espoused in Philippians 4:8: "Finally, brothers and sisters, whatever is true, whatever is honourable, whatever is just, whatever is pure, whatever is lovely, whatever is kindly spoken, whatever  is excellent or praiseworthy -put your mind on these".