At an event for teachers in college yesterday I was asked what qualities a teacher might look for in a student as a sign that the student might be suited to a philosophy degree. I don't think I gave a very good answer at the time -- it's not an easy question -- but I've thought a bit more since, so here goes.
Let's first be clear that what is being asked concerns whether a student will be suited to and enjoy a philosophy degree. I'm not interested in wondering how to spot 'philosophical' people more generally, if there are such people, and I'm not going to say anything about what makes someone 'a philosopher', whatever that is. Rather, I'm simply thinking about the course I know best and what the characteristics would be of a student who would enjoy and do well at it.
I suppose first we have to say that they need to be clever and hard-working. Just one of these on its own won't be enough because the material is challenging and there is a lot of it to cover. One thing we try to assess at an interview is whether the applicant will be able to get down to work, sometimes long hours on not-so-exciting things. Just as a football manager needs, proverbially, to know a player will 'give it 110% on a wet February night in Middlesbrough', so too we need students who will do their best for a supervision on a wet Wednesday in Lent on a topic that is not -- at least, on the surface -- the sort to get pulses racing. Swanning around clutching a novel by Sartre won't be enough.
They need also to be able to read well, that is: carefully, thoroughly and sensitively. They will meet a range of writers, some from different cultures and periods, and different kinds of writing. All of it will be challenging and pretty dense. They need to read critically, looking to the overall argument and structure of the piece in question. And they need to be able both to extract what it being said and why but also articulate well-aimed responses to it. They need to be able to express themselves clearly in writing and orally.
So far, lots of this is pretty generic. And that's not a surprise. I imagine lots of people who do well at philosophy could also do well in other similar disciplines should their interest have taken them in that direction, and vice versa. So now the question is: how can you tell if someone might be interested enough in philosophy?
This is less easy. Being someone who 'loves thinking', as many of the UCAS personal statements I read tend to say, isn't enough. Being someone who has read and enjoyed or perhaps read and been annoyed by some recent philosophical writing is a better start (but they need to be able to say why they enjoyed it or found it annoying. Not thinking to ask that question of oneself is a bad sign...) Wanting to appear 'deep' and trying to work out the ultimate nature of reality/the universe/the meaning of life is not good at all.
I reckon a good sign would be if a student is never content with a proposed explanation (in chemistry, or history, or maths, or whatever) until they've circled round it themselves, prodded it, thought about its repercussions, grounds, and further import. It's also a good sign if a student is argumentative -- not, of course, just in the sense of being stubborn -- but in the sense of being able and interested in a give-and-take of argumentative, dialectical discussion. It's important that the student is willing and determined to fight for their view, but within limits. It's not good if what matters is simply winning an argument or discussion, just forcing someone to give in. Being able to recognise when a line of thought won't work, or is flawed, or is no more plausible than an alternative, is extremely important. A kind of intellectual honesty, open-ness, and generosity is a good thing to have.
So that's my second attempt to answer the question. I'll ponder some more.
Let's first be clear that what is being asked concerns whether a student will be suited to and enjoy a philosophy degree. I'm not interested in wondering how to spot 'philosophical' people more generally, if there are such people, and I'm not going to say anything about what makes someone 'a philosopher', whatever that is. Rather, I'm simply thinking about the course I know best and what the characteristics would be of a student who would enjoy and do well at it.
I suppose first we have to say that they need to be clever and hard-working. Just one of these on its own won't be enough because the material is challenging and there is a lot of it to cover. One thing we try to assess at an interview is whether the applicant will be able to get down to work, sometimes long hours on not-so-exciting things. Just as a football manager needs, proverbially, to know a player will 'give it 110% on a wet February night in Middlesbrough', so too we need students who will do their best for a supervision on a wet Wednesday in Lent on a topic that is not -- at least, on the surface -- the sort to get pulses racing. Swanning around clutching a novel by Sartre won't be enough.
They need also to be able to read well, that is: carefully, thoroughly and sensitively. They will meet a range of writers, some from different cultures and periods, and different kinds of writing. All of it will be challenging and pretty dense. They need to read critically, looking to the overall argument and structure of the piece in question. And they need to be able both to extract what it being said and why but also articulate well-aimed responses to it. They need to be able to express themselves clearly in writing and orally.
So far, lots of this is pretty generic. And that's not a surprise. I imagine lots of people who do well at philosophy could also do well in other similar disciplines should their interest have taken them in that direction, and vice versa. So now the question is: how can you tell if someone might be interested enough in philosophy?
This is less easy. Being someone who 'loves thinking', as many of the UCAS personal statements I read tend to say, isn't enough. Being someone who has read and enjoyed or perhaps read and been annoyed by some recent philosophical writing is a better start (but they need to be able to say why they enjoyed it or found it annoying. Not thinking to ask that question of oneself is a bad sign...) Wanting to appear 'deep' and trying to work out the ultimate nature of reality/the universe/the meaning of life is not good at all.
I reckon a good sign would be if a student is never content with a proposed explanation (in chemistry, or history, or maths, or whatever) until they've circled round it themselves, prodded it, thought about its repercussions, grounds, and further import. It's also a good sign if a student is argumentative -- not, of course, just in the sense of being stubborn -- but in the sense of being able and interested in a give-and-take of argumentative, dialectical discussion. It's important that the student is willing and determined to fight for their view, but within limits. It's not good if what matters is simply winning an argument or discussion, just forcing someone to give in. Being able to recognise when a line of thought won't work, or is flawed, or is no more plausible than an alternative, is extremely important. A kind of intellectual honesty, open-ness, and generosity is a good thing to have.
So that's my second attempt to answer the question. I'll ponder some more.
No comments:
Post a Comment