I’ve been spending a ton of time organizing curriculum and a semester-long schedule for a high school (senior-level) philosophy course that I am teaching this fall. It starts in two weeks, and I’m pretty excited to get a crack at teaching in a subject I find both meaningful and necessary.
In the first section of the course, assuming all goes to plan, we’ll be discussing what philosophy is, why it’s important, and how to determine whether we are thinking critically or not. I’ll be using several different resources and articles to make the point, but one of the main things I hope to use is Alan Jacobs’s How to Think — especially “The Thinking Person’s Checklist,” which he placed at the end of his book, but which summarizes his thoughts throughout the book nicely. Here are a few of my favorites on the list:
2. Value learning over debating. Don’t ‘talk for victory.’
6. Gravitate as best you can, in every way you can, toward people who seem to value genuie cmmunity and can handle disagreement with equanimity.
7. Seek out the best and fairest minded people whose views you disagree with. Listen to them for a time without responding. Whatever they say, think it over.
11. Try to describe others’ positions in the language that they use, without indulging in in-other-wordsing.
12. Be brave.
Those last two, in particular are extremely important. One of the values I hope to instill over the course of the beginning section of the course is having no fear when engaging in thought and conversation about a topic that might otherwise make us anxious, afraid, or angry. Not only do those emotional responses hamper good quality discourse, they prevent us from stepping away from ourselves and our biases and incapable of even remotely rational thought. The truth (whatever it might be) ought to make us excited, not scared. And an opinion that is contrary to ours (even if the conclusion fundamentally affects the way we currently view the world) is worth engaging with — otherwise, we are not honestly interested in the truth at all.
We haven’t touched necessarily on what philosophy is (my usual number one question when thinking about a subject), but we are a little closer, by following the rules above, to answering the question, “What is philosophy for?”