I teach grade 12 university-level philosophy, and I teach it as a university prep-course. So we read primary sources, and we write essays longer and more complex than the standard five paragraphs. And then I brace myself for the complaints.
Why do we have to read about other philosophers? Why can’t we just explore our own philosophy?
I heard this one in art courses too, back when I actually taught art: “Why can’t we just discover our own style?” And I don’t just get it from the students but from parents too. “School should be about self-discovery,” they argue. “These other people are mainly dead, anyway. They don’t matter any more.” And then the real problem surfaces: “This is too hard for them. I can barely read it!”
I answer this the same way every year. First of all, I acknowledge that reading primary sources is the hardest thing many of them have ever been asked to do in their lives of Wikipedia-driven research methods, skimming, and cutting corners. Most textbooks are even summaries of summaries with lots of sub-headings and pictures and cartoons to allow weaker readers to decipher meaning from a variety of cues. Sometimes they're so simplified, they're devoid of real meaning. And here I am with the nerve to cruelly hit them with black text on a white background full of big words, sometimes olden-day words, and long, complicated sentences. These aren’t books they’re given, but just pieces of essays: a bit of Mill, some Thoreau, a dash of Aristotle.... And they’re assigned after reading several bits of essays and discussing what they mean together as a class. We take baby steps but all within one semester - the one semester that's most vital for university admittance.
Why do we have to read about other philosophers? Why can’t we just explore our own philosophy?
I heard this one in art courses too, back when I actually taught art: “Why can’t we just discover our own style?” And I don’t just get it from the students but from parents too. “School should be about self-discovery,” they argue. “These other people are mainly dead, anyway. They don’t matter any more.” And then the real problem surfaces: “This is too hard for them. I can barely read it!”
I answer this the same way every year. First of all, I acknowledge that reading primary sources is the hardest thing many of them have ever been asked to do in their lives of Wikipedia-driven research methods, skimming, and cutting corners. Most textbooks are even summaries of summaries with lots of sub-headings and pictures and cartoons to allow weaker readers to decipher meaning from a variety of cues. Sometimes they're so simplified, they're devoid of real meaning. And here I am with the nerve to cruelly hit them with black text on a white background full of big words, sometimes olden-day words, and long, complicated sentences. These aren’t books they’re given, but just pieces of essays: a bit of Mill, some Thoreau, a dash of Aristotle.... And they’re assigned after reading several bits of essays and discussing what they mean together as a class. We take baby steps but all within one semester - the one semester that's most vital for university admittance.