We had no problem identifying some skills, competencies, dispositions, and habits of mind that we hope our students will develop. (I or others may share some of our thoughts on this in a future posting.) But there was controversy among the faculty on whether there is a set shared knowledge base that we think all of our majors should come away with.
So, here are some questions we would like to offer for wider discussion:
- Are there certain things that students should know after majoring in philosophy? If so, what are these?
- Are there concepts, ideas, moments in history, arguments, or thinkers that every philosophy major should understand by the end of his or her studies?
- Are there important works in philosophy that every major should have read?
- Why?
- If so, to any of the above, how should we, as a department ensure that every students has accomplished this by the end of their studies?
- Should we have comprehensive final exams for all seniors to take in their senior year?
- Or should students assemble a "philosophy portfolio" demonstrating their work with those important concepts, ideas, moments in history, arguments, and thinkers throughout their coursework in philosophy?
3 comments:
My initial reaction is to see whether there is some similar process in other departments (should all the Math majors know something about real analysis, topology, set theory, events in the history of mathematics?).
There certainly are these expectations in graduate school. At University at Albany, SUNY, masters students take either a Metaphysics and Epistemology and History of Philosophy comprehensive exam, or a Values and Ethics and History exam. There is also a logic exam if the requirement is not fulfilled. So my other reaction is why have just one set of requirements? Perhaps there could be a most basic philosophical literacy requirement and then different exams for different areas. It seems to me that SLU phil students tend to concentrate in one general area of philosophy by their senior year anyway. And chances are if they are interested in topics in logic, or say philosophy of science, an exam in the relevant area of philosophy would ensure they don't leave SLU before getting all the really big stuff in their area of interest.
As always, my concern with any sort of standard is that it would encroach on students' freedom of discovery in learning. I LOVED my senior spring at SLU precisely because I had so much freedom to do research. I was working on two big papers, my thesis and paper for Dr. Sheard, and I think if I had to spend a large amount of time brushing-up for a history of philosophy exam, I would not have had the same experience.
Of course, there must be some things that we all agree a philosophy major should know. And so it seems that if the major program is set up correctly, such an exam would not require much "brushing-up." If you can agree on what material is absolutely essential, then of course the major program would reflect those points of emphasis. But I would warn against the "Into" class being a "catchall" for the major topics. Personally, intro was my least favorite philosophy class. A student's mind undergoes huge change from their first year to senior.
The philosophical portfolio idea seems more appealing to me at least then a test. But why not let the students choose which they prefer individually?
Well, this is my initial reaction. May you deliberate productively! -John Milanese
I like Tyler's comment. There is similar topic of debate in the Environmental Studies department: should ENVS students be graded just on their class work, or should they also be graded on how much they actually do to further the protection of the environment? It may seem that it is only fair to grade classwork; economics students are not graded on how economically-rational they are in their private lives. But the whole problem of the environment is that most of us can easily KNOW what the problems are, but few find the "right kind" of knowledge (knowledge that summons emotion as an alley in understanding) that causes change? Shouldn't THAT be the kind of understanding that we are trying to impart to students? Isn't that the kind of understanding that deserves good grades?
Sorry about the the last posting, it was to the other thread.
Although I still hold my previous opinion as posted, I would like to add to it. There OUGHT to be SOMETHING that ensures graduating majors have a reasonable amount of knowledge about ALL of the most important topics/eras in philosophy. I have to admit, I am severely under-read when it comes to ALL continental philosophy and the existentialists. It is a little embarrassing, really. This should not happen and there should be some way of ensuring that majors have some knowledge and background to wield when any philosophical discussion arises.
Post a Comment