Are University Professors Objective When Teaching Philosophy?
The question of whether university professors can teach philosophy objectively is a complex and often debated topic. In this article, we explore the perspectives and methods utilized by professors in the realm of philosophy and highlight the nuances that can affect objectivity in the classroom.
The Role of Subjectivity in Philosophy
Philosophy is inherently subjective; it deals with abstract concepts and personal interpretations that vary from one individual to another. However, does this inherent subjectivity compromise the objectivity of a professor's teaching? Not necessarily. Professor Gordon Seiler, who teaches a course in Philosophy in Film, notes that while subjectivity cannot be entirely eliminated, it can be managed to promote a more objective learning environment.
Seiler's experience teaching about ethical debates in films emphasizes the importance of understanding that ethical standards evolve with historical context. 'Ethics,' he says, 'are relative to historical events. Without this understanding, the learning process becomes less theoretical and more personal.'
The Role of Intellectual History
Many philosophy courses focus on the history of philosophy, which is often seen as a form of intellectual history. Professors like Rebecca Whitney of the History of Ideas department, emphasize that these courses provide students with a broad historical context, allowing them to understand the development of philosophical ideas over time.
Whitney explains that these courses aim to 'appreciate' philosophy rather than to criticize it. 'In a sense, it's like listening to music; one can appreciate the pieces without necessarily being able to create music oneself,' she says.
Ethics and Clarification
The objective challenge in teaching ethics is the need to clarify and define the words and concepts used in discussing the world. As Whitney highlights, a course like Phil 101 could focus on more relatable topics like Superman and existential angst, but instead, it could start and conclude by questioning the meaning of words such as 'philosophy' and what 'philosophy' produces.
The critical importance of clarifying terms aligns with the holistic approach to teaching philosophy. Seiler argues that by focusing on the history and evolution of these terms, students gain a deeper understanding of their meaning and application.
The Objectivity of Philosophy
While some professors argue that philosophy can be objective, others believe that objectivity is not a requirement for it to be taught. According to Seiler, objectivity can be based on scientific methodologies, particularly in the Philosophy of Science. He believes that 'hard sciences' like physics can help establish the basis for objective philosophy, though 'soft sciences' like psychology and sociology can also contribute.
The focus on objectivity does not mean that philosophy must avoid subjectivity entirely. As Whitney states, 'uncritical behavior of philosophy can still be justified within a context of critical behavior.' This means that while philosophy can still be subjective, it can also have a clear methodology to ensure that the subjectivity is deemed justified and rational.
A New Critical Environment
Emerging critical environments, such as those highlighted by philosophers like Karl Popper, offer a new critical area of objective philosophy. Popper's essay, 'Epistemology Without a Knowing Subject,' suggests that the process of knowledge acquisition can be critically examined without the need for a knowing subject.
This new critical environment emphasizes the importance of justified inductive or irrational sources, as well as justified epistemological and moral sources. These sources form a background teaching that is both objective and critical, ensuring that the learning environment remains both limited and potentially beneficial.
Seiler concludes by emphasizing that while the focus is on objectivity in the learning environment, the goal is still to 'discover' new knowledge, just not within present philosophy for subjective reasons.
Conclusion
Teaching philosophy objectively is possible, but it requires careful consideration of subjectivity and objectivity. By integrating historical context, defining terms, and using scientific methodologies, professors can create a balanced and objective learning environment. Philosophy remains a discipline that embraces both subjectivity and objectivity, offering students the tools to think critically and deeply about the world around them.