Seven years ago I officially began my career as a philosopher, being appointed as Chair of the Department of Philosophy at CUNY’s Lehman College. One of my first duties was to completely restructure the Department’s web site, which looked awful and was hopelessly out of date. So I spent my first summer on the job (well, technically, even before starting my job, which officially began at the end of August) putting together the new site. If you visit the web pages of most philosophy departments, including Lehman’s, you will notice two differences between them and those of pretty much any other academic field (including not just the natural sciences, but also the rest of the humanities): first, they will almost certainly feature either a painting of Rafael’s School of Athens, or an image of Rodin’s Thinker (those accompanying this post, up left). Second, they will have a tab labeled something along the lines of “Why Philosophy?” It is on this latter idiosyncrasy that I want to focus here.
As readers may remember, this past Spring we went through a long series of posts (27, to be exact) that presented in serialized form my book, The Nature of Philosophy: How Philosophy Makes Progress and Why It Matters.
Over the past few months, Dan Kaufman and yours truly have taped a series of video conversations that present the main ideas of the book to a broader public, and the series is now completed and available for viewing or downloading at my YouTube channel (as well as on the Sofia channel at MeaningofLife.tv).
One of the characteristics of philosophy as a field of inquiry is that — unique among human endeavors — it also inquiries upon itself. This was true since the times of Socrates and Epictetus, of course. Here is how the latter puts it in his Discourses:
“Now if you are writing to a friend, grammar will tell you that you need particular letters; but it will not tell you whether or not you should write to your friend. The same holds in the case of music’s relation to song. It will not say whether at this moment you should sing or play the lyre, or whether you should not do so. Which faculty, then, will do so? The one that studies both itself and everything else. And what is that? The faculty of reason. Yes; for this is the only faculty we have inherited that can perceive itself — what it is, what it is capable of, and how valuable it is — and also perceive all the rest.” (1.1.1-4)
Despite recent loud claims to the contrary, there is a significant difference between two modern styles of doing philosophy: so-called analytic philosophy tends to be structured around rigorous arguments, is often dry, and concerns itself mostly (though not always) with matters that are rather arcane and of little social significance. “Continental” philosophy, by contrast, is frequently written in a more engaging, essay-type style, and its practitioners tend to be interested in pressing political and social matters. Unfortunately, it is also often (though not always) rather obfuscatory in language, and occasionally downright nonsensical.
In a forthcoming book for Chicago Press I suggest that it is actually significantly more difficult than one would think to make precise sense of the idea of progress even in science (which doesn’t mean it doesn’t happen, of course!). But for now I have explored a specific aspect of the charge that philosophy doesn’t make progress, in two essays that appeared recently at The Philosophers’ Magazine online.