RENÉE SMITH, COASTAL CAROLINA UNIVERSITY

M. GREGORY OAKES, WINTHROP UNIVERSITY

 Breaking it Down, Building it Up: Teaching Writing in Philosophy Courses

1. Common course objectives2. Writing in philosophy courses: Two models3. Using philosophy to teach writing4. Using writing to teach philosophy5. Conclusion6. Discussion

1. Common Course Objectives

Understand and appreciate philosophy

Communicate philosophical ideas (Do philosophy)

Utilize the tools of the trade

Understand and appreciate philosophy

Read philosophical texts actively, carefully and critically

Recognize and understand technical terms Recognize, evaluate and respond to arguments Summarize arguments and objections Distinguish arguments from objections Understand the use of counter-examples and thought

experiments

Communicate philosophical ideas (Do philosophy)

Draw distinctions and analyze concepts Clearly state philosophical problems and issues Formulate arguments and raise objections Present philosophical arguments, problems and

positions Write well-reasoned, well-organized, clear, concise

critical and/or argumentative essays

Utilize the tools of the trade

Write accurate and concise abstracts Prepare bibliographies Use various discipline-specific indexes, journals and

reference material Incorporate quotations, attribute ideas, and use

citations

2. Writing in Philosophy Courses

Two models

1.Using philosophy to teach writing (Greg)2.Using writing to teach philosophy (Renée)

3. Using philosophy to teach writing

Communicate philosophical ideas (Do philosophy)

Draw distinctions and analyze concepts Clearly state philosophical problems and issues Formulate arguments and raise objections Present philosophical arguments, problems and

positions Write well-reasoned, well-organized, clear, concise

critical and/or argumentative essays

Kant on Cognition

“The capacity to acquire presentations as a result of the way in which we are affected by objects is called sensibility. Hence by means of sensibility objects are given to us, and it alone supplies us with intuitions. Through understanding, on the other hand, objects are thought, and from it arise concepts. But all thought must, by means of certain characteristics (merkmal), refer ultimately to intuitions, whether it does so straightforwardly or circuitously; and hence it must, in us, refer ultimately to sensibility, because no object can be given to us in any other manner than through sensibility.” (A19/B33)

The Structure of “Understanding”

(Using ‘understanding’ in place of Kant’s ‘Erkenntnis’)

(Empirical) Concepts have “contents” – “marks”, parts – i.e., an intension. E.g.: the concept of cow contains animal, udder, ruminant, etc.

(depending on what you know about cows).Concepts “apply to” or “are satisfied by” certain

things in the world – i.e., their extension. E.g., all the cows in the world.

Understanding consists in recognizing the “match” between a concept (its marks) and certain elements of experience (actual or potential). E.g.: I understand what ‘cow’ means. (I can apply the

concept.) E.g.: I understand that that is a cow. (I know what the concept

applies to.)

Understanding Understanding

Motivation: “Your account of X isn’t clear.” (common instructor criticism) “How can I make this explanation more clear?” (common

student question)Led to: What constitutes the clear exposition of an

idea?Led to: Kant’s account of understanding

(Erkenntnis) as concept satisfactionThe General Idea: Student appreciation of the

structure of human understanding can provide a relatively mechanical means for demonstrating and communicating the understanding of complex or abstract ideas.

A Three-Step Process

1. State the concept and its meaning (intention, marks) in general terms.

2. Provide a concrete example (illustration) of the concept – i.e., a particular instance of its extension.

3. Identify explicitly the “connection” or “match” between concept marks and elements of the particular instance.

Note:- Simply providing an example is not always sufficient.- “Synthesis” of the concept with an instance demonstrates

and conveys full understanding.- This step is both the most challenging and the most

important.- It is challenging because it requires the student to perform the

intellectual work of assimilating intuition to conception, and vice versa.

- It is important since that assimilation is the very “moment” of understanding, marking the difference between word-parroting and real thought.

Applications

Introductory Level: “What is philosophy?” exercise (see handout 1) As stand-alone writing exercise As integral to much expository writing As integral to much argumentative writing (inasmuch as this

involves exposition) I.e., a single, basic writing skill.

Advanced Level: “Concept Explication” exercise, and beyond (see handout 2) As above: both as stand-alone exercise and as integral to larger

writing projects Note that the scheme is applicable at multiple, nested levels: an

entire essay may attempt to communicate a single idea, itself a complex of further ideas, all of which may admit of this treatment.

I.e., a single, basic writing skill to be retained throughout a writing career.

Results

Development of this method is in progress.Superior results for my more able students.Weaker results, confusion, in some less able

students. I have a tendency to over-think my exercises, making

them (or their explanation) sometimes too complex.Primary Benefits for the Instructor:

A teachable, mechanical means of concept explication (- a fundamental writing task)

A clear congruence between philosophical theory (i.e., of the mind) and everyday practice (i.e., how to write) – (i.e., philosophy does have practical benefit)

4.Using writing to teach philosophy

Understand and appreciate philosophy

Communicate philosophical ideas (Do philosophy)

Utilize the tools of the trade

Motivation for the Course

Students’ written assignments lack organization, focus fail to employ appropriate philosophical tools, methods reflect weak grasp of grammatical and stylistic rules (newly formed “communication” core goal)

“Big picture” problems• Inaccurately identify the theses of the papers• Misrepresent the arguments

Getting lost in the details• “The author contradicts him/herself”• Misses the logical relation of ideas

Philosophical Writing: Course Description

A first course in philosophical methods, the aim of this course is to introduce students to the skills necessary to communicate in philosophy. The course will focus on techniques of active reading; summarizing arguments both in writing and orally; preparing abstracts, summaries, and reading responses; writing argumentative essays; presenting philosophical arguments, positions, problems and papers; and using appropriate reference materials and methods.

Pedagogical Challenges

No prerequisitesDiverse philosophical, academic experienceEmphasize philosophical writing and…Use philosophical content

Philosophical method as content Ethics of abortion as background

My strategy

Use small, focused skill-building exercises 1. Emphasize reading and writing skills2. Emphasize philosophical method3. Introduce the ethics of abortion

Build up to writing a short argumentative essay

Encourage meta-cognition to reinforce learning

Building up to a paper

Assignment1 Brainstorming (‘friend’) 1 page

2 Note taking (Earl) 2-4 pages

3 Summarizing 50 paragraphs (Harris) 2-3 pages

4 Abstract, thesis, outline (Noonan) 1 page

5 Summary of argument in context (Thomson)

2-3 pages

6 Comparison of 2 positions (Thomson/English)2-3 pages

7 Formalize an argument (Jamieson) 1 page

8 Outline a paper (Warren) 1-2 pages

9 Paper proposal/Plan 2 pages

10 Annotated bibliography 5-7 pages

11 Philosophy paper 5-7 pages

12 Presentation of paper 10 minutes

13 (Significantly) Revised paper 1 page each

14 Final portfolio TBA

Totals 20-30 pgs

Reading & Understanding philosophy

Writing philosophy

Student comment

“Probably the hardest [SLO] to satisfy in this course was to ‘read philosophical texts actively, carefully, and critically.’ I say this not because I am not a good reader, but because reading philosophy is still relatively new to me. I love to read, but usually reading does not take me an hour or so to read five pages. Sure, I can have them read in no time, but to really understand the material to the point where I can criticize and analyze it takes time and an understanding of how philosophy is done.”

1. Taking reading notes

•Purpose

Focus on the detailsSee the overall structure of the paperFilter information, too little vs. too much

ANDLearn technical terms, how to analyze a concept

•Strategy, Style

Identify key terms, phrases, and distinctionsIdentify main lines of argument, theses being defendedIdentify objections considered and replies to themTake note of questions you have, objections you would raise

Follow up

• Compare reading notes in class• Lecture & in class activity using conceptual analysis

Outcomes:

•Emphasizes attention to details•Students employ different filters•Compare too much vs. too little detail•Provides basis for discussing philosophical method, terminology, arguments, objections, distinctions, •Learn conceptual analysis

2. Summarizing by paragraph

•Purpose

A prerequisite to criticizing or evaluating a position or argumentSecure understanding of the content, the sequence & the relation of ideasEmphasize summarizing over paraphrasing or describingAs preparation for writing ANDLearn how to evaluate candidate analysisConsider the philosophical implication of ‘personhood’

•Strategy, Style

Written in your own words, in plain EnglishLimit yourself to just one or two sentences per paragraphAvoid paraphrasing or quoting the text; use quotes only when key

Follow up

Summarize each part of the paper in groupsDiscuss the author’s thesis, strategy, goals, identify

overall structure of the paperIdentify philosophical issues

Student Feedback

Difficult assignment to stay focused for 50 paragraphs

Learned to summarize, identify key ideasDistinguished reading philosophy from other

readingApplied CCA and alternative means of

understanding conceptsAppreciate the role of ‘personhood’ in the

abortion debate

Student comment

“I believe you cannot write without being able to read material that is similar to what you wish to write. So the biggest challenge of writing philosophy for me was actually being able to read philosophical essays. Once I had the general gist of it, writing became easier because I had a pattern to follow.”

3. Writing to Understand Structure

a. Write an abstractb. Formally state an argumentc. Prepare outlines

a. Write an abstract

Set up: Identify elements of an abstract Explain their use Add key terms

Goal Lets students focus on identifying the thesis and

main line of argument

Student Comment

“Philosophical writing is, by far, the hardest form of writing. What surprised me the most about philosophy and its methods is the specificity of the writing. There are no shortcuts to philosophical writing. If details are left out, it is easy for the writing to be misinterpreted….This class helped me develop my philosophical reading, writing and thinking skills. For example, for our paper assignment, we had to write an abstract of our paper. The abstract assignment helped me to clearly write out my thesis and prepare to organize my paper.”

b. Formalize the argument

Set-upRemind premise and conclusion indicatorsDistinguish arguments & objectionsNote rhetorical tools

GoalsHelp student see the elements of a complex

argumentDemonstrate argument strategies (argument by

elimination, modus tollens, destructive dilemma)

c. Prepare outlines

Set upParts of the paperRhetorical devicesHints

GoalsShow importance of organizationEmphasize philosophical devices

Student Comment

“Philosophical writing is very different because it involves using arguments, objections, and counter-arguments. You cannot simply give an argument and leave it. You must think about what objections might be raised to your argument and then provide responses to those objections.”

Student Comment

“This class gave me a very sound structure for understanding the philosophical process that I did not have previously. First, it greatly improved my reading. I never grasped philosophical articles because [I was only reading them once]. I never really understood this because I’d never had an assignment that demanded so much out of a single reading [as it did in this course].”

Student Comment

“Now I understand what goes into writing a philosophy paper. You really need to understand an argument before you can criticize it. Papers need to be organized and [that organization depends on] a clear outline or plan for the paper. There are a lot of steps that go into writing a paper.”

Conclusion

Explicitly state writing goals Emphasize reading, understanding, organization

Use philosophy to develop writing skills Use a philosophical model (e.g., the structure of the

understanding) as a model for exploring a philosophical idea/concept in writing

Use writing to develop philosophical skills Use specific skill-building exercises to aid students in

recognizing and then employing the key elements of doing philosophy

Discussion

How do you use writing in your courses?

What sort of emphasis does writing instruction get in your courses/in your program?

How important is writing pedagogy in the philosophy classroom?

Have you seen improvement in student writing as the result of making writing an explicit course objective?