ERIC Number: ED216579
Record Type: RIE
Publication Date: 1980
Reference Count: 0
The Role of Philosophy Programs in Higher Education.
American Philosophical Association, Newark, DE.
The contribution of philosophy programs within higher education and to the community is considered. It is suggested that philosophy should play a central part in the college curriculum since the study of philosophy contributes to: the development of students' critical thinking, their ability to deal rationally with normative issues, their understanding of interdisciplinary questions, their grasp of intellectual history and one's culture in relation to other cultures, their capacity to articulate and assess world views, and their skills in writing and speaking. In addition, philosophers can contribute to rational decision-making both on their campuses and in their communities. Because of their breadth, their analytical skills, their interdisciplinary perspective, and their training in dealing with normative questions, philosophers can contribute cogently to resolving public policy issues; and they can offer out-of-school adults a unique approach to important topics. Philosophers can also serve as consultants on a variety of problems. Every discipline raises questions that philosophical investigation can help clarify. Reasons for the value of philosophy graduate programs include: advanced work in philosophy is important to various nonphilosophers, both in the academic world and outside it; and reducing or eliminating a graduate program is likely to weaken undergraduate teaching and it would hinder research that supports undergraduate teaching. (SW)
Descriptors: College Curriculum, Consultants, Educational Benefits, Educational Objectives, Global Approach, Graduate Study, Higher Education, Inquiry, Interdisciplinary Approach, Logical Thinking, Philosophy, Policy Formation, Public Policy, Public Service, Undergraduate Study, Writing Skills
American Philosophical Association, University of Delaware, Newark, DE 19711.
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: American Philosophical Association, Newark, DE.
Note: Published with the support of a grant from the Franklin J. Matchette Foundation.