This article was published in the Evening Echo on September 6th 2013
The subject of philosophy more often than not conjures up images of middle-aged men sitting in armchairs in dusty university drawing rooms, talking in riddles about things that have no earthly relevance to anyone. This is largely the fault of philosophers themselves, who invariably are poor writers and communicators. Unlike scientists such as Brian Cox and Richard Dawkins, who have made enormous contributions in bringing science to the masses, few philosophers have taken to the ‘pop’ circuit. There is the perception that philosophy is not meant for the man or woman on the street, that it is the preserve of ivory tower academics who take life too seriously.
It is true that philosophy can be a difficult and abstract subject. It may involve deep introspection or the questioning of seemingly established truths. In an age where entertainment is king, many do not have the time or inclination for such scrutiny. The debate surrounding the possible inclusion of philosophy on the secondary school curriculum has come at a very opportune time. Right now we have an economy in ruins, a dysfunctional democracy and a youth so morally bewildered that at times it seems like all rational thought has disintegrated.
In continental Europe philosophy has been part of secondary school curriculums for many years. In the UK it is taught at A-level, and there are now moves to introduce it into primary schools. In the Irish school system Maths has long fixated us as the best way to train our young people how to think. For some reason it is believed that all logic and reasoning and the very nature of our existence can be distilled through algebra. It is in the Irish psyche to talk about difficult topics in code. CSPE is seen as the closest subject to philosophy on the current curriculum. Whilst it contains elements of politics and social studies, the thrust of CSPE is on the institutions of power and the general concepts of stewardship. It sidesteps any serious examination into critical thinking. Religious Education addresses some of the concerns of philosophy, despite the obvious constraint of Christian ethos. In recent years RE has been dragged out of the murky era of learning The Commandments by rote or having children trembling in fear because they couldn’t remember the fifth Beatitude. Modern RE has a decent smattering of ethics and morality and students are encouraged to think for themselves without the threat of eternal damnation. Of course it is not a satisfactory substitute for philosophy. Irish society is more secular than ever (atheists now account for the third largest ‘faith’ group in the country). The subject of philosophy is much broader than proving or disproving the existence of God.
Philosophy, perhaps more so than any other branch of knowledge, is fundamental to our everyday lives. We are constantly making decisions as to how we should behave, what our purpose may be, what is true and what is false. We called upon examine our moral consciences on an ongoing basis. A buzz word in relation to the recent abortion debate was ‘soul-searching.’ Politicians (and the general public) reflected on their own moral convictions, oftentimes incurring the wrath of the opposing side. Why was it that much of the debate surrounding abortion descended into vitriol and hyperbole? I argue that for many of us, including the legislators, we have not had rigorous instruction in how to think critically, how to reason. Opinions were volleyed recklessly across debating chambers, they were chanted in streets in crass and hurtful ways, largely shrouded in prejudice. Perhaps philosophy is not powerful enough to assuage deep-rooted prejudice, but what it does allow is a more critical assessment of issues, a sharper focus in debate, a better evaluation of facts and consequences. Perhaps such a controversial debate would have been better served if the interlocutors had a grounding in Kantian Ethics or the Utilitarianism of John Stuart Mill?
You may smirk at the idea of our TDs quoting Kant or Nietzsche across the floor of Leinster House – but consider the role philosophers have had in literally changing the course of history. The Enlightenment ideas of the 17th and 18th centuries brought about major advances in science and culture and spawned liberal democracy. Without the philosophical enquiries of the likes of Spinoza and Locke it is possible that our political system would look very different today. Whole political systems are derived from philosophy: the ideas of Karl Marx gave rise to Communism; Jean-Jacques Rousseau, through his Social Contract, directly inspired the French Revolution; the self-interest of Libertarianism as expounded by Ayn Rand. Some believe that our own democracy could do with a re-examination of the tenets of what it is to be a republic. Teaching philosophy in schools, to the future leaders of the country, would promote from early on the demands and ideals of the civil society. Outside of politics, the inception of the environmental movement precipitated from the philosophy of the Transcendentalist Ralph Waldo Emerson, and consequently the writings of Thoreau and Hawthorne.
Modern society is dominated by the rush to think rather than the pause to think. It is a world where sentiment is largely expressed, often rashly and anonymously, through social media. There is an innate hollowness in how we communicate today. There is no need, as Bertrand Russell said, for philosophy to be solely in the hands of learned men. There is now a greater need than ever for philosophy to be accessed by everyone, and it begins with the education of our young people.
