Before embarking on what is almost certainly a more ambitious undertaking then I am presently aware of/ready to admit, it is wise, if not necessary to outline not only the project itself, but also the goals I intend to meet through it's completion. Given that I am a Wiggins, stating my goals first and foremost and then designing backwards from there seems only too appropriate. Prior to that, perhaps it is best to articulate (even if only for myself) my reasons behind engaging in such a project.
- In short, my motivation stems from my own personal frustration at the profoundly limited opportunity for engaging in philosophical inquiry/discourse even within the classroom of my private boarding high school, a frustration that is exacerbated by the utility and relevance of the subject that I believe all young adults would benefit from. In fact, it is my assertion that the benefits endowed through the study of philosophy and ethics are so great that their integration into the American public school system is an education emparative. My rationale for this claim is the product of my belief that our schools should be generating self aware individuals, ciritical thinkers, passionate scholars, and moral citizens, a belief that I am sure nearly all educators share but one that is deeply lacking in its application.
As they stand, my goals for this semester are thus:
- To formulate a concise yet convincing argument, calling for the incorporation of both philosophy and ethics into the common core of American public education.
- To design a realistic and working model corriculum for high school students that can potentially be incorporated into pilot philosophy/ethics courses that are based locally and Ursinus lead.
Although the specific details and premises of my multi fascited argument have yet to be hashed out, I have (for the most part) determined the mode of presentation that will best aid in it being received as both legitimate and compelling, and that is through placing a strong emphasis on the subjects utility. As I see it, this is the tallest hurdle that must be overcome if philosophy and ethics are to be implemented on a broad scale. I base this claim on two points of analysis, one academic and one sociological.
On the academic front, it is paramount that philosophy be presented as an important preparatory subject for all perspective college students. Right now, what little philosophy that is present in public education has been rendered an elective classification, an interesting addition to the compulsory courses for those who can fit it into their schedule (if the respective school offers it at all). For this classification to be changed, it must proven that philosophy is equally beneficial to the aspiring college student as english or mathematics. I say so not because I think the sole purpose of high school is to prepare students for the SAT's and then college, on the contrary, I utterly reject this view and credit it as the root cause of many of our educational shortcomings. Furthermore, I firmly believe that philosophy and ethics should lie at the foundation of everyones studies, regardless of their post high school plans (This portion of the argument will also be developed in the final paper) That being said, serving a preparatory role is a necessity for any subject seeking main stream implementation at present, and taking an accommodating approach is the most realistic of possible strategies. The good news is that this involves very little compromise given the range of tools and skills that philosophy/ethics help cultivate such as reading comprehension, argumentation, critical thinking, and writing.
Overcoming the sociological hurdle, like that of the academic, involves a proof of utility, but one that is more unique for this specific field of study. I think it is fair to assume that philosophy has been negatively stigmatized even at the college level. Not only has it been wrongly classified as an elective as I mentioned before, but it has also garnered the reputation for being overly semantic, hyper intellectual, and speculative to the point of irrelevance or incoherence. These conations are not all misplaced, much of what contemporary philosophy has diffused into would have little practical value for the average high school student. But due to this lack of understanding and failure to differentiate between the many branches of philosophy, the entire field has been lumped together and tossed to the side. On top of this, the notion of schools taking responsibility for a portion of a child's moral growth makes many parents very uncomfortable. Taking these factors into account will be essential if I am to sway the minds of not only curriculum framers but parents and administrators. To reverse the stigma that philosophy currently has will be done by carefully sorting, filtering and separating the relevant from the irrelevant (for high school students). The focus will be on broad ethical dilemmas and philosophical inquiries, specifically those that pertain to contemporary society. Some examples might be, foundational ethics and justifications for good actions, environmental/medical/political issues, existential quandaries and introspective questioning, strong argumentation, critical thinking, and logical deduction among others. All the while taking into account contrasting stances on faith, public policy, and morality between families. By stressing accommodation, the focus will be on facilitating discussion and enhancing world view as opposed to hammering home a specific set of moral principles. Conducted in the proper fashion, this will give students the opportunity to debate, challenge, and learn together in a neutral environment and minimize the blowback from parents.
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