How to Read a Philosophy Text

Transcription

1 How to Read a Philosophy Text Lisa Haydon, MS Ed A Compilation of Many Works

2 Reading for Information vs. Reading for Understanding Information Very little effort to comprehend Just gaining new information No requirement to combine self reflection with material read Understanding Combining information with self reflection Produces growth in understanding of self and universe

3 Savoring the Delectable Deep reading Put aside hope of quick, easy reading Slow down Not 9 th grade reading level Dense work needs slow and careful read

4 Savoring the Delectable Slow reading Careful reading Savor the ideas as if you are eating a gourmet meal at a 5 star restaurant You would not run in for a quick bite You would reserve time You would slowly taste the food You would compare dishes

5 Savoring the Delectable Mull over every sentence Reflect carefully upon the author s meaning Be prepared to reread sections If you are not interested in the reading, get interested. Otherwise you will not succeed

6 Understanding Those Wacky Words Unfamiliar words and expressions Vocabulary of college student today is more limited than 100 years ago so it is difficult to read texts written a long time ago Familiar words are given their own special meaning Solution Read with a dictionary at your side Check the text for a glossary Check your lecture notes or handouts

7 Text Marking Forces you to slow down Underline crucial words, phrases, and sentences Use checks (v) and stars (*) in the margins to emphasize important sections Make brief notes in margins to sum up main points Put a question mark (?) next to passages that are problematic, ambiguous or unintelligible to you and consult instructor later Helps you concentrate more intensely on philosopher s argumentation Makes life much easier when you have to go back later

8 Keep on Trucking Don t despair if you have to reread several times Try reading further in the work It usually gets clearer as the philosopher elaborates upon her/his ideas

9 You Can Get Help Ask instructor Join a study group Consult with the really smart guy in class Find a secondary source in which the author has analyzed the work you are reading Read the introduction of the text

10 Three Levels of Philosophical Reading Explication Skill Object What does the author say? Activity -State author s thesis -Outline author s argument -Sum up author s position Elucidation What does the author mean? -Identify the implications of the author s position -Unveil the relevance of the author s position for our own times Evaluation Is the author s argument convincing? -Assess the strength of the author s arguments -Judge the author s position as tenable / untenable. (Michael, 2000)

11 Explication Thesis: found in preface, introduction, or first chapter Of what he is trying to convince you? Outlining arguments: building blocks to advance thesis His argument in steps Summing up author s position Thesis combined with arguments = author s position

12 Elucidation From Latin To shine light upon to completely illuminate = deeper meaning Identify implications of author s argument that are suggested, inferred but not openly expressed What would the consequences be (to your self, human society, our understanding of the world), if this point of view was accepted? Great works always have great implications

13 Elucidation cont. Unveiling Relevance The great works transcend the cultures in which they are written They have staying power Questions to ask yourself 1. What does this work have to say to me about the meaning of my own existence and my place in the cosmos? 2. What can it tell me about the way to live a good life? 3. Does it offer any positive solutions to some of the social or political problems facing the human race in the 21 st century? 4. What insights can it give me about the nature of God and my relationship to Him/Her/It? It is only when these questions are asked of a given text that the real work of deep reading has begun

14 Reading as Evaluation Entering into a critical dialogue with the author What assumptions is the author making? It is most important to question the author Think of those nations in history where critical dialogue were not or are not allowed As students and citizens you must learn this skill

15 Evaluation cont. 1. Assessing strengths of argument Do you find the argument well constructed? Why, why not? Does the conclusion follow from its premises? 2. Judging whether the author s position is tenable Thesis backed up by a number of strong (sound) judgments? Do you agree with the author? Why or why not?