Introduction to Philosophy

Definitions of philosophy

“Philosophy is thinking about thinking” (Oxford Companion (kəmˈpænjən) to Philosophy (by Oxford University Press).

“Philosophy is the critical [ˈkrɪtɪkəl], normally systematic study of an unlimited range of ideas and issues (Encyclopedia [ɛnˌsaɪkləʊˈpiːdjə] of Philosophy (by Macmillan Publishers Ltd, 2006).

Traditional subfields of philosophy

Epistemology [ɪˌpɪstəˈmɒləʤi]

It concerns the nature and scope [skəʊp] of knowledge and justification [ˌʤʌstɪfɪˈkeɪʃən].

Ethics [ˈɛθɪks]

It is the philosophical study of morality [məˈrælɪti], particularly [pəˈtɪkjʊləli] conceived [kənˈsiːvd] as a set of standards [ˈstændədz] of right and wrong conduct [ˈkɒndʌkt].

Logic

It is concerned to provide sound methods for distinguishing [dɪsˈtɪŋgwɪʃɪŋ] valid [ˈvælɪd] from invalid [ɪnˈvælɪd] arguments.

Metaphysics

It seeks basic criteria [kraɪˈtɪərɪə] for determining [dɪˈtɜːmɪnɪŋ] what sorts of things are real. Criteria of this kind are the special [ˈspɛʃəl] concern of ontology, which is central in metaphysics.

History of philosophy

It is the historical and philosophical study of the history of the subject. It commonly includes [ɪnˈkluːdz] more in the way of philosophical interpretation [ɪnˌtɜːprɪˈteɪʃən] and—sometimes—philosophical appraisal [əˈpreɪzəl] of major texts than historiographic studies of either a single philosopher or whole periods in the history of the subject.

Philosophical methods

1.Socratic [sɒkˈraˌtik] method

"The Dialogues [ˈdaɪəlɒgz] of Plato [ˈpleɪtəʊ] made famous what might be called the Socratic method in philosophy. It is the dialectical [ˌdaɪəˈlɛktɪkəl] method, pursued [pəˈsjuːd] by Socrates [ˈsɒkrəˌtiːz] as represented by Plato in the Dialogues, in which ideas are set out, explored [ɪksˈplɔːd] in relation to their meaning and implications, and assessed [əˈsɛst] by such criteria as consistency [kənˈsɪstənsi] and plausibility [ˌplɔːzəˈbɪlɪti] in relation to various standards [ˈstændədz], sometimes including common sense.

2. Method of conceptual [kənˈsɛptjʊəl] analysis.

In both Plato and Aristotle [ˈærɪˌstɒt(ə)l], we find early examples [ɪgˈzɑːmplz] of what may plausibly [ˈplɔːzəbli] be called conceptual [kənˈsɛptjʊəl] analysis [əˈnæləsɪs]. In his Nicomachean [ˌnɪkoʊˈmækiən] Ethics, for instance, Aristotle seeks to give an account of the concept of virtue [ˈvɜːtjuː]."

Place of philosophy in the academy

"Philosophy is a basic and comprehensive [ˌkɒmprɪˈhɛnsɪv] field of knowledge and, as such, has a place in higher education should now be evident [ˈɛvɪdənt]. Philosophy also contributes [kənˈtrɪbju(ː)ts] to the capacity [kəˈpæsɪti] for problem solving in any field. In this respect its value is interdisciplinary [ˌɪntəˈdɪsɪˌplɪnəri] and subject matter neutral [ˈnjuːtrəl].

- CRITICAL THINKING. The study of philosophy helps to develop [dɪˈvɛləp] both the capacity and the inclination [ˌɪnklɪˈneɪʃən] to do critical [ˈkrɪtɪkəl] thinking. Logic is the most general philosophical field that develops this ability [əˈbɪlɪti].

- NORMATIVE ISSUES. Philosophy provides a unique [juːˈniːk] and systematic approach to normative [ˈnɔːmətɪv] issues [ˈɪʃuːz] —those concerning what ought [ɔːt] or ought not to be, what is right or wrong, what is intrinsically [ɪnˈtrɪnsɪk(ə)li] desirable [dɪˈzaɪərəbl] or undesirable [ˌʌndɪˈzaɪərəbl], and so on— as opposed [əˈpəʊzd] to what is as a matter of fact simply the case.

- INTERDISCIPLINARY PERSPECTIVE. An important function of philosophy is to foster [ˈfɒstə] interdisciplinary perspective [pəˈspɛktɪv]. For instance, although scientific explanation is, in one form or another, common to all the sciences, conceptual [kənˈsɛptjʊəl] questions about its nature and comparative [kəmˈpærətɪv] questions about its logic in the different sciences belong [bɪˈlɒŋ] to the philosophy of science.

- WRITING AND EFFECTIVE COMMUNICATION. A major aim of higher education is to contribute to the quality of discourse [ˈdɪskɔːs] in and beyond [bɪˈjɒnd] its institutions of learning. The study of philosophy generally requires analytical [ˌænəˈlɪtɪkəl] writing, critical reading, and formulating intellectual [ˌɪntɪˈlɛktjʊəl] problems and proposed [prəˈpəʊzd] solutions [səˈluːʃənz] to them. For these reasons, work in philosophy can greatly improve writing and communication skills."

SOURCES

Encyclopedia of Philosophy. In 10 vol./ed. by D. Borchert. Macmillan Publishers Ltd, 2006.

Oxford Companion to Philosophy / ed. by T. Honderich. Oxford University Press, 1995.