Informal IX.2&3, Spring & Fall 1987

Critical Thinking and

PHILIP A. PECORINO Queensborough Community College, CUNY

The question I wish to raise is: Just what the standard introduction to what is the relationship of critical think­ philosophy courses could do for the ing to philosophy? On the one hand, it students? Can courses which concen­ can readily be acknowledged that critical trate on form be equated with courses thinking is what philosophers do, and which are heavy with substance? that teaching critical thinking can be In order to look at the problem in construed, at least in part, to be teaching more concrete terms the question is philosophy. On the other hand, does recast as follows: how can a student teaching critical thinking alone suffice to claim to have taken a course in introduce students to philosophy? Is philosophy or to have completed the critical thinking a necessary or a suffi­ philosophy requirement if he or she has cient condition for philosophy? taken a course on critical thinking but What has led me to raise this issue is has not read or heard a single work of a condition that has arisen in the last few or about any of the great philosophers years at many two-year colleges and and has never even learned of the ma­ universities across the United States. jor branches of philosophy, let alone Philosophers have been successful in in­ studied any work, major or minor, in troducing critical thinking or informal those areas? What content should such logic courses into the curriculum and in courses have in order to satisfy minimal­ having them considered as philosophy ly the intention of educators in having courses. Then, in many instances, the philosophy in the liberal arts and science credits taken in such courses have been core of any degree program? applied toward the satisfaction of degree Before going on, some disclaimers requirements in the liberal arts, the are in order, to avoid misconceptions. humantities, and (in the situation that First, I am not opposed to the develop­ concerns me most) in philosophy. At ment of critical thinking or many two-year colleges, and to a lesser courses. I believe that they are a valuable extent at some four-year colleges, it is addition to the curriculum and would now possible to take a course in (ritical like to see the demonstration of a profi­ thinking, practical reasoning or informal ciency in these areas as a requirement logic and not only have it count as a for any undergraduate degree. As to how philosophy course but have it satisfy the best to insure the development of these philosophy requirement Or part of the skills, that is another matter. I have liberal arts requirement. The question I argued for the inclusion of critical think­ put before my colleagues is: what should ing courses in various curricula. Indeed, be the content of such courses if they I have argued elsewhere, that along with are to perform the function within the courses in applied ethics, courses in curriculum that requirements in critical thinking are perhaps the most ap­ philosophy were meant to serve? What propriate way to involve students with justifies having a course in critical think­ the philosophic tradition. 1 These two ing as an introduction to philosophy? areas appear, to me at least, to capture Should a course which deals primarily more of the Socratic heritage than most with form, processes, and thinking skills, other approaches to teaching be considered capable of accomplishing philosophy to undergraduates. I have 142 Philip A. Pecorino also played some small role in pro­ and who would reduce philosophy in­ moting the development of such struction to whatever serves the present courses. 2 Second, I do not argue that social agenda of the institution? My such cou rses shou Id be considered suspicion is that this has happened.3 In philosophy. I believe that philosophers some institutions the development of are very well suited to teach such critical thinking courses is welcomed as courses, that informal logic and ­ a way to satisfy the philosophy require­ ing are subjects more appropriate for ment, while mostly performing the philosophical and reflection than remedial function the college any other method of analysis or study, acknowledges that it must serve. and that, in good measure, philosophers To see what is happening one might more typically display the characteristics look at current textbooks. In reviewing of critical in a self-conscious critical thinking textbooks and course way, and in a more thoroughgoing syllabi which have been produced over fashion, than thinkers in any other field. the last decade, I am struck by the Third, I most especially do not want to almost total absence of any to oppose a trend that has been the saving the classical tradition in philosophy. In grace for the employment of many most textbooks there is almost no men­ philosophers and for the survival of tion or use made of passages by well many philosophy programs. Indeed, I know philosophers, either as illustra­ am well aware that in some institutions tions or in exercises. What is implied if of higher learning courses on critical philosophers are content to see students thinking are fast becoming the "bread take such a course as their only and butter" courses for the teaching philosophy course or have it serve as staff. I can easily understand how this is their introduction to the discipline? In happening. My concern is with what it most two-year colleges where portends for philosophy instruction if philosophy is offered, and in many four­ the trend continues unabated without year colleges, students will take but one philosophical reflection about it. philosophy course, if they take any, and In many institutions the success of the most popular courses are in critical the courses in critical thinking in both thinking or applied ethics, which an academic and a political sense can be characteristically are offered without any attributed to the steady decline in the prerequisites in philosophy. If level of proficiency in the basic com­ philosophers remain content with the munication skills demonstrated by enrollment figures, does this mean that students seeking entry to post secondary they are content as well with the inden­ . In the level of the tification of philosophy with a of in­ underlying skills prerequisite tellectual skills: an identification made to and identified with those communica­ through the textbooks and curricula for tion skills is deplorably below what one such courses? would expect of such students. The Is philosophy merely or mainly a development of those skills has become or does it have subject an undeniable part of the agenda, overt matter that is unique to it as a field of or covert, of almost every institution of study? And who is to answer these ques­ higher learning in the U.S. and Canada. tions? The significant point is that while Courses in critical thinking are in fact a they have been the subject for reflection of that agenda. However, have philosophical dialogue and reflection for these courses in the process allowed, or millenia, they have hitherto been ques­ even encouraged, the co-option or tions which philosophers themselves subversion of philosophy by academic raised and debated. Now, however, it ap­ administrators, who have little or no ap­ pears that the forces active within the preciation for the philosophic tradition, academic marketplace are playing a role Critical Thinking and Philosophy 143 not only in addressing these questions fluenced by such factors. Far too many but in answering them as well. Factors college courses in English literature have other than philosophical consideration been reduced to little more than com­ and reasoned discourse are operating to position classes. Such courses are seen define what is to be considered as serving the development of reading philosophy, how it is to be valued and and writing skills while the of the what purposes it is to serve. In very prac­ literary heritage is diminished. Just as the tical terms when non-philosophers study of English literature is being reduc­ determine the form in which philosophy ed to proficiency in grammar and syn­ is to be offered, and when that deter­ tax, is the study of philosophy to be mination is based on enrollment figures reduced to proficiency in the identifica­ or on the institution's need to remedy tion of and the evaluation of students' academic deficiencies, with no ? Are we to have an demur by philosophers, then the con­ enroll ment-d riven of the basic ception of philosophy is being shaped disciplines? by non-philosophical activities and To return to the question posed at the concerns. beginning of these remarks: is critical Instructors in disciplines other than thinking philosophy? Is philosophy to be philosophy look to philosophers to im­ equated with critical thinking to the prove students' basic reasoning skills so point that a single course in critical those students enter their classes better thinking may be construed as having prepared to master their subjects. properly introduced a student to Philosophers at many institutions have philosophy? I maintain that, while been all too happy to oblige. However, courses in critical thinking are something may have been lost in this ac­ philosophy they should not be used as commodation. Philosophy was probably substitutes for introductory philosophy introduced into the curriculum as a courses. Critical thinking courses are to "humanities" subject-as a way of be considered as philosophy courses transmitting something of the cultural because they introduce students to, and heritage an educated person ought to aim to develop in them, the intellectual possess-and not simply because it processes typically characteristic of would be nice or useful for them to have philosophical discourse and reflection. nor because it gives employment to They take as subject matter, if only in philosophers. It is owed to them by the passing, questions of an epistemological previous generation, an obligation that nature which are well within the pro­ was assumed by educational institutions. vince of philosophy. Still, most critical Access to the philosophical heritage is thinking courses make no effort to in­ a student's right and it is part of the du­ troduce the scope of the philosophical ty of colleges and universities to see that tradition or the various branches or access realized. It is part of the student's areas of philosophy, or the most signifi­ cultural legacy towards which higher cant traditions within the philosophic education provides the means for ac­ heritage. So they ought not be con­ quisition. Unfortunately, a good part of sidered appropriate vehicles for in­ this perspective is often lost when ad­ troducing students to philosophy. Con­ ministrators and instructors with too sequently, where there is a requirement much concern for the economic aspects in philosophy that was founded upon a of enrollment patterns attempt to satisfy desire to introduce students to the students' immediate needs, paying too ph ilosophical traditions and heritage, little attention to past heritage and the courses in critical thinking ought not be long term needs of the students and used to satisfy that requirement, or else their civilization. It isn't only or princi­ they should be modified to include pally philosophy which has been so in- material which is now absent from them. 144 Philip A. Pecorino

Three additional points are worth human species has produced. The study mentioning at this point. The first is that of that tradition through the works the traditional introduction to themselves has served well to instruct philosophy courses may in the past have others to become critical thinkers. placed too much emphasis on the Teaching the works of that tradition, substance of the tradition, on the con­ with attention to the development of the tent of philosophical discourse, and paid intellectual skills, methods, and too little attention to the processes, skills stratagem which produced them, would and methods which produced those not be such a bad way to teach critical ideas. This may be a sin for which the thinking today and it might serve discipline is now paying. students in more ways than most critical The second point is that the path for thinking courses do at present. this equation of informal logic and So, critical thinking and informal critical thinking with the whole of logic courses? Yes, by all means and for philosophy was often paved by those all students, because all educated peo­ situations in which courses in symbolic ple, and certainly all those who are logic were permitted to satisfy awarded degrees in , philosophy requirements in their entire­ ought to critical thinking skills. ty.4 Rather than using that precendent to Howeve~suchcou~esoughtnotbeu~ justify the present of critical ed to satisfy a philosophy or a thinking instruction for philosophy, it is humanities requirement, for that would time to challenge the attempt to restrict be to reduce philosophy to but a small the rationale for a philosophy require­ part of what it has been, is and should ment in the undergraduate curriculum continue to be. to just the development of basic reason­ ing skills. The development of such skills is worthwhile, but the philosophical Notes tradition has much more to offer. It ought to introduce students to those 1 I presented papers at the Eastern Divi­ ideas which have marked the tradition sion meeting of the American as unique for millenia: , , Philosophical Association in 1979, and validation, yes: but also beauty, "Ethics and Career Education," and in goodness, the nature of being, the ex­ 1981, "Informal Logic and the Two­ istence and nature of a god, the mean­ Year Curriculum," for the Committee ing of a human life, the nature and value on Teaching Philosophy at Two-Year of art, and science, and even the Colleges. nature and value of philosophy. 2 I organized and presented workshops The third and final point is that lear­ on teaching critical thinking for the ning critical thinking is not something Community College Humanities which people had heretofore done by Association, funded in part by the taking a specific course. In fact it would Matchette Foundation, which were of­ probably not be inaccurate to claim that ferred in various locations across the those teaching such courses today did U.S. in 1983 and 1985. I presented not themselves ever take one. workshops at the Conference on Philosophers have learned to be critical Critical Thinking in Newport News, thinkers in good measure through the VA. 1985 & 1986. I have served as a study of the works of philosophers and consultant to several colleges in the through discourse with philosophers. It U.S. who were interested in develop­ is in the study of the philosophical ing a course or program in critical heritage that one sees evidence of thinking. critical thinking, indeed some of the finest examples of critical thinking the 3 At one technical college in South Critical Thinking and Philosophy 145

Carolina the academic dean has an­ nounced his intention to make critical thinking a required course for all students starting in the Fall of 1987. He intends to use the one and only three-credit humanities requirement in the core program to do so. This one act will effectively destroy even the possibility of a philosophy program, not to mention the equally disastrous results for the literature, history, art and music programs. There are other colleges, par­ ticularly two-year colleges, where the only courses being taught by the philosophy staff are critical thinking courses.

4 Colleges that permit logic courses to satisfy a philosophy requirement in­ clude: Long Island University, C.W. Post; City University of New York, Queensborough.

Dr. Philip A. Pecorino, Department of Social Sciences, Queensborough Com­ munity College of CUNY, Bayside, NY 11364. 0