Informal Logic IX.2&3, Spring & Fall 1987 Critical Thinking and Philosophy 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 informal logic 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 reason­ a way to satisfy the philosophy require­ ing are subjects more appropriate for ment, while mostly performing the philosophical inquiry 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 thought 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 reference 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 education. In fact the level of the tification of philosophy with a set of in­ underlying intellectual 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 methodology 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 value 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 fallacies and the evaluation of students' academic deficiencies, with no arguments? Are we to have an demur by philosophers, then the con­ enroll ment-d riven definition of the basic ception of philosophy is being shaped humanities 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.