Here are some tips from Garth Kemerlings' Study Guide on approaching the study of Philosophy:
Reading Philosophical Texts
- Consider the context
Philosophical writing, like literature of any genre, arises from a concrete historical setting. Approaching each text, you should keep in mind who wrote it, when and where it was published, for what audience it was originally intended, what purposes it was supposed to achieve, and how it has been received by the philosophical and general communities since its appearance. Introductory matter in your textbooks and the Internet resources accessed through the course syllabus will help you get off to a good start. (return to top of page)
- Take your time
Careful reading cannot be rushed; you should allow plenty of time for a leisurely perusal of the material assigned each day. Individual learning styles certainly differ: some people function best by reading the same text several times with progressively more detailed attention; others prefer to work through the text patiently and diligently a single time. In either case, encourage yourself to slow down and engage the text at a personal level. (return to top of page)
- Spot crucial passages
Although philosophers do not deliberately spin out pointlessly excessive verbiage (no, really!), most philosophical texts vary in density from page to page. It isn't always obvious what matters most; philosophers sometimes glide superficially over the very points on which their entire argument depends. But with the practice you'll be getting week by week, you'll soon be able to highlight the most important portions of each assignment. (return to top of page)
- Identify central theses
Each philosophical text is intended to convince us of the truth of particular propositions. Although these central theses are sometimes stated clearly and explicitly, authors often choose to present them more subtly in the context of the line of reasoning which they are established. Remember that the thesis may be either positive or negative, either the acceptance or the rejection of a philosophical position. At the most general level, you may find it helpful to survey the exam study questions in your course study aids file as you read each assigned text. (return to top of page)
- Locate supportive arguments
Philosophers do not merely state opinions but also undertake to establish their truth. The methods employed to support philosophical theses can differ widely, but most of them will be expressed one of the forms of logical argumentation. That is, the philosopher will (explicitly or implicitly) offer premises that are clearly true and then claim that a sound inference from these premises leads inexorably to the desired conclusion. Although a disciplined study of the forms of logical reasoning is helpful, you'll probably learn to recognize the most common patterns from early examples in your reading. (return to top of page)
- Assess the arguments
Arguments are not all of equal cogency; we are obliged to accept the conclusion only if it is supported by correct inference from true premises. Thus, there are two different ways in which to question the legitimacy of a particular argument:
* Ask whether the premises are true. (Remember that one or more of the premises of the argument may be unstated assumptions.)
* Ask whether the inference from premises to conclusion is sound. (Here it will be helpful to think of applying the same pattern of reasoning to a more familiar case.)
If all else fails, you may question the truth of the conclusion directly by proposing a counter-example which seems obviously to contradict it. (return to top of page)
- Look for connections
Since these texts occur within a tradition, they are often directly related to each other. Within your reading of a particular philosopher, notice the way in which material in one portion of the text links up with material from another. As the semester proceeds, consider the ways in which each philosopher incorporates, appropriates, rejects, or responds to the work of those who have gone before. Finally, make every possible effort to relate this philosophical text to what you already know from courses in other disciplines and from your own life experiences. (return to top of page)
- Philosophical Dialogue
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Verbal discussion of serious topics is in no way tangential to the practice of philosophy. From Socratic gatherings to the philosophical conventions of today, thinking things through out loud—and in the presence of others—has always been of the essence of the philosophical method. (Most philosophical texts embody this give-and-take, either in explicit use of dialogue form or by a more subtle alteration of proposal, objection, and reply.) Your philosophical education demands that you enter into the great conversation of Western thought. A few suggestions may help:
- Be prepared
Productive dialogue presupposes informed participants. This means that during every class session, each of us will have read the material assigned for the day, we will pay careful attention to what others have already said, and we will think carefully before speaking. Of course, each of us will often be mistaken, but none of us should ever speak randomly. (return to top of page)
- Respect others
Joint participants in dialogue show a deep, personal respect for each other. We owe it to each other to listen well and to give each other the benefit of doubt in interpreting charitably what has been said, trying always to see the worthwhile point. Although we will rarely find ourselves in total agreement on the issues at stake, we will never attack or make fun of each other personally. (return to top of page)
- Expect conflict
Disagreement with an expressed opinion and criticism of its putative support is not disrespectful; it is an acknowledgment that we are taking the matter seriously. The more significant the issue under discussion, the more likely our exchanges will become passionate, even heated. But we must always deal with each other fairly, helping each other to see the light. Flaming is never tolerated. (return to top of page)
- Quality counts more than quantity
No discussion will be perfectly balanced among its participants, and each of us will have days on which we are quieter or more vocal (verbose). If you find yourself speaking/writing too much, try to "listen" more; if you find yourself saying too little, look for opportunities to contribute. But always remember that it is what you say, not the fact of your speaking (writing), that matters. (return to top of page)
- Ask questions
Not every contribution to the dialogue needs to be the proposal or defence of a thesis. It is always proper to ask for a clarification of the meaning of something that has already been said or for the justification of a claim that has already been made. (return to top of page)
- Writing Philosophy
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Write to learn. Expressing your thoughts is an excellent way of discovering what they really are. Even when you're the only one who ever sees the results of your explorations, trying to put them down in written form often helps, and when you wish to communicate to others, the ability to write clear, meaningful prose is vital. Here are some suggestions for proceeding:
- Consider the context
Philosophical writing, like literature of any genre, arises from a concrete historical setting. Approaching each text, you should keep in mind who wrote it, when and where it was published, for what audience it was originally intended, what purposes it was supposed to achieve, and how it has been received by the philosophical and general communities since its appearance. Introductory matter in your textbooks and the Internet resources accessed through the course syllabus will help you get off to a good start. (return to top of page)
- Support your thesis
Don't just state your own position; make it the conclusion of a line of reasoning. Claim only what you can prove (or are, at least, prepared to defend), and support it with evidence and argument. Philosophy is not just a list of true opinions, but the reasoned effort to provide justification. (return to top of page)
- Consider alternatives
Be sure to explore arguments on all sides of the issue you address. Of course you will want to emphasize the reasoning that supports your thesis, but it is also important to consider likely objections and to respond with counter-arguments. Be especially carefully in your use of examples: the best positive example can only clarify meaning and lend some evidentiary confirmation, but a single counter-example disproves a general claim completely. (return to top of page)
- Omit the unnecessary
Include in your written work only what is germane to your topic. Anything that does not directly and uniquely support the thesis shouldn't be there. Padding with irrelevant or redundant material is never worthwhile. Be particularly careful in your use of material prepared by others: do not plagiarize, paraphrase without attribution, quote directly often or at length, or rely extensively on a single secondary source. (return to top of page)
- Omit the unnecessary
Include in your written work only what is germane to your topic. Anything that does not directly and uniquely support the thesis shouldn't be there. Padding with irrelevant or redundant material is never worthwhile. Be particularly careful in your use of material prepared by others: do not plagiarize, paraphrase without attribution, quote directly often or at length, or rely extensively on a single secondary source. (return to top of page)
- Write clearly
It is your responsibility as writer to express yourself in a way that can be understood. Use specific, concrete language in active voice whenever you can. Define your terms explicitly and use them consistently. (return to top of page)
Finally, you may find it helpful to keep an appropriate audience in mind as you write. Don't assume that your audience has professional knowledge of the philosophical texts or total awareness of every conversation that has taken place, inside and outside this site. Think of yourself as presenting the material to a friend, your parents, or a class: intelligent, interested people who are well-informed generally but who lack your knowledge of the philosophical issues. Write to teach. (return to top of page)
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