The first important question which confronts the teacher of an introductory course in philosophy is likely to be the question as to how he may best approach the subject of what philosophy is, how to approach it in such a way as to pique the curiosity and excite the interest of the student from the beginning. After considering this question many times, it has recently occurred to the present writer that it might be helpful to make this approach by way (...) of a parable, an allegorical account of what seem to be the three basic human desires—the desire to live, the desire to enjoy life, and the desire to understand life. He accordingly offers this suggestion for whatever it may be worth, and presents the following little tale as at least one possible working-out of that suggestion. (shrink)

The author considers three methods by which philosophers attempt to reach their conclusions: 1) the rationalistic, Mathematical, Or deductive method; 2) the scientific, Empirical, Or inductive method; and 3) the romantic, Mystical, Or intuitive method. The author points out the values and defects of each method and attempts to discover which might be the best method for philosophy. (staff).

PHILOSOPHY , like some people, has many relations; and, as in the case of people with large family connections, it is possible to learn a good deal more about the nature of philosophy if we consider its relations with other members of the family to which it belongs. In this family are included, along with philosophy itself, two extremely important human interests, science and religion, all of which have a common concern in the fundamental problems of human experience, and attempt (...) in various ways to satisfy man's need of adjusting himself to the universe which lies about him. Of these three related interests, Religion may be thought of as one of the parents of. (shrink)

Current work in language models (LMs) helps us speed up or even skip thinking by accelerating and automating cognitive work. But can LMs help us with critical thinking -- thinking in deeper, more reflective ways which challenge assumptions, clarify ideas, and engineer new concepts? We treat philosophy as a case study in critical thinking, and interview 21 professional philosophers about how they engage in critical thinking and on their experiences with LMs. We find that philosophers do not find LMs to (...) be useful because they lack a sense of selfhood (memory, beliefs, consistency) and initiative (curiosity, proactivity). We propose the selfhood-initiative model for critical thinking tools to characterize this gap. Using the model, we formulate three roles LMs could play as critical thinking tools: the Interlocutor, the Monitor, and the Respondent. We hope that our work inspires LM researchers to further develop LMs as critical thinking tools and philosophers and other 'critical thinkers' to imagine intellectually substantive uses of LMs. (shrink)

PHILOSOPHY, like some people, has many relations; and, as in the case of people with large family connections, it is possible to learn a good deal more about the nature of philosophy if we consider its relations with other members of the family to which it belongs. In this family are included, along with philosophy itself, two extremely important human interests, science and religion, all of which have a common concern in the fundamental problems of human experience, and attempt in (...) various ways to satisfy man's need of adjusting himself to the universe which lies about him. Of these three related interests, Religion may be thought of as one of the parents of. (shrink)