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CHAPTER 18
PHILOSOPHY AS A WAY OF LIFE
Chapter 18 Key Concepts
As the early Greeks developed and refined rational skills,
they increasingly valued personal detachment and the
suppression of traits that today we associate with maternal
A philosophical advocate is a philosopher whose work
identifies, clarifies, and actively opposes a perceived injustice;
Public philosophers are writers or speakers whose
philosophical positions are expressed in ways accessible to a
broad audience. The most effective public philosophers tap
into or identify vital philosophical issues of the day. When
Jean-Paul Sartre s experiences during World War II
convinced him that the veneer of civilization barely and
only temporarily obscures awareness of the absurdity of the
human condition. Philosophical abstractions and clichéd
SOCCIO ARCHETYPES OF WISDOM
According to Sartre, we are condemned to be free since
no essence determines our choices. Inauthenticity results
from refusing to choose responsibly and courageously; it is a
product of hiding behind abstractions in the form of social
Authentic choice must be confined to what is under our
immediate influence or control. This limit prevents us from
relying on God, society, luck, or the good will of others. Sartre
Carol Gilligan s research into moral development has led
her to distinguish between a traditional, masculine-oriented
voice and a feminine-oriented different voice that is not
Martin Luther King, Jr., is an example of a public
philosopher and activist. King practiced a form of nonviolent
SOCCIO ARCHETYPES OF WISDOM
Peter Singer is a controversial public philosopher who
believes in making people uncomfortable as a way of raising
moral consciousness. Singer applies utilitarian principles to
Martha C. Nussbaum describes public philosophers as
lawyers for humanity. She suggests that too many
Pierre Hadot takes seriously the sage s goal that philosophy
become a way of life. Although Hadot asserts that the conflict
Chapter 18 Teaching Tips
1. Carefully discuss common stereotypes regarding
feminine intuition and emotionalism and the idea that
men are more rational than women in terms of the
traditional model of knowing. This might be an effective place
to raise questions about rationality in general: How rational
is this culture, which seems to be shaped by values dominated
by the traditional model of knowing?
2. Have students design a model curriculum that
incorporates recent discoveries of moral development and
3. In today s sensitive social climate, any discussion of racial
issues can become difficult. Rather than evade these
important issues, address them directly. Use the concept of
temporary universal empathy as a way of defusing possible
4. Use the box on page 512 to generate a discussion of the
5. Have students contrast the tone of Heidegger s critique of
6. Sartre s story of the young man seeking advice (pages
518 519) is a superb vehicle for addressing issues of
responsibility and choice. Amplify the story by asking
students to analyze where they get advice about issues such
7. Students are often eager to discuss their reasons for going
to college. Understandably, many students have not clearly
formulated their real (deep) reasons. A discussion of the
decision to go to college (or drop out), pick this major (instead
of that one), and so forth is an excellent, natural topic area for
raising issues of authenticity, the social self, moral courage,
and Sartre s insistence that, like it or not, we ultimately
choose ourselves. Is Sartre right?
8. Have the class trace various interpretations of the idea
that genuine consciousness (authenticity) is opposed to
illusory contentment (the crowd, the herd, the they )
9. Have students take a moment to write about an episode in
their own lives in which they were mocked, criticized, or
rejected based on appearance, race, gender, age, social status,
religion, or geographic region. Then without collecting the
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10. Follow up on tip 9 by considering the effects of seemingly
positive stereotyping and considerations of autobiography :
scholarships, jobs, grants, and favors focused on specific
categories of people. Are there undesirable side effects to
publicly favoring representatives of under-represented
classes? If so, would it be preferable to surreptitiously use
11. Biases and media-driven preconceptions cross racial and
generational lines, and isms come in all shapes and colors.
12. Many students (of all backgrounds) do not have a clear
idea of what little status slaves had. Read aloud and discuss
1. Slaves could not marry or even meet free
blacks.
3. Slaves could not buy or sell anything unless
special arrangements were made.
5. Slaves could not possess liquor.
6. Slaves could not possess any property
8. Slaves could not make contracts.
9. Slaves could not leave the plantation without
10. No one not even whites was allowed to
12. Slaves could testify only against slaves in legal
matters.
This list is compiled from Stanley Elkins, Slavery: A Problem in
American Institutional and Intellectual Life (Chicago: University
13. Have the class study the chilling photo on page 529. Then
discuss how much was demanded of protestors who tried to
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14. Use the Philosophical Query on page 526 to open a
discussion of whether questions regarding problems of
15. Discuss Peter Singer s claim that we are somehow
obligated to give all surplus or unnecessary income to
16. Discuss Martha Nussbaum s notion of philosophers as
lawyers for humanity. Consider such problems as: Who has
the right to speak for whom? Is there a duty to speak for
others? For ourselves? Re-raise questions of objectivity,
17. Devote some in-class time to talking about Nussbaum s
18. The lingering power of Holocaust images comes in large
part from the directed human intelligence behind horrific,
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19. Don t overlook the opportunity to end the term on a high
note by taking advantage of your students natural curiosity
about the role of the sage in today s high-tech world. In my