Why students are turning to philosophy
More and more young people are choosing to study
philosophy at A-level and university. Claire Smith
finds out why - at a time when job prospects are so
important - teenagers are turning to Plato, Kant and
Hume
Published: The Independent, 4 May 2006
Philosophy is like thinking, only louder". The posters on the walls of Farnborough
Sixth Form College in Hampshire are working. With more than 200 students signed
up for this year's AS and A-level philosophy, Farnborough is the UK's biggest
philosophy centre. But it's not the only school where questions about life, the universe
and everything are gaining momentum.
Over the past six years, the number of annual A-level philosophy candidates in
England and Wales has doubled - up to 2,459 in 2005 - while in Scotland, where the
philosophy Higher exam was only introduced in 2000, candidates have tripled - up to
800 across 87 centres.
It may have something to do with Alain de Botton's TV series on how to lead the
good life. It is certainly ironic that philosophy is growing in popularity at a time when
the Government is calling for vocational-style education, and the director-general of
the Confederation of British Industry (CBI), Sir Digby Jones, says it's "employability"
that must be at the heart of our studies, that the subject with probably the fewest job
prospects is on the rise.
"I think the director-general of the CBI would be challenged by some of the thinking
and discussions going on in our A-level philosophy classes. Probably humbled," says
Dr John Guy, Farnborough Sixth Form College's principal. Perhaps. After all, if
philosophy is thinking, only louder, it's probably the one subject that is useful for all
professions, from driving buses to governing the country.
But isn't this the "dumbed down" generation? We frequently hear that all teenagers
are interested in nowadays is text messaging, reality television and celebrity culture.
What's causing them to join Plato's army? Is the unexamined life not worth living
after all?
"For a start, philosophy sounds sexy," says Jeanne Neal head of religious, moral and
philosophical studies at Uddingston Grammar School in Lanarkshire, Scotland, where
the philosophy students outnumber both the history and physics classes. "You're not
saying this is the right answer, you have to learn this. We pick a philosopher and ask
does it make sense? It's a less passive way of gaining knowledge, as opposed to just
keeping them busy with a worksheet."
Plato would like that. "Nothing taught by force stays in the soul" he wrote in The
Republic. And for 16-year-old Joanne McCue from Uddingston Grammar, it was
precisely not being forced to do maths - philosophy is offered as an alternative - that
made her give it a go. Now it's the classical texts that have got her hooked. "It allows
you to see what other people saw and thought. And you have the freedom of being
able to think for yourself. It's become my passion."
Not even Tony Blair with all his ambitions for education has dared to hope that a 16year-old could become "passionate" about schoolwork. But McCue is not alone in her
fervent enthusiasm. At Oban High School on the west coast of Scotland, the
philosophy Higher, offered for the first time this year, was so popular - 49 applied they had to cherry pick students based on their English marks to create a class of 30.
For next year they plan to double the size of the class and offer it at Standard grade
(GCSE level). Even head teacher Linda Kirkwood jokes about wanting to sign up.
What made them decide to add it to the curriculum? "The old-style religious and
moral education course had become tired and jaded. Only seven students signed up
last year," says teacher John Carrey. "We thought that with the age we live in,
philosophy would broaden their understanding of important issues within the world."
As part of moral philosophy, students discuss crime and punishment, euthanasia and
with poignant relevance, just war. "They talk about George Bush. They ask, is this
man sane? Is he a good president? And they link it in to the conflict in Iraq," says
Carrey. "We don't have to raise the topics, the kids raise them."
For Craig Hobbs, 16, this is a key part of his education: "It's very important now, with
war a modern issue, that you know where you stand and can analyse the ideas that are
out there. Especially with politics. You need to know what kind of morals politicians
have when they are making their decisions."
Tony Blair will be glad to hear that. He's not shy to tell the nation that Christian
theology is at the foundation of his decision-making. Though he might not be so glad
to hear that arguments for - and more often, against - the existence of God, are the
other hot topic in the classroom.
For some it's given them ammunition to fuel their own atheism. "I didn't believe that
there was a God, but I didn't have anything to base it on," says Nick Tingle, 17, a
student at Farnborough College. "The metaphysics course helped me come to my own
conclusions."
For others, it's helped them have a pluralistic view of religion. "I believe there is some
kind of God," says Paul Addison, 16, from Oban High. "But I realised what I think of
as God might not be what somebody else thinks of as God."
And what's more, it's not just giving them insight into the bigger picture, but also into
their own lives.
Smithycroft Secondary in the east end of Glasgow is next door to Barlinnie, the
infamous "Bar-L", one of Scotland's toughest prisons. Drug abuse and gang violence
are part of daily life in this part of the city, and yet many students prefer to spend their
afternoons in the philosophy club. Philosophy teacher, Ernie Salveta, started the club
with council funding over six years ago, to give smarter students something to do in
the afternoons. He reeled them in by showing films like The Matrix, Hollywood's take
on Descartes Evil Demon argument - the idea that the whole world might be an
illusion caused by an evil demon that has control of your mind.
"It brings up questions that are relevant to them, like 'are we free to make choices
about our lives?'" says Salveta. Now part of the Highers curriculum, it's not just the
smart students who are signing up. "The less academic thrive in this atmosphere of
being able to express themselves," says Salveta. "They begin to see that they have
opinions and they are valid and valued. It boosts their self-esteem."
Student Graeme Denham, 17, believes philosophy has helped him outside of school.
"It makes me think a lot more about things before I take action. It makes you think
more about the consequences of your actions, and what they'll be like.
His classmate Sam Smylie, 17, also thinks it might go some way to helping students
in this socially deprived area if it was taught at Standard Grade: "The majority of
people at this school leave at 16. I think it would give younger people a better chance
at thinking about things."
Plato, however, might not have agreed. He thought that young people would use the
tools of argument to be contradictory just for the sake of it, and wanted to wait until
his prospective philosophy kings were older before he armed them.
But Dr Gary Kemp, head of Glasgow University's philosophy department, reckons the
younger it is taught, the better. "Philosophy is more accessible than people realise.
People at that age are naturally curious, more open-minded and less cynical.
Philosophy is a bridge-building subject. It will help them to be more reflective about
their other subjects and how all their education fits together."
The only people who might not agree are their parents. Every student admitted that
philosophy had made them better at arguing. "When you're arguing with your ma you
tend to win more because you've got the skills," laughs Smylie. "They get quite
annoyed because I can beat them in arguments now," admits Hobbs from Oban.
Though by all accounts, their minds are also being expanded. "My mum used to think
David Hume was just a guy she worked with," says Gary Nelson, 17, from
Uddingston.
So are there any budding philosophers among them? A few. Though not Neil
McIlvride from Uddingston Grammar. "It's a lazy job, that," he says "Come in at 12
o'clock every day and just sit and think." Perfect for teenagers, then.
END