Love of All Wisdom

I’ve been delighted to take up my new full-time job as educational technologist at Boston University. It’s been great to use my background in scholarship and teaching in a way that, unlike faculty work, actually makes a living.

My specialty as a technologist has been to help faculty adopt ePortfolios – electronic collections of student and faculty work, typically with the intent of making student learning visible to an outside audience. There are a variety of purposes to ePortfolios, but one of the most common is assessment – figuring out whether students are really learning what they’re supposed to be learning.

Educational institutions have come to emphasize assessment more and more in the past decade. Assessment is sometimes resisted in the humanities because of an emphasis on quantification – often with good reason, as in the case of the UK’s catastrophic RAE and its relentless insistence on quantity over quality of scholarship. But there’s no reason for humanists to be opposed to assessment in principle. We always claim that our students come out of our classes better than they were when they began – better writers, more careful readers, more thoughtful, more critical, more knowledgeable, more engaged citizens, whatever. If they didn’t improve in some such ways, there would be no point in our teaching them. And surely at least some such improvements can be observed, even if we resist attaching numbers to that improvement beyond the grades we give. Moreover, some of those who have tried to observe whether students do indeed improve in these ways in their college classes – notably Richard Arum and Josipa Roksa – have found that in many cases, in the US at least, they don’t. This fact, if true, would be disastrous, considering that US students typically go tens or even hundreds of thousands of dollars of debt for their educations. Surely we cannot merely assume that this is money well spent. And so assessment of some sort seems to me quite a valuable task.

Working professionally with assessment has led me to think more about the question: how do we assess philosophy? It is this question, I think, that may have contributed the most to the notorious divide between analytic and “continental” philosophy. (continue reading…)

Suppose a trolley is hurtling down a track, on which are placed five innocent people with no chance to escape in time. You are standing beside a switch that will redirect the trolley onto a track where stands one innocent person, who also has no chance to escape. Should you flip the switch, and thereby kill one to save five?

Now suppose there is no track onto which the trolley can be redirected; the five innocents will be in its path no matter what happens. Instead of being beside a switch, you are standing on a bridge over the tracks, beside a very fat man looking down over the action. You can push the man over the bridge, knowing his enormous girth will stop the trolley’s movement before it hits the innocents. Should you push the man, and thereby kill one to save five?

Michael Sandel begins his famous course on Justice with this action scene, and it’s a great way to start such a course. This trolley problem, ingeniously introduced by Judith Jarvis Thomson and the late Philippa Foot, is a wonderful way to shock beginning students out of their ethical complacency. For nearly all people faced with this problem agree they would kill one to save five in the first situation but not the second. After hearing one case they think there’s an easy principle by which to decide the right action; after hearing the second, they are forced to admit that there isn’t. (continue reading…)

Michael Sandel has long been fond of a certain eccentric position on the Kantian ethics of lying. Kant, as I’ve noted before, takes an absolute prohibition against lying, even in the most extreme cases: you may not even lie to a murderer seeking a fugitive. If Anne Frank is in your attic, it is wrong to tell the Nazis that she isn’t. The position is deeply counterintuitive, to say the least, but I think it does follow from Kant’s ethics of unconditional duty.

Sandel, however, claims that Kant’s position is not quite as counterintuitive as it seems. Sandel regularly makes this claim in his Justice course, which I taught for as a teaching fellow, and which Sandel has now made available to the public as a course as well as in a book. While Kant brooks no lies, Sandel says, he is quite happy with misleading truths. As evidence Sandel points to Kant’s own life:

Kant found himself in trouble with King Friedrich Wilhelm II. The king and his censors considered Kant’s writings on religion disparaging to Christianity, and demanded that he pledge to refrain from any further pronouncements on the topic. Kant responded with a carefully worded statement: ‘As your Majesty’s faithful subject, I shall in the future completely desist from all public lectures or papers concerning religion.’ Kant was aware, when he made his statement, that the king was not likely to live much longer. When the king died a few years later, Kant considered himself absolved of the promise, which bound him only ‘as your Majesty’s faithful subject.’ Kant later explained that he had chosen his words ‘most carefully, so that I should not be deprived of my freedom… forever, but only so long as His Majesty was alive.’ By this clever evasion, the paragon of Prussian probity succeeded in misleading the censors without lying to them. (Sandel, Justice, p. 134)

I was reminded of Sandel’s position recently while leafing through Śaṅkara‘s commentary on the Yoga Sūtras – (continue reading…)