Chart Three Levels Of Philosophical Reading Skill Objective

Chart Three Levels Of Philosophical Reading SKILL OBJECT ACTIVITY

Understanding the words: What does the author say? · State the author’s thesis · Outline the author’s arguments · Summarize the author’s position

Determining the meaning of the words: What does the author mean? · Identify the implications of the author’s position · Unveil the relevance of the author’s position for our own time

Evaluating the quality of the argument(s): Is the author right or wrong? · Assess the strength of the author’s arguments · Judge the author’s position as tenable or untenable

Paper For Above instruction

Philosophical reading is an intricate process that involves multiple levels of comprehension and evaluation. These levels—understanding the words, determining the meaning, and evaluating the arguments—are crucial in engaging deeply with philosophical texts. Each stage builds upon the previous one, fostering a comprehensive grasp of the material and critical thinking about its validity and relevance.

Understanding the words involves grasping the author's explicit statements. It requires identifying the thesis, outlining the arguments, and summarizing the overall position. This foundational step ensures that the reader correctly interprets what the author is asserting, avoiding misunderstandings that could undermine further analysis. For instance, in Kant’s "Groundwork of the Metaphysics of Morals," understanding that the central thesis is about the supreme principle of morality is essential before delving into the arguments supporting it.

Once the explicit content is comprehended, the next level involves determining what the author means beyond the literal words. This entails recognizing implications and relevance, especially in contemporary contexts. For example, when reading Nietzsche’s critique of morality, understanding the intended implications about societal values and individual authenticity enhances the depth of engagement and situates the arguments within larger philosophical and social discourses.

The final level—evaluating arguments—requires critical assessment of their strength and validity. This involves examining whether the premises logically support the conclusions, identifying any fallacies or weak spots, and determining the overall reasonableness of the author’s position. Kant's argument for the autonomy of moral law, for example, can be scrutinized for internal coherence and logical consistency. Such evaluation is vital in discerning which philosophical positions withstand rigorous critique and which do not.

To effectively engage with philosophical texts, readers often employ strategies such as skimming for structure, identifying signposts (e.g., because, therefore, however), and mapping arguments. These tools help clarify the relationships between different parts of the text, highlighting auxiliary arguments, objections, and responses. A typical structure might involve presenting a philosophical problem, proposing a solution, supporting it with auxiliary arguments, and responding to counterarguments. Recognizing these structures makes complex texts more accessible and highlights the core argumentative flow.

Active reading also requires revisiting texts multiple times. Philosophy often involves dense language, subtle distinctions, and implicit assumptions. Annotating, questioning, and paraphrasing key parts can aid comprehension. For example, questioning the assumptions underpinning Descartes' “I think, therefore I am” helps clarify the foundational nature of his skepticism and the role of consciousness in his philosophy.

Beyond understanding and analyzing, critical evaluation involves asking whether the arguments are convincing, considering alternative interpretations, and weighing the relevance of the author’s reasoning to contemporary issues. For instance, assessing the strength of utilitarian arguments for moral decisions involves examining their practical implications and potential counterexamples. This process fosters a nuanced appreciation of philosophical debates and advances one’s critical thinking skills.

Engaging deeply with philosophical texts also entails acknowledging the complexity and messiness inherent in philosophical debates. Recognizing that disagreements often stem from different premises or interpretations encourages humility and openness. As W. V. Quine emphasized, understanding different philosophical positions involves a continuous process of revising and refining one’s views through thoughtful critique and engagement.

Thus, the skills of reading philosophy encompass comprehension, interpretation, and critical evaluation. Developing proficiency in these areas demands persistent effort, multiple readings, and active engagement. This iterative process allows students and scholars to uncover the nuanced layers of philosophical arguments, appreciate their strengths and limitations, and contribute meaningfully to ongoing debates.

References

• Kant, I. (1785). Groundwork of the Metaphysics of Morals. Cambridge University Press, 2002.
• Nietzsche, F. (1887). On the Genealogy of Morality. Stanford University Press, 2007.
• Descartes, R. (1641). Meditations on First Philosophy. Hackett Publishing, 1993.
• Quine, W. V. (1960). Word and Object. MIT Press.
• Honderich, T. (2005). The Oxford Companion to Philosophy. Oxford University Press.
• Copi, I. M., & Cohen, C. (2009). Introduction to Logic. Pearson Education.
• Audi, R. (2011). Conducting Critical Thinkings about Philosophy. Rowman & Littlefield.
• Schwitzgebel, E. (2020). Why Philosophy Texts Are Difficult and How to Read Them. Philosophy Compass, 15(9), e12709.
• Crane, T., & Maurice, M. (2010). The Philosophical Life: Exploring the Art of Thinking. Routledge.
• Glock, H.-J. (2010). What Is Analytic Philosophy? Cambridge University Press.