Philosophy

Undergraduate

Philosophy is a discipline that encourages the examination of life in all its dimensions.

Program Overview

What Is Philosophy?

The word “philosophy" comes from the Greek, and it means "love of knowledge." The Athenian Socrates (470-399 BCE) coined the word in order to distinguish himself from the "Sophists," who offered to teach rhetoric in exchange for payment. In contrast, Socrates claimed to be a "philo-sophist" - not one who claimed to have wisdom, but rather someone who loved it.

Socrates spent his life questioning what others take for granted: that the world exists as we see it, that some art is good while some is bad, that democracy is the ideal form of government, that there are right and wrong ways to behave, and so forth. As Socrates demonstrated (to anyone who would listen), even casual reflection reveals that these beliefs are just that - things we take for granted, without reflection. And, as Socrates urged, we ought to investigate these beliefs, for "the unexamined life is not worth living."

Our fundamental assumptions about right and wrong, beauty, truth, the mind, language and meaning are exposed to careful scrutiny in philosophy classes. We encourage you, as a student of philosophy, not only to strive to understand what philosophers have written but also to be a philosopher yourself – to think with depth and clarity about issues that are fundamental to the human condition. Whether taking a course on the philosophy of film, ethics, feminist philosophy, logic, or philosophy of science, philosophy will leave you seeing the world anew.

A major in philosophy will provide a broad understanding of the background of both historical and contemporary philosophical thought, with the tools for critical reasoning necessary for philosophical inquiry, with a good understanding of some important philosophical themes, and with the enthusiasm for inquiry necessary for the productive pursuit of one's own philosophical speculations. The critical approach learned will be valuable for whatever you choose to do after graduation.

Central Philosophical Topics

To begin doing philosophy, try answering the following questions:

  • Personal Identity
    Are you the same person you were when you were born? Would you be the same person if you lost all of your memories? What if you changed bodies?
  • Ethics
    What kind of life should you live? What are your responsibilities to others? Are there moral standards that everyone ought to adhere to, or are morals relative to a person's culture? Either way, how can we know?
  • Mind and Body
    Is your mind distinct from your body? If so, can your mind outlive your body? Could machines have minds?
  • Knowledge
    What is the difference between knowledge and mere belief? Can there be false knowledge, or must it be true? How is knowledge related to certainty?
  • Religion
    Do deities (such as the Christian God) exist? If so, how can this be proven? Is faith a satisfactory grounds for belief?

Community Voices

Spotlight on Philosophy students and alums

Selecting courses in your first year

Introduction to Philosophy gives a broad introduction to philosophy, but don't be afraid to take courses at the 200-250 level that sound interesting to you. Accessible courses generally have a course number below 250, while numbers above 250 indicate that some familiarity with philosophy is beneficial. Courses below 250 include: Ethics, Ancient Greek Philosophy, Modern Philosophy (i.e., philosophy of the 17th and 18th centuries).

Courses and Requirements

Learning Goals

Mount Holyoke College’s undergraduate learning goals  emphasize skills that promote good citizenship and lifelong learning. At its heart, philosophy is the practice of critical thinking about foundational questions, including moral and political questions about what is a good life and how to be a good citizen. Philosophy is, thus, crucial to realizing Mount Holyoke’s educational mission. This is especially clear with respect to Mount Holyoke’s first learning goal, which says that students should learn to “think analytically and critically by questioning assumptions, evaluating evidence, and formulating well-reasoned arguments.” This is precisely what we learn to do when we learn to do philosophy. The ability to carefully and fairly evaluate arguments is a skill that has value in any situation. As global citizens, over a lifetime of different careers and paths, philosophy equips students with the ability to see the difference between arguments that work and ones that mislead, between sense and nonsense.

All of the courses in our department, whatever the ostensible topic – Kant’s transcendental deduction, modal logics, the ethics of euthanasia, or the hard problem of consciousness – analyze arguments in a distinctly philosophical way. This is most explicit in formal and informal logic, where the structure of arguments is itself the object of study, but it is equally important in other areas of philosophy. In the history of philosophy, for example, the close study of texts facilitates understanding the author’s view and evaluating the reasons or arguments offered in its defense. In moral and political philosophy courses, we extract and consider the basic assumptions even of arguments for positions we already accept.

Thus, what we do in philosophy is centered around the understanding and analysis of arguments. We sometimes do this formally, using the tools of logic, and informally, through clear writing and careful discussion. The department also puts a high priority on the exposition and analysis of arguments using clear, simple, and compelling prose. By engaging in this sort of close study of arguments, students become better thinkers, better writers, better communicators and, thus, better able to handle whatever challenges come their way.

To sum up: clearheaded critical thinking is an invaluable skill in any context. The philosophy department has a precise understanding of what such critical thinking amounts to, and the value it has for students, as scholars as well as citizens. The philosophy department curriculum is thus designed to enable students to:

  1. Understand and be able to explain philosophical problems clearly.
  2. Closely read and extract arguments from difficult texts.
  3. Use the tools of logic to set out and analyze arguments.
  4. Express and analyze arguments in clear written prose.
  5. Formulate and critique arguments verbally.
  6. Constructively participate in philosophical discussion and disagreement.

These learning goals are embodied in the major requirements, the graded work in philosophy courses, and in the department's seminars, theses, and independent work. Realizing these goals endows students with formal analytical skills, written and oral presentation skills, and a dexterity with textual analysis. Together, these skills enable students to extract, understand, and critique ideas–big and small, historical and contemporary. Students who achieve these learning goals are also better placed to formulate their own arguments in clear, rigorous, and persuasive ways. They are able to think better–more clearly and more critically.

In short, clearheaded critical thinking is an invaluable skill in any context. The philosophy department has a precise understanding of what such critical thinking amounts to, and the value it has for students, as scholars as well as citizens.

Contact us

The Department of Philosophy encourages students not only to strive to understand what philosophers have written but also to be philosophers — to think with depth and clarity about issues that are fundamental to the human condition.

Natalina Tulik
  • Academic Department Coordinator

Next Steps

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