Friday, June 28, 2013

The Phenomenological Method in a Nutshell (Part One)

The following is the first installment of a short series I am working on for introductory philosophy students on the phenomenological method, as described by Adolf Reinach. For anyone taking a look at this topic for the first time, I hope that my work is clear and understandable for you. For anyone who knows this material well, please let me know if I should clarify any of the ideas I discuss herein.


Adolf Reinach’s Concerning Phenomenology lays out the phenomenological method used by many of Edmund Husserl’s early disciples. The phenomenological method, as Reinach explains it, is one that allows a subject to identify objects in the world which trigger an intuition into essences. The best way to see how the method works is to use it, so in this paper I use Reinach’s explanation of the phenomenological method to examine three different concepts: intentionality, value, and perception. Here I wish to demonstrate that the phenomenological method, as defined by Reinach, is a greatly effective way to approach these issues philosophically.

Before I describe the phenomenological method, I must first define what Reinach and I mean by “object.” For the purposes of this essay, every time I speak of objects I am referring to what one can call objects of perception; this distinction is important since in common language we typically only call physical objects, “objects.” When using the phenomenological method, the term “object” refers to all objects of perception, whether physical objects (a tree, a ball, a sneaker, etc.) or immaterial objects or ideas, what I would call concepts (justice, love, imagination, etc.). Furthermore, objects of perception become objects in this sense only when we perceive them. The computer on which I am typing right now is an object of my perception since I am perceiving it and writing about it at this exact moment. The very moment in which I no longer perceive the computer, it ceases to be an object of my perception; the computer remains an object in the common sense of it being a physical object or entity, but it is no longer an object in the sense of “object” that I use in this essay.  

Reinach defines the phenomenological method as a “way of seeing” and an “attitude.” The method is not a strict set of doctrines and theories that one dogmatically applies to an action; rather, the method allows each practitioner the freedom to speak about objects as they present themselves, and not be restricted to a prior theory. Instead of providing a strict definition of the phenomenological method, Reinach gives examples of how one uses the method; these examples are a far better definition of this relational attitude than any reportive definition found in a dictionary could be. He speaks of how there is a natural distance between us and objects in the world, so that it seems at times to be impossible to bridge the divide. Nevertheless, Reinach wants us to see that by using the phenomenological method, we can understand these objects, and many more, in a way that would be impossible using any other methodology. One of the first aspects one must acknowledge, however, is that once a particular subject has a particular intuition about the essence of x, that subject can have many different intuitions about x as can any other subject. There can be any number of intuitions that one gleans from a particular object. Now, it must be said that there is no recourse to philosophical intuitionism here, since no one, especially neither Reinach nor Husserl would claim that the myriad of intutions one can have about a particular object necessitate that the intuitions are all true. Especially since Husserl himself wrote quite vociferously about the dangers of psychologism and intuitionism in his works. 

The ability to apprehend essences is far easier than it first sounds, especially since every time someone perceives something, the person usually grasps something more than the mere physical object or idea alone, without any recourse to further examination. Further, when analyzing essences Reinach makes it clear that it is a means to the end of understanding the object of the analysis itself.  It is to this methodology of analyzing objects to understand the essences that I now turn my attention, and I will do this by looking at three different examples: intentionality, value, and perception.

The next installments will cover how a phenomenologist examines the three examples.

Humanities, the Internet, and the Academy


This morning, I came across an excellent article by Dan McInerny, The Humanities in a Digital Age: Online Higher Education. In the piece, McInerny talks about many of the difficulties humanities programs are facing around the country, and he argues that while many of these institutions will continue to see the focus shift away from the humanities to a business school model, it is those other institutions that have the humanities and liberal arts as their main focus which should survive, as long as they keep the humanities as the heart of their institutions.

I agree with his points here, but it is his later claims about how we can continue to study the humanities in a digital setting which I find to be the most interesting. McInerny predicts "that in a not-too-distant future more students will be studying the humanities via digital devices than in brick-and-ivy institutions. The great conversation will transfer in large part to what John Paul II called the 'Areopagus' of modern digital media." He goes on to remind us that the humanities were not born in a formal, academic setting, but in the questioning of Socrates, who "went down to the Piraeus" to find the people where they lived, worked, and formed bonds. 

In the article, McInerny revives my hope that study in the humanities, no matter what may happen in the halls of academia, will live on as long as there is someone willing to ask questions, even in the face of hardship.

To read the whole thing, which of course, you should, check it out here.

Thursday, June 27, 2013

Musings on a Summer Day

Summers in New England, especially in late June, have a strange feeling attached to them. Take today for instance. The morning began with light rain and cool breezes; by late morning the clouds had moved out, the sun was out, and it was getting increasingly warmer; now, in the afternoon, it's cloudy, warm, and muggy with a heavy sense of foreboding in the air, as if at any moment the sky will open up in a great downpour.

I find that especially on days like this, peoples moods are heavily dependent on the changes in weather. For this reason, as well as many others, I find it so very difficult to see how people can view themselves as completely independent from the environment around them. This connection, while rather more tenuous than many others I could think of, serves to demonstrate that no person is entirely cut off from their surroundings. 


Wednesday, June 26, 2013

Long Time Between Posts...and New Review

Well, it has been a rather long time since my last post here. Sorry to anyone who has been waiting.

My latest book review of Jeff Nicholas' fantastic new book, Reason, Tradition, and the Good: MacIntyre's Tradition-Constituted Reason and Frankfurt School Critical Theory, is published over at the Marx and Philosophy Review of Books.

Tuesday, January 15, 2013

Writing and the Beginning of Another Semester

I'm not sure why, but I find that I write more in terms of quantity and quality during the semester than I do between semesters, so here I am again with my first post in a month. With a number of abstracts coming due soon, I probably will not be writing too much on here for the next few weeks, but I do find that I miss putting down my thoughts here. Perhaps I will attempt to write at least one post a week. We'll see what happens.

Anyway, I am finishing up preparing for the start of the new semester (one week from tomorrow), and am very excited since I get to teach in a different building than I am used to, and this is my first attempt at teaching a second year seminar. The seminar, like the freshmen version from last Fall, will be on the concept of God in philosophy, but this time it is a writing intensive seminar. My students are required to not only do the assigned readings and participate in classroom discussions, they are also going to be keeping a reflection journal where they will write a few paragraphs on every piece we read during the semester. I am pleased that the seminar classroom will have real tables (rather than one-armed bandits) where we can have discussions in an atmosphere more conducive to having a discussion.

Friday, December 14, 2012

An Introduction to Phenomenology

I have been meaning for some time to present a brief introduction to the phenomenological method developed by Husserl and his followers. Over the next few weeks, I will be posting excerpts from my presentation as I continue to work on it.

Wednesday, December 12, 2012

End of the Semester

Here we are at the end of the Fall semester and I realize that I have not posted anything new since before the election. As this semester comes to a close, I find myself reflecting back over what I have taught, what my students (hopefully) have learned, and what I should take away from my experiences. Overall, while I enjoy teaching foundations of logical reasoning, most of the enjoyment I get from teaching came from my seminar on the existence of God. Teaching the seminar for the first time allowed me to see what works for teaching freshmen philosophy, and what does not. I am very happy to say that most of the students did extremely well, both in their papers and in the disussions we had in class. The days when I saw the "lightbulb" go off when a student grasped a difficult concept, or when a student would take an example or image I used and tweak it to make it work even better, were some of the happiest times of my young teaching career. I wish to thank all my students, especially those in the seminar, who showed their interest in the topics we discussed and who give me hope that they will go on to do great things.

Monday, October 22, 2012

Abortion, Elections, and Logic




Many people, especially Catholics and other traditional Christians, often struggle with questions about voting, the common good, and social issues such as abortion during election season. In this piece, I want to highlight a common claim about abortion in such a way as to show what the claim entails, and what it does not.

Claim (p): It is immoral to vote for a candidate who favors abortion.

            Now, take this example to better understand what the claim entails. Candidate A favors allowing abortions, but is against the death penalty, torture, unjust wars, and assisted suicide. The candidate supports programs for the poor and disabled, and actively promotes the preservation of the environment. Candidate B is against abortion, but favors the death penalty, allowing torture, and war under any circumstances. This candidate does not believe that the poor or disabled ever need any government assistance, and is ambivalent about environmental concerns at best.

            If (p) is true, then it is an immoral act to vote for candidate A. 

           However, even if this were the case, the truth of (p) would NOT entail that voting for candidate B is a MORAL act. (P) can only be used when talking about candidate A, since A fits the criteria laid out in (p). Candidate B’s opposition to abortion does not directly pertain to (p), since (p) only deals with those candidates who favor abortion.

There are still a number of other questions that should be brought up, so the later posts will focus on some of the following issues: what if there is no candidate who opposes abortion in all cases? What if there is no candidate who opposes abortion at all? What if a candidate opposes abortion yet supports many other morally reprehensible policies? I will discuss these questions and more in the following posts. 

Thursday, September 6, 2012

Book Review

My latest book review has been published over at the Marx and Philosophy Review of Books site. Check it out here.

Tuesday, August 21, 2012

Teaching and Philosophy





Reading Salomon Malka's biography of Emmanuel Levinas, I came across an exchange between Malka and the late Paul Ricoeur in which they discussed the question of why Levinas, Ricoeur, and Jacques Derrida are three of the most well-known French thinkers of the late 20th century. Ricoeur says that despite their, at times, very different views and methods, "what unites [them] is the fact that they were all teachers first." Ricoeur goes on to say that "Levinas liked to teach. Derrida adores teaching. And me too." Another reason why I think they are so well-known is that they were all great philosophers, but this too can be attributed to their love for teaching.

I argue that to be a true philosopher, you should also love learning and teaching, since you would not effectively convey, or even wish to convey your ideas to others. Teaching allows philosophers to engage others in discussion of great ideas and provides philosophers with an audience that can respond to their arguments and criticisms; by teaching philosophy as a lived experience, philosophers avoid the danger of becoming stagnant or closed off from other points of view. A philosopher may have a great idea, but if he or she cannot convey it to others, what impact will the philosopher have?

Wednesday, August 15, 2012

Some Advice from Kierkegaard

While preparing some material for the upcoming semester, I came upon this following bit of advice from Kierkegaard on the importance of being honest in one's words and emotions.

But you should not...hold back your words anymore than you should hide visible emotion if it is genuine, because this can be the unloving committing of a wrong, just like withholding from someone what you owe him. Your friend, your beloved, your child, or whoever is the object of your love has a claim upon an expression of it also in words if it actually moves you inwardly. The emotion is not your possession but belongs to the other; the expression is your debt to him, since in the emotion you indeed belong to him who moves you and you become aware that you belong to him. -"Works of Love"

How often it is that we find ourselves holding back from saying what we believe, or showing how we feel in particular situations so as not to disturb or disrupt others. If we are to be fully honest with ourselves and so realize that we are always in relation to others, we must not hesitate to act and speak up when we believe in something important; otherwise, we are being dishonest to ourselves and those around us.




Saturday, August 4, 2012

Ideology and the -isms

Numerous philosophers have argued over the impact that ideology has had on the academy, power structures, politics, society, and philosophy itself. Typically any word ending in -ism (conservatism, Marxism, nationalism, modernism, patriotism, environmentalism, etc.) has been seen to highlight a particular ideology. It is not clear, however, that any of these -isms are automatically an ideology. While I would argue that many different ideologies are present, especially in American culture, it is not the case that every person who advocates for a position using an -ism term is arguing for an ideology. Ideology merely shows that its proponents are not sufficiently prepared to fully argue for their position; they merely spout slogans and sound bites to "justify" the ideology. 

It is clear, then, that many people are firmly embedded in ideology, only seeing the world through the lenses of the particular ideology. Hence, the confusion of nationalism for patriotism. Patriotism is an appreciation and love of the local and of a sense of place, whereas nationalism is the mistaken view that your particular nation is in the right, no matter what. There are also -ism words that can be used as an ideology, here I am thinking of the term "conservatism." Someone who today in America espouses ideas associated with "conservatism" would not likely find much in common with those who called themselves or their political views as being "conservative," especially since such "conservative" thinkers as Edmund Burke or Russell Kirk explained that their very views were specifically anti-ideology. 

How have we reached this point in regards to ideology? Answers will be explored later.

Sunday, July 22, 2012

Schelling and Arguments for the Existence of God

The following passage from Schelling is one that deserves much thought and reflection. I am planning on writing a full post on it soon. He is on to something here that is very important and needs to be taken seriously by anyone who wants to argue for the existence of God. It is an insight that is phenomenological and deserves more explication and study.


"That there is an Absolute Ego can never be proved objectively; that is, it cannot be proved with regard to that ego which can exist merely as an object, because we are supposed to prove precisely that the Absolute Ego can never become an object. The ego, if it be unconditional, must be wholly outside the sphere of objective proof. To prove objectively that the ego is unconditional would mean to prove that it was conditional. Yet in the case of the unconditional, the principle of its being and the principle of its being thought must coincide. It is, only because it is; it is thought only because it is thought. The Absolute can be given only by the Absolute; indeed, if it is to be absolute, it must precede all thinking and imagining. Therefore, it must be realized through itself, not through any objective proofs, which always go beyond the mere concept of the entity to be proved." - F.J. Schelling, Of the Ego as the Principle of Philosophy, §3 1796

Saturday, July 14, 2012

The Philosophy of Game of Thrones

As shown in an earlier post, George R.R. Martin's A Song of Ice and Fire series, on which the HBO show, Game of Thrones, is based is full of fascinating philosophical and political ideas and themes. Because of this, I highly recommend the recently published, Game of Thrones and Philosophy. It has many exciting and thought provoking essays on numerous philosophical ideas from the TV series and books.

Thursday, July 12, 2012

On Truth (to be continued)

Yes, I did promise a follow up post to my piece on truth that highlighted the issues of absolutism and relativism. The piece is on its way; it just needs a bit more polishing, especially since I am writing it as a solution to the problems posed in the first piece.

Fun with the Trolley Problem

Here is a fun challenge to find out how you would handle the infamous "Trolley Problem." Should I kill the fat man? If you are not familiar with Philippa Foot's idea of the Trolley Problem, there is a good over view here.

Tuesday, July 10, 2012

Gadamer's Humble Stance


Hans Georg Gadamer (1900-2002) was one of the giants of 20th century philosophy. Considered the father of contemporary hermeneutics, the study of texts, Gadamer lived a long life; one where he was old enough to react to both the Titanic disaster as well as 9/11. I recently read this great reflection on Gadamer's life and work, Ten Years Without Gadamer, which included a number of wonderful memories from the author. Included in the article is the following quote from Gadamer.

"The soul of hermeneutics consists in the possibility that the other might be right."

This truly humble, philosophical stance is one that we all should aspire to reach, especially since so much of contemporary academic philosophy is characterized by an arrogance that is unwilling to take the views of the other into consideration.

Sunday, July 8, 2012

Philosopher Collage

The new philosopher collage on the right side of the page is one I made to highlight some of the philosophers who have been influential in my own study of philosophy, and who continually provide me with new ways of approaching philosophical issues.

(From top to bottom, l to r, Aristotle, Aquinas, Alasdair MacIntyre, Kierkegaard, Maurice Merleau-Ponty, Dietrich von Hildebrand, Nicholas Rescher, Jean-Luc Marion, Edith Stein, Max Scheler, Elizabeth Anscombe, and Karol Wojtyla)

Now, I must say that I have also been influenced by John Duns Scotus, Hannah Arendt, Edmund Husserl, William James, Paul Ricoeur, Gabriel Marcel, and Jean Paul Sartre. I merely ran out of room when making the collage.


Facebook Page

This blog can now be accessed from its very own page on Facebook.

More on MacIntyre Comment

MacIntyre's comment shared in a previous post really gets to the heart of what I am trying to do with this blog, as well as another project I have been working on for some time. The purpose of this blog is to show how philosophy is not merely an academic discipline found in the classroom, but is rather a pursuit undertaken as a way of life, as something to studied as well as lived. Whether you are writing an academic paper, tilling a field, flipping burgers, painting a house, playing a game, or just having a discussion over a meal, you are engaged in a philosophical activity. Wherever you have questions about great ideas, are taking part in good conversation, or wonder about any basic concept, you are philosophizing.

The larger project I mentioned is one where I am taking a look at how philosophy has flourished in agricultural communities throughout history. I hope to provide some excerpts from the project sometime soon on the blog.