Institute of Continuing Education (ICE)
Submitted by D. Hyde on Thu, 22/06/2023 - 11:21
Academic Director, Philosophy, Ethics and Religion Courses
Philosophy is often seen as “detached” and “rarefied” and it can be, but philosophy begins (and should end) with problems that we face in our daily lives. This is central to how we approach the study of Philosophy at ICE and the reason why students should study it. The main reason why students might wish to study Research Theory and Practice is because they can genuinely research anything. To date, student research projects have covered a diverse range of topics, including World War 2, AI, Cancer treatment, mentoring young people, endangered languages and many, many more. No course comprises so diverse a range of interests and still manages to deepen students’ understanding of their chosen topics.
I was introduced to Philosophy at school, but my initial enthusiasm was dampened somewhat by the topics we covered. Then, at the University of Wales (Swansea), I was introduced to the philosophy of Ludwig Wittgenstein. His very different approach to philosophy convinced me that I could spend the rest of my life looking for the right questions to ask. In particular, I acquired an interest in Wittgenstein’s defense of religious belief which is curious as Wittgenstein was not himself a “believer”. I carried this interest with me throughout my postgraduate studies. Now, it is the universal and interdisciplinary application of philosophical thought that motivates me to continue working on skills development in creativity and research.
Philosophy has been shown to be one of the very best ways to develop general competence. This is due, in part, to the way in which philosophising challenges us to be both open-minded and cynical. We cannot take things for granted, but we cannot simply tear down existing systems. Students can often discover, early on, that they are not quite as open-minded as they thought—and that their cynicism needs sharpening too!
I like that philosophy gives me a different way of looking at the world. Presented with a problem, I instinctively (but not always immediately) center in on the crucial issue; or else I call it out as a “non-problem”. What I love about philosophy is that, in teaching others how to do the same, I sharpen these skills and have them tested.
I was lucky enough to secure my job at ICE immediately after completing my PhD at Essex. At that point, I had only taught philosophy to 18–21-year-olds but, it turns out, most people learn Philosophy the same way: by experiencing the “pain of the problem”. This method has served me well when teaching adults at ICE and elsewhere.
To some extent, Cambridge has inspired me. Not simply as the place where Wittgenstein lived and taught (my office is 100ft from Wittgenstein’s grave), but also as a place where innovative and interdisciplinary learning is encouraged. Despite its age, the University promotes new thinking through collaboration and encouragement of staff at any stage of their career.
The students (it may sound corny, but it is true). I also think that I happen to have the best students in the world. They are always engaged, always present and always dutifully laugh at my jokes!
This is hard to answer but I would say to “hone your craft”. Identify those aspects of other people’s work that you like: and make it your own. As Picasso is alleged to have said, “Good artists borrow. Great artists steal.”
For philosophers, or perhaps for academics in general, there is no “outside of work”. But I do love to canoe, wild swim and generally muck about in and on the river. Luckily, in Cambridgeshire, I’m never more than a stone’s throw (or a skimmed pebble) away from a river.
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