3 Tips For Your First Philosophy Class


Did you enroll in a philosophy class? Cool! You might have heard a few things about philosophy. But — on average — few people know much about academic philosophy. So here’s a quick introduction to your first philosophy class. It’ll cover the basics of what your philosophy teacher cares about and what they probably expect from you.

1.  Forget What You Already Believe

Good judgment matters in many contexts. It matters when we’re voting, when we’re raising children, and when deciding how to spend our time, etc. In each of these cases, we need to be able to

  • find information.
  • understand information.
  • explain information.
  • evaluate information.

And this is similar to what we will do in a philosophy class. So your grade in a philosophy class is a matter of how well you understand, explain, and evaluate information — where “information” is just the stuff you read and discuss for class.

But that’s not very specific. You probably want to know how to evaluate and explain the information we come across in a philosophy course. For instance, is it enough to say, “I disagree with So-and-so because I believe that _______”? The short answer: no.

In a philosophy class, it doesn’t really matter what we believe. Academic philosophers care more about Continue reading 3 Tips For Your First Philosophy Class

How I Learned To Love Academic Reading


When I read visually, I tend to read very slowly. Like really, really slow! A 30-50 page text can take an afternoon if I’m not terribly motivated and also distracted. Of course, my job requires me to do hundreds of pages a week. So I cannot do all of my academic reading visually. Fortunately, there are other ways of reading. I’ll discuss them below.

1. Visual Reading

When I have a text in front of my eyes, I am very tempted to take my time, read very carefully, and look for ways to appreciate the sections that would otherwise strike me as unimportant. Giving in to these temptations can be foolish. To explain consider a few questions.

  1. Can I finish all of my reading if I take my time?
  2. Does this allegedly important text deserve a careful reading?
  3. Is this allegedly important text actually important?

For much of my academic reading, the answer to at least one of these questions is “no.” In other words, usually…

  • I cannot finish all of my reading if I take my time…
  • it’s not clear that a text merits a careful reading, or…
  • it’s not clear that a text is important.†

Don’t get me wrong, the visual reading method is sometimes crucial for academic reading. If you really want to (try to) understand the nuances of a text (or a series of texts), then careful visual reading, with intermittent breaks for note-taking is probably worthwhile.

But visual reading is not well-suited for every situation. For instance,  Continue reading How I Learned To Love Academic Reading

Podcasts …for research?


In a recent APA blog post historian of philosophy and pun-loving podcaster, Peter Adamson, floated the idea of using podcasts for teaching. Sounds like a good idea, sure. In this post, I’d like to focus on the idea of using podcasts for research. As I see it, podcasts could be AMAZING for research! Yeah, like, all-caps amazing! Continue reading Podcasts …for research?

Productivity, Overworking, & Incentives

University faculty might face a dilemma. On the one hand, productivity is required for faculty to keep their job, be promoted, and — for tenure track faculty — secure tenure. And one way to survive in the competitive academic market is to outshine the competition in terms of productivity. And one way to be more productive than the competition is to overwork yourself. After all, overworking is associated with greater productivity (Jacobs and Winslow 2004; see also Seals and Rodriguez 2006 and Thomas 1992). However, overworking is also associated with lower job dissatisfaction (ibid). So, overworking

Continue reading Productivity, Overworking, & Incentives

Grad School | Part 5: Contingency plans


You’re trying to figure out whether or not you want to go to grad school. You’ve tried to estimate the value of a PhD in philosophy (Part 1). You’ve considered academic jobs (Part 2). And you’ve considered the nuts and bolts of grad school (Part 3) and the pros and cons of grad school (Part 4). Now it’s time to figure out what to do if — after starting grad school — you find yourself no longer wanting the academic life. It’s time to talk grad school contingency plans.

Part 1 | Part 2 | Part 3 | Part 4 | …

1. Disillusionment

Sounds exciting, right? Hear me out.

In just a few years, I have encountered many grad students who Continue reading Grad School | Part 5: Contingency plans

Grad School | Part 4: What’s Good And Bad About Grad School?


Prior to this post, I argued that the value of a Ph.D. is not in its job prospects …or lack thereof (Part 1). I showed that desirable academic jobs are neither ideal or common and that most academic jobs are very undesirable: they pay very little, they expire as frequently as every semester, and they offer no health insurance (Part 2). Then you found out about how most US philosophy Ph.D. programs work (Part 3). If you are considering getting a Ph.D. in philosophy, then you’ll want to have a realistic view of the process. This post attempts to provide such a view. It covers two things:

Part 1 | Part 2 | Part 3 | … | Part 5

1. What’s So Great About Grad School?

Even on a mediocre day, I can honestly say that I am living the dream! Really, there’s a lot to be grateful for in terms of being a grad student in philosophy.

1.1 Admission

Just being admitted to grad school Continue reading Grad School | Part 4: What’s Good And Bad About Grad School?

Grad School | Part 3: The Basics of a PhD In Philosophy

Most philosophy programs in the US seem to share the same general model. So no matter where in the US you get a PhD in philosophy, you can expect a few things. Before we get started, here’s the outline of the series, in case you want to jump to another post.

Part 1 | Part 2 | … | Part 4 | Part 5

1.  Timeline

All US philosophy PhD programs have roughly the same timeline:

1st year: teach/research, take seminars

2nd year: teach/research, take seminars

3rd year: teach/research, finish coursework, qualifying Continue reading Grad School | Part 3: The Basics of a PhD In Philosophy

Grad School | Part 2: Academic Jobs


The value of a PhD is hardly about job prospects. So if your reason for getting a PhD in philosophy is the prospect of getting a particular job, then you might want to rethink things. Maybe you dream of comfy academic jobs. If so, it’s time for another reality check.

Part 1 | … | Part 3 | Part 4 | Part 5

There is a reason that academics worry about the state of academic jobs. The good ones are increasingly rare …and they aren’t always dreamy. And the bad ones? Well, they’re pretty bad.

1.  The Basics

First of all, professors work up to 60 hours a week. At least, that’s what the data since about 1940 suggest (Charters 1942Ziker et al 2013).

Here is a preliminary description of what professors do with their 60-ish hours:

  • Teach a handful of classes each semester.
  • Grade and comment on papers/tests (in the best case scenario, you will have a student to help with some of your grading, but probably not early in your career).
  • Advise a bunch of students.
  • Write letters of recommendation for potentially lots of students (not all of whom are actually recommend-able).
  • Attend department meetings.
  • Assume potentially time-consuming roles for your department (e.g., chair a committee about [whatever], give talks to people outside the university, organize conferences, put on workshops, etc.).
  • Try to convince grant committees that non-experimental research about old philosophical puzzles is as valuable as experimental research.
  • Write stuff.
  • Revise what you write.
  • Submit your writing to conferences, journals, grant committees, etc.
  • Receive rejection notices about your writing.
  • Revise your writing again.
  • Resubmit your writing.
  • Receive more rejection notices.
  • Review other philosophers’ writing.
  • Occasionally, present your writing at conferences (often in non-ideal locations, at times when you might otherwise be visiting family —e.g., Christmas, New Year’s, Easter, etc.).
  • Do some work on vacations and “sabbatical”.
  • Worry about whether you will be rehired and/or promoted at your next review.

This might not fully capture the breadth — or banality — of some of the duties of academic jobs. But that’s not the point. The point of this list is to dispel the caricature of academic philosophers as people who get paid comfortable salaries to do all and only the following:

  • sit in comfy armchairs
  • read
  • write
  • think only about interesting things

In reality, these activities make up only a small fraction of academic jobs.

Pro Tip: If you want a better idea of what professors do, then ask them. Email them, go to their office hours, or just raise your hand in class one day and—actually, that last one isn’t a good idea.

2.  Compensation

To be clear, none of the duties mentioned above are likely to earn you any extra money. I mention this just in case a reader is under the impression that professors make side-money from their writing, presentations, etc.

Let’s get a few things straight: academics do not make money for writing or reviewing articles for journals. And the vast majority of professors make a pittance from their books. Further, when they speak at a conference, they are often reimbursed only for their costs — or maybe only some of their costs. So, conferences are not a money-making enterprise. And while we’re on the topic of money…

Some data might give you the sense that academic jobs pay loads of money [The Chronicle of Higher Ed]. However, you should consider the fact that

  • positions in the humanities pay significantly less than positions in science, technology, engineering, and mathematics (STEM) and
  • the vast majority of the teaching positions offered by universities these days are adjunct positions.

Importantly, reports about professor’s income often don’t include the data about what adjunct professors’ income. So next time you read about how much professors make, take a close look at the data to see whether (or how) they analyze adjunct professors’ compensation.

3.  Adjunct Teaching

Adjunct jobs pay very little. Seriously. You could make more money and receive better health insurance than an adjunct professor by working at a grocery store [Business Insider], at the Gap [Vitae], or as a pet sitter [The Guardian].

And adjunct jobs are the new norm! Most existing and new academic jobs are adjunct jobs [Inside Higher EdOnline PhD Programs].

Why is this bad news? Let’s start with compensation.

Adjunct job postings I’ve seen offer $2000 – 4000 per course. And courses can easily take up to 20 hours per week depending on the size of the course, your experience, and the commute. And many adjunct jobs don’t include benefits like health insurance. Oh, and academic job contracts usually expire in one or two semesters.

So if you can find work as an adjunct professor, you might make only $4000 – $8000 per semester. And your free time will be spent (re)applying for your next job. And you won’t necessarily have health insurance.

Conclusion

Let’s review.

  • Desirable academic jobs are by no means ideal.
  • Desirable academic jobs are rare. And they’re only becoming more rare.
  • Undesirable academic jobs (i.e., adjunct jobs) are the norm.
    • Adjunct jobs can be precarious (since pay is low, health insurance is not always included, and opportunities for promotion are very scarce).
    • Adjunct jobs provide little or no time for research (since that time is spent applying for next semesters’ jobs).
    • Adjunct professors might not have enough time or money to raise kids, or to live (what many people think of as) a comfortable lifestyle.

Don’t get me wrong: academic jobs can be a great gig for a select few. But your chances of landing the ideal gig in philosophy are low (and steadily decreasing). This brings us back to the main point of Part 1: the value of a PhD in philosophy just isn’t about job prospects.

Does this leave a bad taste in your mouth? For many, it will. But you’re better off thinking about this stuff sooner than later. It’d be a shame to find out about all of this after you’ve spent 5+ years forgoing better opportunities while you get a PhD.

But maybe you’re not phased by all the doom and gloom about academic jobs. You don’t care about getting the dream job. You just want to continue studying philosophy. That’s fine. But remember: there is more than one way to study philosophy. Graduate school is just one way. You might want to consider the alternatives. To do that, you’ll need to learn about grad school itself. That’s what Part 3 is about.

 


Featured Image: “Main room of the École nationale des chartes, Paris.” © Marie-Lan Nguyen / Wikimedia Commons / CC-BY 2.5

Grad School | Part 1: The Value Of A PhD

There are a few different kinds of advice about whether or not you should get a PhD. This series has a bit of each approach. Each post is just a few hundred words, but it explains and/or evaluates a crucial part of grad school.

Here’s the one-liner version: getting a PhD can be fantastic, but that doesn’t mean that it will give you an academic job, a non-academic job, or a solely positive experience.

The series has 5 parts. In Part 1, I start to help you decide whether you should apply to grad school. The crux of your decision, as I see it, depends on a central question. Before we get to this question, however, we need to cover some background stuff. …or you can skip to other parts of the series.

[End of Part 1] | Part 2 | Part 3Part 4 | Part 5
Continue reading Grad School | Part 1: The Value Of A PhD