I
have been studying and struggling with philosophy ever since I was
hijacked out of my physics major in my sophomore year in college,
by a class in Hegel's Phenomenology. I have discovered, much
to my delight, that the pursuit of philosophy is best done in the
context of the teaching of philosophy. Philosophy is not a discipline
like physics or math; it cannot be learned through the memorization
of facts, theorems, and formulae --though, of course, these play
a part. Rather, one can only learn philosophy by doing it, and one
can only do philosophy in dialogue or conversation with others.
Teaching provides a natural context for such dialogue and discussion.
In fact, I have learned as much from my students about philosophy
as, I hope, my students have learned from me.
Currently,
I am finishing my dissertation on the relation between conceptions
of individuality and individual rights and conceptions of community
and political power at Loyola University. I will receive my Ph.D.
in philosophy sometime next spring. I have been teaching philosophy
for about seven years now in a variety of contexts. I have taught
at Loyola University, St. Joseph's College of Calumet in Whiting,
Indiana, Lake Forest College, and, of course, here at Oakton Community
College for the last three years.
Thomas
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