Much learning happens through alienation.* Walking at night through an unfamiliar town in a foreign country requires you to find your way around by activating untrained resources. Wanting to get to the station, you need to look around, stay alert and imagine what awaits you round the next bend. You might have to get out your dictionary and ask others for the way – only to end up in an unexpected part of town. Reading philosophy is often like that. However, in professional and even educational contexts, people often pretend to already know their way around. Asking questions serves more as an opportunity to show off, making newcomers feel like outsiders. After a while, newcomers will also learn to show off and put some erudition on display. Actually, it might help getting some recognition, but it also blocks actual engagement and learning. In this post I don’t want to decry the state of the profession, but rather impart some very basic considerations of how to learn talking and reading philosophy.
There is a nice saying according to which trying to tell our children something won’t educate them, since they’re going to imitate what we do anyway. In other words, if we pretend to know our way around, people around us won’t learn to ask genuine questions. Likewise, if the main kind of response we teach students is to meet a claim with a “no”, headshaking or some other form of critical disagreement, we won’t incentivise attempts at understanding and creative exploration. Although it’s important to learn disagreeing, it’s equally important to ask questions (not veiled objections) and formulate tentative hypotheses that serve as the starting point of explorations rather than a defence. So how can we practise asking questions and forming hypotheses?
Alienation. – Let me begin with what I take to be a general principle for generating questions and hypotheses: alienation. Moving within familiar territory generates no questions or ideas. But anything can be questioned when taken out of context. Think of food. We eat daily. Take a step back and look at the food you eat: zoom in on a detail, look at the texture, the structure, and the colours. Doesn’t it seem strange, unfamiliar? What do you know about it? – Now imagine a face, but don’t think of it as a face! Try to imagine it as something that you don’t know but try to paint or draw: What is its structure? What do you have to do in order to paint it? Try different styles: pointillism, realism, abstract away etc. – Finally listen to people speaking: What do you hear? Words? Really? Try to hear the emotions couched in the utterances. Do you hear confidence, enthusiasm or a restrained sadness? Can you detect irony, sincerity? What are the markers of what you hear behind or within these sounds? – Now try to describe such impressions, it’s hard but not impossible.
Philosophising can take the shape of making things unfamiliar in such ways. A lot of it consists in looking at concepts or claims and arguments. Now you might say that looking at arguments is quite different from alienating one’s view on food or faces. Think again! You take strings of sounds or written traces appearing on a screen (or paper) and transform them into sequences of (formal) symbols or paraphrases that you call “valid” or “sound”. Such transformation is, first of all, a form of alienation. You take language out of context and put it into a different one. A crucial effect of that alienation is a shift of focus. You can concentrate on things that normally escape your attention: the logical or conceptual structures for instance, ambiguities, things that seemed clear get blurred and vice versa. Shifting the focus opens up space to move around and hopefully stirs the imagination, but as such it doesn’t generate questions.
Taking our space. – When I remember my early student days, I see a shy person, sitting in class and directing all his energy at remembering the question he meant to ask. When the time came and it was my turn, I would usually blush, avert or close my eyes (I still do that), and get out the sentences as quickly as possible. It was hard, but it must have been equally hard to get what I was trying to say. Can you imagine someone feeling like that and raising a question or considering a hypothesis? No way, just get it out and over with! When we want to learn or talk, we first need some breathing space. What is it that enables us to get into such a mode? – Trying to speak, we need to take our space, slow down and take the time it takes to get the sentences out, accentuate the words that matter. All that can be practised. But there is also the issue of content. How do we generate that?
Expectations and deviation. – Let’s look at generating a question! The first thing to notice is that we are often dealing with two kinds of expectations: (1) We expect a text or an interlocutor to say certain things. We expect a lecturer to lecture, to know things, not ask us what we like for breakfast. If that expectation is irritated, we have a question. Either the irritation is genuine or we generate an irritation by alienating what is said.** Repeat a word and ask whether it means more than one thing! If it means more than one thing, there are at least two options of understanding what is said. So now you can ask which of the possible options is meant. It’s a simple question, but even so we’re not there yet. (2) When we raise our voice to speak, we know (tacitly) that people expect us to say certain things. We have an idea of what is expected of us. Most of the time, we want to align with such expectations. But if we align with such expectations, we probably want to look clever: that will make us remain silent or ask a clever rather than our genuine question. That’s fine, sometimes. But no one will learn anything if no one leaves the realm of mutual expectations. Thus, a helpful strategy might be to deviate from that expectation. You might feel silly to begin with, but it will be liberating. But how is it done? – By making explicit that you deviate from the common expectations. If you’re in a typical seminar setting and you’re asked to eplain what you mean, you can, for instance, go up to the board and draw a diagram that helps illustrating a conceptual relation. So rather than just answer the question and do as you’re told, you make an extra move. You don’t need to do something outrageous of course. Finding a peculiar example or analogy, drawing a sketch or diagram, saying explicitly that something sounds strange or would sound strange to someone’s ears, something like that might do the trick. Say: “this might sound funny, but what if we imagine the following …” Another way is to put a supposed side issue centre stage. As one student put it in today’s lecture on the Condemnation of 1277: “Isn’t the layout of the text quite important? Was the original manuscript structured in the same way?” Thus, she moved the attention from the content to the layout, which actually led to some quite significant insights no one had seen coming. – The point is to frame your contribution in a way that deviates from what you take to be the expected form of proceeding. Ideally, you draw on your resources and imagination, and literally play around with all the bits and pieces that catch your attention. Take an example or analogy dear to your heart; use a medium you feel comfortable with. The slightest deviation will be liberating. It will be liberating because it gives you space: options to move away from (supposed) expectations.
The point of such exercises is not to make you stand out as “odd”. The idea is to move into unfamiliar territory, but by using resources that you feel at home with. Using your resources, as many as possible, but your resources, is vital: often it’s best to try and think of areas that interest you ouside of philosophy. (Sara Uckelman has a wonderful piece invoking this idea.) By deviating from expectations, you create a friction that you can draw on to make further moves in a conversation. Ideally, you learn to move in a way that enables you to articulate the expected as well as the unexpected elements of your take. If a musical analogy is allowed: You should build up tension (by moving away from the expected) and release (by returning to the commmon expectation), just like a tune will build up tension and return to the familar tonic chord. This way you can state the supposed expectation and your deviation. This gives you two options to consider: “Is this a helpful example/illustration/phrasing or should we be looking at it the other (usual) way?” The crucial point is that it will open up space for your interlocutors, too. Once you stop aligning with expectations, others might feel entitled to do the same. At the same time, this might facilitate a situation in which you can begin to learn from your interlocutors. Not just by listening, but also by addressing questions at them directly. Not necessarily about the common object of discussion but about their take. Once you uttered your contribution, you don’t have to fall silent again. You can ask others whether they have the same question or thought about it along similar lines. Their answers will tell you something about their expectations and your intuitions. You might end up having a real conversation.
All of these moves are intended to make the “familiar seem strange”, to use a phrase by Bernard Williams. Once you learn to feel comfortable with such moves, it might allow you to explore, ask genuine questions and articulate hypotheses. It is a way of finding your own voice and concerns, even within the most formulaic styles of speaking and writing. We can stop pretending to know our way around; instead we can ask for the way to the station and decide to take a detour via the pub.
* I have been reading much Brecht when I was around 16, but then put him aside. It’s funny how this past is now tacitly (?) coming back to the fore. Of course the idea has its roots in the Verfremdungseffekt pursued in Brechtian theatre practice.
** In this sense, allowing ourselves and others to fail is quite a crucial part of the process. Sara Uckelman has pointed me to a beautiful post of hers touching on this issue.
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