As the percentage of U.S. citizenry over 65 years of age rises, people of old age will become increasingly present both in and out of the classroom. This paper recommends several methods for incorporating philosophical reflection about old age into several philosophy courses and various leading questions to help thematize how old age figures into philosophical texts. For an epistemology course, the author explores the question of epistemological authority (whether living a full human lifespan really imbues one with greater perspective or insight into matters of importance) and epistemological conflict (by what common criteria can one evaluate one’s earlier and later judgments on something when they conflict?). For an ethics course, the author explores one factual question (viz., Do healthy, aging people gradually lose interest in the goals they held when younger and do they acquire different, contemplative priorities?) and one normative question (viz., Ought the elderly to turn towards contemplation?) and relates both questions to the broader philosophical themes of human nature, the nature of activity or action, and what it means to live well. The author relates these questions to a number of philosophical texts and figures, including Hindu classics, Plato, Cicero, and Montaigne.

The problem-oriented approach to teaching first-time philosophy students makes course design simple and makes the course content quickly recognizable to students, yet it fails to challenge them as readers and fails to convey the complex historical and social contexts out of which philosophical inquiry emerges. Presenting philosophical problems without context makes it harder for students to relate course material to their own lives and risks alienating students. In contrast, the authors argue, an interrogative and narrative approach to teaching philosophy facilitates students’ ability to relate personally to philosophical texts and problems. This paper details a course designed by the authors which begins by studying the concept of narrative and subsequently frames the history of philosophy as a story with a setting (the intellectual conversation produced by canonical figures), characters (the philosophers themselves), theme (e.g. the question “How ought I to live?”), and plot (e.g. answers to the question “What is wisdom?”). Simultaneously, in addition to class structures which encourage questions, reading questions are assigned in order to make question-asking central to how students and teachers approach a text. Included are examples of the reading questions, as well as the authors’ method for using these questions and suggestions for how to motivate students to use them.

This paper addresses the indifference of students in higher education to the importance of self-reflection. As the economic justifications for higher education lose their hold, students display an absence of reasons for getting a college degree. The result of this, their indifference to the task of self-reflection, cannot be tackled from a perspective that presupposes the importance of self-reflection (e.g. traditional courses or coursework). Instead, the author holds that students need texts that demonstrate the path to self-reflection. Turning to literary texts, the author discusses why stories are so capable of speaking to and moving students on a personal level. The author concludes by presenting a number of texts from a course he designed and explaining their philosophical role in the course.

This paper exposits and defends the ideas of Marie de Gournay (1565-1645), a Parisian essayist and literary critic. Reading her as an early feminist, the author argues that Gournay’s work merits far more attention than it has received, especially her arguments which track the social formation of sex, her conscious opposition to male defamation of and mistreatment of women, and her appreciation of how male misogyny reflects the social privilege of the men who advance it. Gournay’s true genius, however, lies in her argumentative method. Her goal is to get women to break the habit of deferring to men’s opinions about women and women’s experience. To do this, however, Gournay must first authorize her own arguments within a misogynist context and thus deploys the argumentative strategy of first appealing to socially sanctioned authorities to argue her points. Having framed Gournay’s work in these terms, the author considers several of Gournay’s interpretations of canonical figures, replies to contemporary critics of Gournay, and concludes by discussing the inclusion of Gournay’s work in an early modern Western philosophy course.