There is a way of teaching philosophy as a way of life that is focused on delivering content. It is focused on giving students information about the topic. In this paper, I consider a different way. It is focused on giving students the experience of philosophy as a way of life—in particular, the experience of being in love with wisdom. The main question of my paper is what it might be to teach philosophy in a way that prioritizes giving students the chance to fall in love with wisdom. I do not so much argue for an answer as invite the reader to follow me along a path of metaphor, reflections on teaching philosophy, and quotations.

I argue that Philosophy as a Way of Life (PWOL) represents a distinct pedagogy that differs from philosophy’s signature pedagogy because of PWOL’s differing views of what philosophy is and how it is successfully practiced. I further argue that this pedagogy is radical in two senses. First, PWOL is technically radical because it naturally incorporates cutting-edge pedagogical techniques that promote student success. Second, I argue that PWOL is transformatively radical because it seeks to transform students’ understanding of themselves and the world around them. Following this argument, I discuss my own experiences implementing a PWOL-based course as a case study of PWOL’s radical nature.

In this essay, Drexler reflects broadly on our practices as philosophy teachers: how we think of our classrooms and design students’ learning experiences, how we evaluate ourselves and our teaching, and generally, how we keep walking into the classroom each semester. Based on a talk she delivered in 2020, Drexler’s contribution to this issue presents a series of “chapters” of an “enchiridion” for teaching: a handbook of loosely-connected reflections, principles, and strategies for teaching Philosophy as a Way of Life, and for teaching (philosophy) as a way of life.

Philodemus’s On Frank Criticism offers a unique conception of friendship that relies on frank speech, or truth-telling. The ability to have frank conversations with one another is the heart of a conception of friendship in which we are seen, heard, and acknowledged. This is the friendship through which we become better citizens and better selves. In particular, Philodemus is offering this truth-based friendship to students and their mentors. Yet, one would be hard put to find such trust and deep friendship in the university philosophy classrooms of today. Our professionalized and content acquisition focused culture in the academy all too often inhibits fostering these kinds of relationships with our students. We begin the essay by tracing the roots of this kind of frank friendship in Plato’s Lysis, and then contextualize its emerging role in the ancient philosophical classroom by exploring its place in Philodemus’ Epicurean philosophical community at Herculaneum. We do so to see how such friendship moves beyond discourse and into practice. Next, we use Arendt and Foucault to unpack the public and private dimensions of frank friendship in the philosophical learning environment and its role in a good life and good politics. Finally, we show how the classroom practice of Modern Socratic Dialogue (MSD) can re-enliven frank friendship as a spiritual exercise in the contemporary university-philosophy classroom. Specifically, we argue that MSD is a particular method of dialogue suited for the public realm of friendship and that it contributes to the care of one’s soul, thus modeling in our classrooms a method of dialogue for both the public and private dimensions of life.

In this essay, I sketch a third possibility between teaching PWL solely as history of philosophy (which seems to inescapably pull against its own conception of philosophizing), and the fascinating recent attempts by scholars to experiment with introducing modes of teaching and assessment which would reactivate ancient spiritual exercises within the modern university. This third way takes for granted that, for the foreseeable future (and if academic philosophy widely survives the twenty-first century’s recalibration of the university), it will do so as a primarily theoretical discipline. Nevertheless, it proposes that insights from PWL’s re-conception of philosophy as a situated, social as well as ethical activity can and ideally should be integrated into such modern syllabi. This can be done by introducing and teaching (a) capstone unit(s) for advanced students which would reflect critically on what it is to be an academic philosopher today and the ways that the fact that philosophy is institutionalized as a professional discipline in neoliberal universities creates pressures towards particular forms of intellectual and ethical vice and sophistry. Based on a course taught at the author’s home university, it examines how Plato’s Republic, Bacon’s Novum Organum, and Kivisto’s Vices of Learning prompt students, respectively, to consider the place of the philosopher in the “city,” their own (and everyone’s) propensities towards forms of epistemic bias and partiality, and the ways that institutionalized competition for status can promote forms of pride, vanity, and misanthropy in scholars. Encountering and discussing these texts, it is argued, can prepare students for the realities of philosophizing in the professional universities of the twenty-first century, helping them to identify ways philosophers can go wrong, and helping them to identify chastened, more Socratically self-aware ways of thinking, reading, arguing, and understanding what philosophers do.

Teachers committed to seeing philosophy as a way of life (PWOL) often focus on assignments that help students develop personal practices, so they experience peace of mind, independence, and a cure from anguish. While we applaud these goals, our work highlights another important aspect of philosophy as a way of life that sometimes is overlooked. We want our students to experience a transformation toward seeing themselves as moral agents, growing in civic virtues, and developing “cosmic consciousness.” To reach this end, we utilize a civic engagement (CE) project that we call the “Experiments in Ethics.” This CE project consists of a series of small, interrelated assignments or “experiments” that help students develop habits and certain civic dispositions. While students complete the experiments throughout the semester, we argue that civically engaged philosophy as a way of life extends beyond the confines of the classroom and the semester as our students cultivate the ability to see themselves as ethical agents capable of making changes in their own lives and the communities in which they live.

In this article, we reflect on our experiences teaching a PWOL course called Philosophy for Living. The course uses modules focused on different historical philosophical ways of life (Epicureanism, Stoicism, Confucianism, Existentialism, etc.) to engage students in exploring how philosophy can be a way of life and how its methods, virtues, and ideas can improve their own lives. We describe and compare our experiences with two central aspects of our approach: engagement with diversity and the use of immersive experiences and assignments. In particular, we discuss how we recognize and center various forms of diversity in philosophy—cultural and gender diversity, but also diversity in how and in what forms philosophy can be done and what “philosophy as a way of life” can be. We also examine how the experimental and experiential aspects of immersive assignments promote deeper understanding and create possibilities for personal transformation.

Inspired by the practice of dialogue in ancient philosophical schools, the Philosophy as a Way of Life (PWOL) Project at the University of Notre Dame has sought to put dialogue back at the center of philosophical pedagogy. Impromptu philosophical dialogue, however, can be challenging for students who are new to philosophy. Anticipating this challenge, the Project has created a series of manuals to help instructors conduct dialogue groups with novice philosophy students. Using these guidelines, we incorporated PWOL-style dialogue groups into our Spring 2021 course “The Philosophy of Race, Class, and Gender” with the hope that, through having conversations about these challenging topics, our students would both be able to practice having philosophical dialogues as well as form their views on race and gender in light of contributions from their diverse peers. This article examines several strategies for how instructors can seek to incorporate similar dialogues into their own introductory classroom.

First-generation college students are a unique population of undergraduates with different backgrounds, strengths, and challenges compared to their continuing generation (not first-generation) peers. These students have the potential to perform well as novice philosophers but may require some additional supports. First-generation students are especially at risk for not being retained by their university at the end of their first year. Given that introductory philosophy courses tend to be taken by first-year students, instructors of these courses can impact student retention, both at the institution and within the discipline. This essay outlines the characteristics of first-generation students, the role instructors play in their success, and specific considerations for working with this undergraduate population in introductory philosophy classrooms.

In this paper we argue that God and the Good Life, a prominent philosophy as a way of life (PWOL) undergraduate course, serves the needs of novices in philosophy classrooms, whether they plan to continue in the study of philosophy or not. We draw from both philosophy and educational psychology in making our case and highlight four distinctive components of God and the Good Life pedagogy at the University of Notre Dame: 1) transformative learning goals, 2) immersive experiences, 3) deep personal connections to students’ everyday lives, and 4) cooperative relationships of mutual support in a community of dialogue. We end with a coda on even wider relevance for PWOL pedagogies in bringing about the pluralistic society we hope for, even in our deeply polarized societal moment.

The act of welcoming is often the first step in shaping the participatory contours of a collective’s social landscape. How and if individuals are invited into a space is often a product of the formal and informal social mechanisms used to facilitate newcomer or returner inclusion or exclusion. Notably, philosopher Iris Marion Young points out that greetings, as everyday communicative gestures, amount to acts of public acknowledgment. Moreover, during a successful greeting, Young argues that greeters announce themselves as “ready to listen” and “takes responsibility for her relationship to her interlocutors,” in addition to meeting the greeted’s basic need for recognition. In light of these observations, this paper argues that we have good reasons to think that welcomings, as a subcategory of greetings, require us to adapt our classroom communication norms, policies, assignments, and curricula in important ways. Specifically, they should change to publicly acknowledge our students’ dignity as potential knowers; to see them as contributors to the classroom space. Additionally, this paper offers a non-exhaustive list of three guidelines that can be useful when navigating these efforts and the challenges associated with the practice of welcoming.