"My dad (PhD, Edinburgh) was teaching Bible, theology, and church history courses in a small Christian college that needed a philosophy teacher. They drafted him to fill the gap, so he took some summer courses at GWU and UC-Boulder to get up to speed. The family accompanied him on these trips, and I began to pick up on intriguing references to "dialectical materialism," "John Dewey," etc. I admired my dad,"
"In preparation for my first class, I'd bought the big, assigned collection of dialogues and letters, only to find myself dismayed at the prof's treatment of a single page in the Theaetetus. I did the math, and I couldn't begin to see how we'd make it through the text that term. But a week or so into the course, it dawned on me that we weren't just surveying what old guys said so we could talk about it."
A father's assignment to teach Bible, theology, and church history at a small Christian college created a need for a philosophy teacher, prompting summer courses at GWU and UC-Boulder that included the family and exposed a child to terms like "dialectical materialism" and "John Dewey." That early exposure produced admiration and led to choosing philosophy as a college major, with engagement in Pre-Socratic thought, aesthetics, and French literature. A Plato seminar revealed that philosophy demands active interrogation of arguments rather than mere summary, fostering a dialogical approach to texts and an appreciation for empiricism.
Read at Apaonline
Unable to calculate read time
Collection
[
|
...
]