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The Educational Value of Analytic Philosophy

Published online by Cambridge University Press:  22 December 2020

JANE GATLEY
JANE GATLEY*
Affiliation:
UNIVERSITY OF BIRMINGHAMjane.gatley@gmail.com
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Abstract

In this article, I outline three critiques of analytic philosophy; that it is (1) irrelevant to individuals and society; (2) unconstructive; and (3) excessively technical. These critiques are linked to skepticism about the educational value of analytic philosophy. In response, I suggest that if analytic philosophy provides constructive guidance about prominent and pressing questions, then it holds potential educational value. I identify a body of prominent and pressing questions that are addressed by analytic philosophy as a discipline. Because analytic philosophy is often concerned with the analysis of ordinary concepts, there is at least some potential educational value to analytic philosophy insofar as it provides guidance about the meaning of ordinary concepts that ground ordinary questions. Taking P. F. Strawson's paradigmatically analytic account of philosophy, I show that analytic philosophy can directly address ordinary questions in a constructive manner. Analytic philosophy is neither (1) irrelevant, (2) unconstructive, nor (3) excessively technical.

Keywords

analytic philosophyphilosophy of educationmetaphilosophyphilosophy for children
Type
Article
Information
Journal of the American Philosophical Association , Volume 7 , Issue 1 , Spring 2021 , pp. 59 - 77
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Copyright
Copyright © American Philosophical Association 2020

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