Pathways to Philosophy
A Multidisciplinary Approach

Douglas W. Shrader 
and 
Ashok K. Malhotra

Prentice Hall, 1996
Distinctive Features
  1. The text is structured so as to reveal and explore interconnections between Philosophy, Science, and Literature. Among the many benefits of this approach we believe the following to be worthy of special note:
    Example: Chapter 4 examines ethical and cultural obligation through the lenses of philosophy (Plato), science (Ruth Fulton Benedict), and literature (Flannery O'Connor).
     
  1. The text is organized around concepts of the Self (beginning rather narrowly then progressively expanding in ever-widening circles of concern). Focus on the Self captures and maintains the interest of the reader. It results in an investment at a personal level which in turn results in more diligent class preparation, attendance, etc. Additionally, this unifying focus provides the conceptual connections necessary to move from a series of isolated inquiries to a somewhat more comprehensive vision of the philosophical terrain.
    Example: Chapter 1 focuses on the meaning of life. Chapter 2 examines death and the possibility of life after death. Chapter 6 investigates technology and human values. Chapter 10 explores Hindu concepts of Atman and Brahman. Chapter 12 explores Yoga and Meditation. Et cetera.
     
  1. The text covers Eastern as well as Western Philosophical traditions. This not only facilitates understanding of the diverse traditions, but encourages evaluation of concepts and ideas according to a larger, more global context than most texts provide.
    Example: In addition to readings which explore the work of Western philosophers such as Plato and Aristotle, the text includes chapters devoted to Hinduism, Buddhism, Taoism, Zen, and Yoga.
     
  1. The text covers contemporary issues and thinkers as well as the rich historical tradition for which Philosophy is known. In addition to benefits which arise from the intrinsic value of the material, the approach helps maintain student interest and paints a vibrant picture of Philosophy as a discipline which has not forgotten the past, ignored the present, nor forsaken the future.
    Example: Readings by recognized masters stand alongside contributions by contemporary, and sometimes controversial, thinkers (Albert Camus, Jane English, Stephen Jay Gould, Elisabeth K&uumlbler-Ross, Thomas Kuhn, Robert Pirsig, Bertrand Russell, Richard Taylor, et al).
     
  1. The text incorporates perspectives and contributions by both men and women. These include, but are not restricted to, presentation and defense of what is sometimes termed "The Feminist Position". The overall effect is a text which is more inclusive than most of its competitors. Given increased social and political concern over the changing roles of men and women, the readings provide much-needed perspective as well as more than ample occasion for debate.
    Example: Female authors include Hazel Barnes, Ruth Benedict, Carol P. Christ, Jane English, Evelyn Fox Keller, Elisabeth K&uumlbler-Ross, and Flannery O'Connor.
     
  1. Pathways presents a multiplicity of perspectives which cannot be achieved in a single-author text, but avoids the disjointed smorgasbord effect often associated with an anthology. Self-contained original essays by the authors provide a sense of cohesiveness and serve as an occasion for the development of viewpoints which span several chapters.
    Example: The interwoven dialogues and readings in chapters 4 - Ethics, 5 - Social and Political Philosophy, and 6 - Technology and Human Values combine to produce a fabric of human relationship and concern.
     
  1. The layout of the text provides organization and structure without limiting professorial choice regarding what to assign or when. Professors may adjust assignments according to their own needs and temperaments, as well as those of the students. The structure also facilitates rereading selected assignments.
    Example: A professor may restrict assignments according to type (e.g. making all literary readings optional), subject matter (e.g. skipping one or more particular chapters), or any other standard which seems particularly appropriate (e.g. skipping this or that reading for more personal reasons). Assigning just the introductory essays would produce the effect of a short but nonetheless complete overview of philosophy (accompanied by a series of optional readings).
     
  1. Each chapter is preceded by a brief organizational preview. Each reading begins with a short biographical or historical introduction. In general, students are not asked to read materials presented in an intellectual vacuum. Nor are they presumed to have an extensive knowledge of the history of philosophy, etc.
    Example: A selection from Plato is preceded by a brief introduction which helps students understand who Plato was, when he lived, the types of problems with which he wrestled, etc.
     
  1. Pathways contains chapters on a number of topics which, though important, remain comparatively rare in introductory texts. Of particular note are chapters on The Meaning of Life, Death, Existentialism, Yoga, Philosophy of Science, and Technology and Human Values. Pathways thus succeeds in capturing some of the richness of Philosophy which eludes other texts.
    Example: In the 60's and 70's when Existentialism was sexy and hot (intellectually speaking) many texts focused too heavily on the movement (as though it constituted the whole field of Philosophy). Now many texts have gone to the opposite extreme of ignoring the movement. Pathways strikes a balance between the two, devoting one chapter to Existentialism and presenting it in the social, historical, and intellectual climate which it deserves.
     
  1. Many concepts and issues recur, from slightly different perspectives, throughout the text. Students are thereby given opportunity to develop a greater depth of understanding of these concepts and issues, as well as a greater appreciation for the complex web of philosophical interconnection.
    Example: The question, "What is a Person?", is examined in chapters 2 - Death and Beyond, 5 - Social and Political Philosophy, and 8 - Metaphysics. Other chapters (e.g. Hinduism, Taoism, and Yoga) provide additional dimension.
Speaking with ...
Douglas Shrader and Ashok Malhotra

Teaching an introductory course in philosophy can be exciting, richly rewarding, even joyous. Unfortunately, it usually comes with a sizeable side order of frustration, distraction and physical as well as emotional exhaustion. Classes are typically larger than those in more specialized courses; student background is uneven at best. Some hit the ground running. They develop a quick, sincere interest in the material and seize the opportunity to stretch their cognitive wings and soar with some of the great minds of the past. Others see themselves as doing little more than satisfying a requirement. They may be good students of above-average ability, but unless one succeeds in capturing their interest and attention within the first few weeks, the remainder of the term is apt to be unpleasant and frustrating for all concerned. For many, it will be the only course in philosophy they ever take. For others, it will form the foundation for a lifetime of philosophical inquiry.

Pathways to Philosophy is formed of the clay of dreams, but fired in the crucible of the classroom. We have built upon our successes and incorporated lessons from ill-fated efforts as well. Like many of our colleagues, we consider it extremely important that students read original material by major historical figures. Unfortunately, even good students often find anthologies rather dense and uninviting. Some may spend as much time trying to find a way around the assignments as they do actively engaging the essays which we, as professors, find so dear. To help buffer this persistent and vexing difficulty we have (1) chosen material which, in our experience, has elicited positive student response and active involvement, (2) carefully edited all material to keep readings focused and uniformly accessible, (3) provided brief biographies and chapter summaries to help ease transitions and provide greater context, and (4) prepared original introductory essays for each of the twelve chapters. The introductory essays lend a cohesiveness which eludes most anthologies and, in the process, permit us to develop viewpoints which span several chapters. All material is woven into a loose but seamless cloth held together by a common thread: analysis and exploration of concepts and dimensions of the Self.

Pathways' title reflects a deep-seated commitment to multiplicity of cognitive structure, cultural heritage, philosophical approach, interpretation, and application. Each chapter balances traditional philosophical essays with literary selections and other readings which represent perspectives typically associated with science. This balance provides alternative routes for students more comfortable with one style of expression than another. It also helps reveal the interconnectedness of human reflection and inquiry, thereby deepening students' understanding and appreciation of the complex academy in which they have come to study. In the process it underscores in a low-key but singularly effective fashion some of the historically important relationships between philosophy and other disciplines, thereby helping to dispel the common misperception of our field as an isolated, self-perpetuating series of puzzles.

Philosophers have long recognized what has only recently become a matter of politically correct opinion: we have a strong wide-ranging obligation to instruct our students concerning social responsibility and the appreciation of cultures distinct from their own. As regards the first, Pathways devotes three chapters to ethics, social philosophy, and the impact of technology on human values. Concerning the second, we have (1) provided a mix of perspective throughout the entire text, (2) included general overviews of Indian and Oriental Philosophy, and (3) devoted an entire chapter to the philosophy and practice of Yoga -- an area which is sure to capture the interest and attention of even the most recalcitrant student.

Lest our intent be lost in the details of the preceding paragraphs, let us conclude by stating clearly that we regard the study and teaching of philosophy to be (1) a matter of immense individual and social importance and (2) a source of great personal satisfaction, enjoyment, and -- yes -- fun! We believe we have crafted a text which moves smoothly back and forth between the two poles of this reality. Because we believe strongly in the Socratic approach we have tried to lead without indoctrinating, to help students learn to think and reason critically, and to encourage rather than stifle creativity. Perhaps simply because we too are professors, we have tried to be sensitive to your needs and interests as well as those of your students. As you skim the table of contents you should recognize some old friends. There should of course also be pieces which present viewpoints with which you disagree and perhaps even a few which are new to you. We invite you to examine Pathways, try it in one of your classes, and then let us know what you think. In the exchange we will perhaps all become better philosophers, better teachers, and better people.

September 20, 1995
Oneonta, New York

Site constructed and maintained by
Douglas Shrader / Department Chair / Shradedw@Oneonta.edu