The looks I get when teachers and students hear that I have a degree in philosophy range from bemused to noddingly impressed. What was he thinking? Some seem to be wondering. What a great foundation to be a leader! I imagine others thinking to themselves. Well, I imagine it anyway.
I’m a high school principal, hardly Plato’s philosopher king, and as kooky as it sounds, in my workaday world of running a school I consistently lean on the background and perspective my philosophy major provided to me.
A part of that perspective, of course, is critical thinking and the ability to logically parse out arguments, two skills that serve me well as I work in a profession filled with decisions to be made and answers to be found. Inundated with data and opinions, provided a range of “facts” that don’t add up, evaluating situations for validity is a part of what I do every day. Years with Carnap and Quine taught me to be careful with my thinking and left me confident in my ability to put my mind to problems and be able to see the clearest way.
But education, and particularly the role of principal, isn’t always clear or logical, and I’m also thankful for the ability to suspend disbelief and hold various and contradicting points of view that comes from my study of philosophy. So often the right choice comes only after walking a labyrinth, a task made easier by some comfort in the world of the unknown. Paradox may be too strong a word for some of what I see, but as I work to find solutions to the puzzles of my work an understanding that sometimes Zeno’s arrow is staying in the air for a while helps put things in perspective.
Also helping with perspective are the ethical arguments I learned studying philosophy. More often than one might expect issues in education are issues of equity, fairness, and justice. Beyond those logicians or playful puzzlers, social philosophers like Rousseau and Foucault, who helped to inform my professional self, also provide a certain perspective that I use to help navigate the turbulent waters of educational policy. I’m not saying that I break out Aristotle when I need to decide if a kid should get a free bus pass or we ought to suspend a student for smoking in the bathroom, but I do believe my time as a philosophy major helped me lay a foundation from which I’ve built the approach I take to my work.
Finally, and as important as any of the other impacts I’ve mentioned, I find that studying philosophy inspired in me a profound curiosity, a desire to keep learning, to question, and to always strive to know more. This pursuit of knowing and love of learning help to define who I am as a principal and an educator. They’re qualities I hope I model for my students and school community.
While those students may or may not know what to make of my degree in philosophy, it’s a part of who I am, and that, I think, makes a difference they can feel.