At a time when advances in science and technology have changed our understanding of our mental and physical selves, it is easy for some to dismiss the discipline of philosophy as obsolete. Stephen Hawking, boldly, argues that philosophy is dead.
Not according to Rebecca Newberger Goldstein. Goldstein, a philosopher and novelist, studied philosophy at Barnard and then earned her Ph.D. in philosophy at Princeton University. She has written several books, won a MacArthur “Genius Award” in 1996, and taught at several universities, including Barnard, Columbia, Rutgers, and Brandeis.
Goldstein’s forthcoming book, Plato at the Googleplex: Why Philosophy Won’t Go Away, offers insight into the significant—and often invisible—progress that philosophy has made. I spoke with Goldstein about her take on the science vs. philosophy debates, how we can measure philosophy’s advances, and why an understanding of philosophy is critical to our lives today.
You came across The Story of Philosophy by Will Durant as a kid. What were your first thoughts?
I grew up in a very religious Orthodox Jewish household and everybody seemed to have firm opinions about all sorts of big questions. I was interested in how they knew what they seemed to know, or claimed to know. That’s what I would now call an epistemological question. I was allowed to read very widely, and I got the book The Story of Philosophy out. I must’ve been 11 or 12. And the chapter on Plato… it was my first experience of a kind of intellectual ecstasy. I was sent completely outside of myself. There were a lot of things that I didn’t understand, but there was something abstract and eternal that underlay all the changing phenomena of the world. He used the word “phantasmagoria,” which is one of those words I had to look up, and probably one of the few times I’ve encountered it. I couldn’t quite understand what I was reading, but I was hooked.
When did your formal education in philosophy start?
I didn’t think I was going to study philosophy. I also loved science, and took out lots of books about science as a kid, and, oh gosh, I ruined my mother’s kitchen by trying to do do-it-yourself chemistry experiments. There were all kinds of things that interested me. One of the things about philosophy is that you don’t have to give up on any other field. Whatever field there is, there’s a corresponding field of philosophy. Philosophy of language, philosophy of politics, philosophy of math. All the things I wanted to know about I could still study within a philosophical framework.
What did your religious family think about your pursuit of philosophy?
It made my mother intensely uncomfortable. She wanted me to be a good student but not to take it too seriously. She worried that nobody would want to marry such a bookish girl. But I ended up getting married at 19. And I wasn’t an outwardly rebellious child; I followed all the rules. The problem was, I was allowed to think about whatever I wanted to. Even though I decided very early on that I didn’t believe in any of it, it was okay as long as I had freedom of mind. It was fine with my family.
How early do you think children can, or should, start learning about philosophy?
I started really early with my daughters. They said the most interesting things that if you’re trained in philosophy you realize are big philosophical statements. The wonderful thing about kids is that the normal way of thinking, the conceptual schemes we get locked up in, haven’t gelled yet with them. When my daughter was a toddler, I’d say “Danielle!” she would very assuredly, almost indignantly, say, “I’m not Danielle! I’m this!” I’d think, What is she trying to express? This is going to sound ridiculous, but she was trying to express what Immanuel Kant calls the transcendental ego. You’re not a thing in the world the way there are other things in the world, you’re the thing experiencing other things—putting it all together. This is what this toddler was trying to tell me. Or when my other daughter, six at the time, was talking with her hands and knocked over a glass of juice. She said, “Look at what my body did!” I said, “Oh, you didn’t do that?” And she said, “No! My body did that!” I thought, Oh! Cartesian dualism! She meant that she didn’t intend to do that, and she identified herself with her intentional self. It was fascinating to me.
And kids love to argue.
They could argue with me about anything. If it were a good argument I would take it seriously. See if you can change my mind. It teaches them to be self-critical, to look at their own opinions and see what the weak spots are. This is also important in getting them to defend their own positions, to take other people’s positions seriously, to be able to self-correct, to be tolerant, to be good citizens and not to be taken in by demagoguery. The other thing is to get them to think about moral views. Kids have a natural egotistical morality. Every kid by age three is saying, “That’s not fair!” Well, use that to get them to think about fairness. Yes, they feel a certain sense of entitlement, but what is special about them? What gives them such a strong sense of fairness? They’re natural philosophers. And they’re still so flexible.