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  • Continental and Feminist Philosophical PedagogiesConditions
  • Sina Kramer

In thinking through what it means to teach continental and feminist philosophy, I keep coming back to a somewhat enigmatic line from Adorno’s essay, “Why Still Philosophy?”: “Because philosophy is good for nothing, it is not yet obsolete” (Adorno 2005, 15). I believe that this dialectical aphorism has everything to do with the conditions under which we as teachers practice philosophy today, and continental and feminist philosophy in particular.

On the one hand, Adorno’s remark is made in the context of the specific conditions—political, economic, philosophical, etc.—of his own time. On the other hand, Adorno writes that if philosophy is still necessary (and we should always take seriously this “if,” as well as the “not yet” of the quote above) then it is for the same reasons that philosophy has always been necessary: as critique. Philosophy is thus both spatially and temporally specific in that it plays particular roles in particular places and times, and it is universal in that its operation as critique has always been the same. We must therefore spell out the particular conditions of our historical moment in order for philosophy to play the critical role that it has purportedly always played. What are the conditions under which we teach continental and feminist philosophy today?

I would point here to a few phenomena. First, President Barack Obama announced in his 2011 “State of the Union” address that in order for America to “win the future” we must invest in education, to reach the goal of having the [End Page 68] highest proportion of college graduates in the world by the end of the decade (Obama 2011). The president described investment in education as part of the larger of goal of supporting the competitive advantage of American workers. The president cast education in entirely economic terms: a greater quantity of graduates for the sake of a more economically prosperous nation.

At the same time, some universities, especially those that depend in part upon dwindling state resources, have chosen to cut programs in the humanities in general or in philosophy in particular: at UNLV, at the University of Louisiana at Lafayette, or at Middlesex University.1 Under the logic of fiscal austerity, universities are deciding that they can no longer “afford” to keep departments that are losing money or, which may amount to the same thing, programs that are no longer central to the mission of the university.

Finally, recent research indicates that only about one-third of all teachers in higher education in the United States are tenured or on the tenure track; teaching has been farmed out, outsourced, or subcontracted to a contingent labor force with less job security, lower wages, and fewer benefits than those on the tenure track.2 And shortly after the president’s “State of the Union” address, the book Academically Adrift and accompanying articles in the Chronicle of Higher Education and the New York Times argued that college students are learning less, according to measurable metrics, even as they are paying more—that is, going into greater debt—for a degree that is less and less a guarantee of a stable middle-class income (Arum and Roksa 2011; Glenn 2011a, 2011b).

In his dialectical aphorism, Adorno seems to set up a contradiction between philosophy and utility, between learning as an end in itself, and learning as an instrument toward some other end—a contradiction that goes back as far as philosophy’s stories about its own origins, to Thales and the olive-press. But this contradiction must be examined in each context in which it is raised. For instance, W. E. B. Du Bois seems to set up the same contradiction in The Souls of Black Folk, when he writes that “the true college will ever have one goal: not to earn meat, but to know the end and aim of that life which meat nourishes” (Du Bois 1997, 86). While this seems like the statement of a universal truth, it must be understood in the context of the larger argument in Souls, in which Du Bois argues that black people have a right to an education as...

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