Characteristics of a Philosophical Problem

Abstract: A working definition of philosophy is proposed and a few philosophical problems are illustrated.

Some general comments about the nature of philosophy can be summarized from the previous tutorial.
1. Etymologically, "philosophy" can be broken into the following roots and examples.
  - philo—fond of, affinity for; e.g., the name "Philip" means "lover of horses."
  - sophia—wisdom; e.g., the name "Sophie" means "wisdom."
2. Hazarding a beginning definition and some general characteristics of philosophy might be of help.
  1. Philosophy is the systematic inquiry into the principles and presuppositions of any endeavor.
    1. Some restaurants have printed on the back of the customer's bill their philosophy of restaurant management.
    2. Recently, philosophy of sport, medical ethics, and ethics of genetics have generated much interest.
  2. In general, philosophy questions often are a series of "why-questions," whereas science is often said to ask "how-questions."
  3. E.g., asking "Why did you come to class today?" is the beginning of a series of why-questions which ultimately lead to the answer of the principles or presuppositions by which you lead your life.
    
    I.e., Answer: "To pass the course."
    
    Question: "Why do you want to pass the course?"
    Answer: "To graduate from college."
    
    Question: "Why do you want to graduate?"
    Answer: "To get a good job."
    
    Question: "Why do you want a good job?"
    Answer: "To make lots of money."
    
    Question: "Why do you want to make money?"
    Answer: "To be happy."
    
    Hence, one comes to class in order to increase the chances for happiness.

Avrum Stroll and Richard H. Popkin, in their highly readable book, Introduction to Philosophy, isolate seven characteristics of a philosophical problem. These characteristics serve as a good introduction to mark some of the perplexing kinds of problems which can arise in philosophy.

Philosophical Thought-Experiments from Metaphysics and Epistemology
Characteristics	Typical Examples
1. A reflection about the world and the things in it.	If I take a book off my hand, what's left on my hand? If I take away the air, then what's left? If I take away the space? Does everything exist in nothing?
2. A conceptual rather than a practical activity.	According to Newton's gravitation theory, as the ballerina an a New York stage moves, my balance is affected.
3. The use of reason and argumentation to establish a point.	Does a tree falling in a forest with no one around to hear it, make a sound? To solve, we distinguish two senses of "sound": (1) hearing—a phenomenological perception and (2) vibration—a longintudinal wave in matter.
4. An explanation of the puzzling features of things.	Does a mirror reverse left and right? If I move my right hand, the image's left hand moves. But why then doesn't the mirror reverse up and down? Why aren't the image's feet at the top of the mirror?
5. Digging beyond the obvious.	What is a fact. In science, facts are collected. Is a book a fact? Is it a big or little fact? Is it a brown fact? If facts don't have size, shape, and color, then how do they exist in the world?
6. The search for principles which underlie phenomena.	Is a geranium one flower or is it a combination of many small flowers bunched together? If I turn on a computer, am I doing one action or many different actions.
7. Theory building from these principles.	Is nature discrete or continuous?e.g., Zeno's paradoxes of motion. If you are to leave the classroom today, isn't it true that you will have to walk at least half-way to the door? And then when you get half-way, you will have to at least walk another half? How many "halves" are there? How will you ever get out?

In practice, philosophy is an attitude, an approach, or even a calling to answer, to ask, or to comment upon certain peculiar kinds of questions. As we saw previously, the problems are often relegated to the subdivisions of philosophy: Epistemology, Metaphysics, and Axiology (Ethics and Æsthetics).
1. Attitude—a curiosity arising from questions such as the following.
  1. Under the assumption that time is a dimension just like any other, the case of the problem of the surprise examination can arise: Suppose students obtain the promise from their teacher that a surprise quiz scheduled be given next week will not be given, if the students demonstrate how they can know, in advance, the day the teacher will give the exam. Thus, the students can argue as follows: Assuming the class meets only on Monday, Wednesday, and Friday, the students know the surprise exam cannot be given on Friday because everyone would know Thursday night that the folowing day is the only period left in which to give the exam. One would think that the teacher could give the exam Wednesday, but since Friday has been eliminated as a possibility, on Tuesday night, the students would know that the only period left in the week would be Wednesday (since Friday has already been eliminated; hence, the exam could not be given Wednesday either. Monday, then, is the only possible period left to offer the exam. But, of course, the teacher could not give the exam Monday because the students would expect the exam that day. Consequently, the teacher cannot give a surprise examination next week.
  2. In his Nobel Prize Lecture, Richard Feynman explained that from the perspective of quantum electrodynamics, if an electron is seen as going forward in time, a positron is the same particle moving backwards in time. Is time- reversal really possible?
    1. Is a positron, or even the earlier tachyon, discussed above, associated with backward causation a possible event? Consider this paradoxical result. Suppose a "positron gun" or a "tachyon gun" would fire a particle going backward in time—it could "trigger" an off-switch to turn off the gun before it could be fired.
    2. This example is, of course, a thought-experiment. As Feynman noted in his Lectures on Physics, "Philosophers say a great deal about what is absolutely necessary for science, and it is always, so far as one can see, rather naive, and probably wrong.
2. Approach—to devise a methodology to answer such puzzles. Very often, all that is needed is to invoke old maxim, "When there is a difficulty, make a distinction."
  1. E.g., for the problem of the sound of a tree falling in a forest with no one around to hear, all we need do is distinguish two different senses of "sound."
  2. If by "sound" is meant a "phenomenological perception by a subject," then no sound ("hearing") would occur. If by "sound" is meant "a longitudinal wave in matter," then a sound is discoverable.
3. Calling— if a person has had experiences of curiosity, discovery, and invention at an early age, these experiences could leave an imprint on mind and character to last a lifetime.

Problems in Philosophy

Nature of Philosophy

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Characteristics of a Philosophical Problem