JOBS FOR PHILOSOPHERS: WHY PHILOSOPHY GRADUATES ARE SO EMPLOYABLE George MacDonald Ross Senior Adviser, PRS Subject Centre Employability in the Humanities,

23 October 2009Employability in the Humanities2 Programme General employability skills Why humanities, and philosophy in particular, develop these Ways universities could improve Points for discussion

General employability skills Employers’ various lists –Do they say what they mean? 1990s’ failed attempt to define ‘graduateness’ QAA’s Qualifications Frameworks –Good attempt at the impossible –But only true of ‘good’ graduates 23 October 2009Employability in the Humanities3

Philosophical skills 1 Popular (mis)conception that humanities and philosophy are irrelevant Education vs. training Vocational training is unsuited for general skills Graduate jobs for the educated 23 October 2009Employability in the Humanities4

Philosophical skills 2 Examples of skills: –Logical reasoning –Independence of thought –Clarity of thought and expression –Creative imagination –Seeing things from different points of view 23 October 2009Employability in the Humanities5

Philosophical skills 3 More examples: –Thinking outside the box –Handling uncertainty –Reflective awareness –Ethical approach to decisions Especially characteristic of philosophy, but also of humanities in general 23 October 2009Employability in the Humanities6

Why humanities? 1 In STEM/vocational disciplines, independent thinking is difficult (though not impossible), because: –Large body of facts, concepts and techniques to be learned –Professional standards not to be questioned –Answers to problems unambiguously right or wrong 23 October 2009Employability in the Humanities7

Why humanities? 2 In humanities independent thinking is easier, because: –Many supposed facts are contestable –Research methods are contestable –Few straight right/wrong answers Scope for students to express independence by disagreeing with teachers 23 October 2009Employability in the Humanities8

Ways universities could improve 1 Even in philosophy, general skills not always developed: –Some teachers are didactic, and reward conformity to their own views –Widespread hostility to the language of skills as opposed to content –Learning outcomes presuppose conformity to a norm –Skills development takes time 23 October 2009Employability in the Humanities9

Ways universities could improve 2 Be explicit about skills development Reward independent thinking Avoid teaching methods that reward memorisation and regurgitation Help students to articulate their skills in CVs 23 October 2009Employability in the Humanities10

Suggested points for discussion Are humanities and STEM/vocational subjects really so different? Is it true that philosophy develops general skills more than other disciplines? Am I right that the rhetoric of skills development doesn’t match the reality? 23 October 2009Employability in the Humanities11

Thank you for participating George MacDonald Ross Department of Philosophy, University of Leeds, Leeds LS2 9JT October 2009Employability in the Humanities12